A Research Report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education. / As a front-end analysis, the present study seeks to investigate two ways in which Creativity-Action-Service [CAS), an activities-based experiential learning programme, can be implemented alongside the overly content-focused curriculum in South African schools in an era of transformation to democracy and as a means of contributing to nation building. Two research questions which relate to two possibilities for the implementation of CAS in Gauteng schools are investigated: (1) How can CAS be implemented in all public secondary schools in District C1, Gauteng? and (2) How can CAS be implemented in a single purpose-built private secondary school? The research design adopted is largely descriptive in nature and the methodology includes gleaning data from disparate sources including key informants and recent state policy documents. From the data it is argued that that CAS can be implemented in response to the first question by means of a combined top-down bottom-up curriculum implementation strategy, namely, Mutual Adaptation and Development, and, in the case of the second question, by means of the Problem Solving/ Critical Factor strategy which is driven by the identification of felt needs. / AC2017