Research 

This study focused on the in-service training received by school-based educators, including members of the School Management Teams (SMTs) for the implementation of the original outcomes-based Curriculum 2005 (C2005). This new outcomes-based approach is often described as a paradigm shift that is a change or shift in the way in which educators used to teach within the traditional content-based approach. As such the study evaluated the effectiveness of the in-service training of school-based educators for the implementation of C2005. In this regard the National Department of Education, (DOE, 2003:69) states in their national report on the Systemic Evaluation of the Foundation Phase that "...although educators have received in-service training on OBE, many do not feel confident enough to implement it". In this sense the study focused on the determination of the nature and the quality of the in-service training received by school-based educators; whether educators were able to implement C2005 without difficulties; whether the SMTs received adequate training to facilitate the implementation at the school level and to make recommendations for the more efficient training of school-based educators. With regard to the training of classroom-based educators, the study recommended that all provincial education departments should follow the example of the Gauteng Department of Education (GDE) to outsource the INSET of educators for the implementation of C2005 and the RNCS to the higher education institutions (HEls). This recommendation concurs with the recommendation of the Review Committee (Chisholm, 2000:89) concerning the statutory location of teacher preparation in institutions of higher education. With regard to the training of principals and other members of school management teams it was recommended that the principals and other members of the SMTs should, apart from special sessions in managerial aspects of C2005, receive INSET for the implementation of the new curriculum at the same time and preferably in the same lecture room as their classroom-based educators. It was the experience of the HEls that this reduces implementation problems in the school situation.