Can South African Higher Education Institutions afford to avoid Problem-Based Learning?

In this article the authors support Problem-Based Learning (PBL) based on its high level of alignment in addition to providing learners with an opportunity in achieving the South African National Critical Cross-Field and Developmental Outcomes (COs). Constructive Alignment describes a process in which the Learning Outcome (LO) becomes the objective for designing a curriculum that will enable these LOs to be achieved through appropriate activities and an assessment process that enables these LOs to be demonstrated. LOs are mostly static. PBL applies problem solving as a vehicle in achieving LOs. The degree to which a learner manages to achieve a given LO still serves as the authentic criteria for assessment. PBL is therefore considered to be a highly aligned didactic method. PBL provides learners with an additional opportunity in achieving almost all of the COs. It is questioned why this approach is not implemented by local Higher Education Institutions. The successful implementation of PBL however, depends on a number of issues. Whether South African Higher Education Institutions can afford to let go of this opportunity should be debated. It is concluded that very few didactic methods can achieve the quality of learning we provide learners with when using PBL.