Using the SAQA Critical Outcomes to Empower Learners and Transform Education

@article{citeulike:2706387, abstract = {Using his thirty years of international experience with future-focused Outcomes-Based Education designs and models as a foundation, Dr. Spady describes a five-step process for translating the familiar twelve SAQA "Critical Outcomes" into a compelling life-performance framework of "exit outcomes" that directly empowers learners and genuinely transforms education in ways not envisioned in today's curriculum reforms. Working from four fundamental agreements about the nature of "outcomes of significance" developed in 1998 with Prof. Roy Killen of Australia, Spady meticulously takes readers through five transformational steps in reframing and strengthening the power and potential of the SAQA Outcomes: (1) Interpreting the essence and intention of each original outcome; (2) Categorising each original outcome statement;(3) Creating an OBE curriculum design matrix that highlights five implied life role performance outcomes: Life Managers, Community Stewards, Active Citizens, Education/Career Producers, and Opportunity Creators; (4) Translating the Critical Outcome essences into role performer language; and (5) Operationalising the new role performance SAQA Outcomes framework, with learners living and learning: (a.) CONSCIOUSLY as Prudent, Organised LIFE MANAGERS, guided by an ethos of Reflection and Improvement (b.) COMPASSIONATELY as Conscientious, Global STEWARDS, guided by an ethos of Caring and Commitment (c.) COLLABORATIVELY as Active, Collaborative CITIZENS, guided by an ethos of Honesty and Reliability (d.) COMPETENTLY as Skilled, Productive CONTRIBUTORS, guided by an ethos of Diligence and Quality (e.) CREATIVELY as Resourceful, Entrepreneurial OPPORTUNITY CREATORS, guided by an ethos of Initiative and Innovation.}, author = {Spady, William }, citeulike-article-id = {2706387}, journal = {Perspectives in Education}, keywords = {bildungsreform, kompetenz, kompetenzorientierung}, month = {June}, number = {2}, pages = {165--178}, posted-at = {2008-04-23 08:57:07}, priority = {2}, publisher = {University of Pretoria, Pretoria 0002, South Africa. Tel: +27 (0)12 420 4732; Fax: +27 (0)12 362 5122; e-mail: perspect@postino.up.ac.za.}, title = {Using the SAQA Critical Outcomes to Empower Learners and Transform Education}, url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ687910}, volume = {22}, year = {2004} }

TY - JOUR ID - citeulike:2706387 L3 - citeulike-article-id:2706387 TI - Using the SAQA Critical Outcomes to Empower Learners and Transform Education JF - Perspectives in Education VL - 22 IS - 2 SP - 165 EP - 178 PB - University of Pretoria, Pretoria 0002, South Africa. Tel: +27 (0)12 420 4732; Fax: +27 (0)12 362 5122; e-mail: perspect@postino.up.ac.za. N2 - Using his thirty years of international experience with future-focused Outcomes-Based Education designs and models as a foundation, Dr. Spady describes a five-step process for translating the familiar twelve SAQA "Critical Outcomes" into a compelling life-performance framework of "exit outcomes" that directly empowers learners and genuinely transforms education in ways not envisioned in today's curriculum reforms. Working from four fundamental agreements about the nature of "outcomes of significance" developed in 1998 with Prof. Roy Killen of Australia, Spady meticulously takes readers through five transformational steps in reframing and strengthening the power and potential of the SAQA Outcomes: (1) Interpreting the essence and intention of each original outcome; (2) Categorising each original outcome statement;(3) Creating an OBE curriculum design matrix that highlights five implied life role performance outcomes: Life Managers, Community Stewards, Active Citizens, Education/Career Producers, and Opportunity Creators; (4) Translating the Critical Outcome essences into role performer language; and (5) Operationalising the new role performance SAQA Outcomes framework, with learners living and learning: (a.) CONSCIOUSLY as Prudent, Organised LIFE MANAGERS, guided by an ethos of Reflection and Improvement (b.) COMPASSIONATELY as Conscientious, Global STEWARDS, guided by an ethos of Caring and Commitment (c.) COLLABORATIVELY as Active, Collaborative CITIZENS, guided by an ethos of Honesty and Reliability (d.) COMPETENTLY as Skilled, Productive CONTRIBUTORS, guided by an ethos of Diligence and Quality (e.) CREATIVELY as Resourceful, Entrepreneurial OPPORTUNITY CREATORS, guided by an ethos of Initiative and Innovation. KW - bildungsreform KW - kompetenz KW - kompetenzorientierung AU - Spady, William PY - 2004/06/0/ UR - http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ687910 ER -