Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal

Abstract

This article examined on teachers’ experiences on the implementation of CAPS, using three primary schools in KwaZulu-Natal. This article employed the curriculum theory as an analytical framework. The aim of this article is to examine teacher’s experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS). The article employed a qualitative research design to gather data. The data gathered through the use of semi-structured face to face interviews with teachers. The findings of the article reveal that there are many dynamics and possibilities relating to curriculum change in South Africa. The findings of the article further reveal that despite the challenges facing CAPS, South Africa’s education system as a whole is plagued by challenges. The challenges are attributed to lack of resources and poorly trained teachers. The article concludes that understanding these dynamics depend, to a large extent, on paying attention to constraints and challenges influencing curriculum change. This article fills the knowledge-gap with reference to teacher’s first-hand knowledge of CAPS and the challenges associated with it. The article thus recommends that appropriate resources should be made available in order to ensure efficient and effective implementation of curriculum implementation. It also recommends that a teacher: learner ratio of 1:30 should be practiced to ensure that teachers give special attention to each learner.

Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

“…Considering the varying nature of how teacher education is structured, the length of time and requirements for successful completion, supervision, feedback as well as the assessment of student teachers (Kanjee, 2018), the curriculum for teacher education and training has undergone some necessary reviews since 1994. Govender (2018) understandable why a review of the curriculum for teacher education is necessary especially if one considers that the many curriculum changes since South Africa gained independence has been catastrophic (Maharajh et al 2016).…”

“…Therefore, the intention to do away with the apartheid era 'borrowed' policy of outcome-based education (OBE) was aimed at introducing curricula that addressed local knowledge forms (Fomunyam, & Teferra, 2017;Mckay, 2018), "stress an integrated and inclusive curriculum that embraces diversity" (Schmidt, 2017, p. 370), while at the same time encouraging local and community participation in school administration (Maharajh et al, 2016). The current curriculum comprises the Curriculum and Assessment Policy Statement (otherwise known as CAPS).…”

Locating the Position of Environmental Education in the South African School Curriculum: The Case of Grade R

“…Research also suggests that the implementation of EE is hampered by multitudes of logistical constrains. Inadequate or lack of Teaching and Learning Support Material (LTSM) is viewed as one of the logistical hindrances to EE implementation (Ketlhoilwe, 2003;Maharajh, Nkosi, & Mkhize, 2016). Various studies also noted the shortage of funds, teachers' lack of time to teach EE and huge classroom sizes (Ko & Lee, 2003;Maharajh et al, 2016;Ralph & Stubbs, 2014) as deterrents to the implementation of EE.…”

“…In respect of educational barriers to EE implementation, Ko and Lee (2003) identified the lack of teacher inservice training as one among numerous hindrances. Likewise, Maharajh et al (2016) identified inadequate training of both teachers and curriculum advisors as one of the impediments to EE. This observation is echoed by Mathenjwa (2014) who decries the dearth of "properly trained environmental education specialists to implement it effectively in schools" (p. 3).…”

“…Literature also identified attitudinal barriers to EE implementation. The notion that EE is a burden that should be implemented only during the teaching of selected subjects (Ketlhoilwe, 2003;Lane, 2006;Maharajh et al, 2016;Ralph & Stubbs, 2014) seems the most pervasive attitudinal barrier. Subjects such as natural sciences and geography have been identified as some of the few subjects that should be used to facilitate EE.…”