Discuss the major feature of former outcomes-based education
Problem
i. Discuss the major features of the former Outcomes-Based Education (OBE) curriculum.
ii. Summarise the major differences between Outcome-Based Education (OBE) and the current Curriculum and Assessment Policy Statement (CAPS).
Expected delivery within 24 Hours
Discuss major changes guaranteed in the new South African Constitution after the demise of apartheid in 1994. Briefly explain why they were necessary changes.
Explain the intricacies of organizational identity and individual personal identity. Is it important for an employee to decide to align her/his individual
What are common features of effective schools? Discuss why the issue of Afrikaan was so contentious (seen as a problem) in Bantu Education schools in the 1970s.
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Discuss the major features of the former Outcomes-Based Education (OBE) curriculum.
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Marion's Equal Opportunity, Discrimination, Harassment and Workplace Bullying Policy and to demonstrate respect for diversity.
By making use of practical examples elaborate on the developmental areas that were identified by the South African Government
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Problem: Developmental Assessments Cognitive Tests: Assessments like the Wechsler Intelligence Scale for Children (WISC)
Behavioral Checklists and Rating Scales Standardized Rating Scales: Tools like the Child Behavior Checklist (CBCL) or the Conners Rating Scales
Observation Naturalistic Observation: Clinicians observe the child in their natural environment, such as home or school, to understand their behavior in context
Adolescents (13-18 years) Techniques: Open-Ended Questions: Adolescents often respond well to open-ended questions that invite them
Middle Childhood (9-12 years) Techniques: Cognitive Assessments: Clinicians can utilize structured interviews combined with cognitive tests
Developmentally Appropriate Language: Clinicians simplify their language, avoiding jargon, and using short sentences to ensure comprehension.
Observational Techniques: Since infants may not be able to verbally articulate their feelings, clinicians often rely on observation of behaviors,