Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

Abstract

This qualitative study was undertaken to investigate how district officials implemented Curriculum and Assessment Policy Statement in the Vhembe West District in South Africa. Interview data were collected and used for themes identification. The study identified the following challenges that the district officials experienced as they performed their duties: insufficient resources, lack of finances to buy learning and teaching support materials, infrastructure failures, the district’s inadequate support to schools, shortage of district officials in certain disciplines, unclear roles, lack of collaboration, unavailability of follow-up visits, the shortage of computers for the district officials and teacher support materials, bribery and corruption of selling principalship posts, slow filling of district officials posts, and inappropriate skills for school management and leadership. The study concluded that qualified district officials should be appointed, ongoing support from the Department of Basic Education and provision of resources in ensuring smooth curriculum implementation is needed, and bribery and corruption should be stopped when school principal appointments are made. This study also concludes that the district officials should be continuously capacitated so that they should be able to meet curriculum challenges, and the Department of Basic Education should speed up the curriculum delivery by ensuring that the vacancies are filled up.

Influential factors for successful adoption of future school curriculum

“…However, a number of prior inquiries have verified that the district's insufficient finances prevent it from providing curriculum consultants with the necessary help. This outcome is consistent with the research of several other scholars, such as Rammbuda (2019), who assert that the district does not have the resources to buy instructional aids.…”

“…In addition, Beukes (2017) and West and Meier (2020) notice that there are two serious issues: insufficient funding and improper use of public funds. Supporting the arguments made by Beukes (2017), West and Meier (2020), and Rammbuda (2019) above, McLennan et al (2017 claimed that curriculum advisors only visited schools once a year to assess how far along teachers and principals were with the curriculum because districts lack the resources or funding to visit schools. The findings of this study concur with Blignaut (2020) who contends that 'curriculum and pedagogic change will only succeed if we embrace new ways of viewing knowledge and as well as embracing multiple knowledge traditions' in order to overcome this theorising difficulty facing curriculum studies in South Africa.…”

Challenges faced by curriculum advisors when offering curriculum support to schools in rural South Africa

“…The department has made an effort to keep teachers aware about the requirements of the curriculum change. The ability of the South African educational system to offer suitable professional support to schools, however, has a dismal track record, according to Rammbuda (2019). Teachers find it challenging to successfully implement curriculum changes in overcrowded classrooms.…”

“…Bantwini (2015) reveals the lack of support for schools by districts in the South African context. Again, Rammbuda (2019) indicates that the capacity of the South African education system to provide appropriate professional support to schools has a poor track record. Data gathered also showed that workshops were not given enough help.…”

“…Due to a shortage of funding, the district cannot provide enough support for curriculum advisors. Rammbuda (2019) contends that there is a lack of finances in the district to buy Learning and Teaching Support Materials. In addition, Beukes (2017) and West and Meier (2020) also note improper use of public funds and under-resourcing, both of which are serious issues.…”