The continuous professional development of educators with regard to the implemmentation of OBE in the Limpopo Province.

This study aimed to explore the development and experiences of teachers in the implementation of OBE in Mutale Educational District of Limpopo province. In order to achieve this goal, a thorough literature review was conducted and selected Teachers from schools located in the district, Education Specialists and Curriculum Advisors were also interviewed. Informed by the findings and literature, this study argues that school-based model of teacher development, where teachers are partners in their development, is the most suitable in the current curriculum transformation agenda in South Africa. It further alludes to the fact that teacher development would lead to effective curriculum implementation and by extension lead to effective learning in the schools.Dr. M.C. Loggerenber