Integrated curriculum

Three interrelated outcomes are expected in terms of outcomes-based education (OBE), which are illustrated in the upper part of the sketch below. The integrated curriculum of a cooperative education programme is further illustrated in the bottom half of the sketch below. Any number and combination of teaching methods can be employed to achieve the desired learning, in order to accomplish the stipulated outcomes. The sketch originates from a policy formulation process in a distance education institution (Technikon SA, 2001).

I would like to illustrate the sketch above with the example of a course to master swedish massage. There is a lot of skill to master, such as effleurage, hacking, cupping, beating, wringing, kneading, rotaries, friction and rolling. But the student also need to learn the bone structure, the mussles, skin diseases, hygiene, first-aid and procedure (Download full_procedure_swedish_massage.doc ). A course typically includes lectures, demonstration and lots of practice.

The critical cross-field outcomes were introduced a decade ago in South Africa, among the regulations under the SA Qualifications Authority (SAQA) Act, 58 of 1995. It is defined as follow: "critical outcomes" means those generic outcomes which inform all teaching and learning, and "critical cross-field education and training outcomes" has a corresponding meaning. Regulation Gazette No. 6140, Government Gazette, No. 18787, Vol. 393, Pretoria 28 March 1998 (http://www.saqa.org.za/show.asp?include=docs/legislation/regulations/reg0452e.html) gives the following critical cross-field outcomes:

(3) Critical outcomes include but are not limited to-

1. identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.
2. working effectively with others as a member of a team, group, organisation, community.
3. organising and managing oneself and one’s activities responsibly and effectively.
4. collecting, analysing, organising and critically evaluating information.
5. communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
6. using science and technology effectively and critically, showing responsibility towards the environment and health of others.
7. demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
8. contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
   1. reflecting on and exploring a variety of strategies to learn more effectively;
   2. participating as responsible citizens in the life of local, national and global communities;
   3. being culturally and aesthetically sensitive across a range of social contexts;
   4. exploring education and career opportunities; and
   5. developing entrepreneurial opportunities.