Abstract:
The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement.
Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009.
This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.
