South African educators are required to follow an outcomes-based approach toudteaching and facilitation. The main difficulty many adult educators encounter is inudbeing able to match theory to practice. Whereas most facilitators appear toudunderstand the theory behind Outcomes-Based Education and Training, theyudhave difficulty in actually changing their practice.udIn this research I have used small-scale qualitative methodology and randomudsampling techniques in order to investigate the cause of this disparity. I haveudused a multi-method strategy to collect data –including observation of courseudparticipants, questionnaires and detailed interviews.udThe summary of the results is that changes are unlikely until adult educators onudshort courses are able to achieve the aim of engaging in transformative learningudand critical thinking. This would include building reflection into courses andudproviding frequent refresher courses as well the opportunity for facilitators toudmeet as part of support or interest groups.
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