Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / South African educators have experienced problems understanding and
implementing various previous curriculum policies such as Curriculum 2005 and the
Revised National Curriculum Statement. These problems have made it necessary
for the Department of Basic Education (DBE) to introduce the national Curriculum
and Assessment Policy Statements (CAPS) in 2012.
The purpose of this study was to explore the challenges experienced by secondary
school teachers in implementation of CAPS in Mankweng Circuit of Limpopo
Province.
This qualitative study conducted at two secondary schools in Mankweng Circuit,
Limpopo province aimed to
Identify resources needed by secondary school teachers in Mankweng Circuit
on the implementation of Curriculum and Assessment Policy Statement.
Investigate the kind of training the Department of Basic Education provides to
secondary school teachers in Mankweng Circuit when implementing
Curriculum and Assessment Policy Statement.
To investigate how secondary school teachers conduct assessment when
implementing Curriculum and Assessment Policy Statement.
Identify mechanisms that are used by secondary school teachers in the
implementation of the Curriculum and Assessment Policy Statement.
The study embedded within interpretivist paradigm. It also adopted a qualitative
approach and the case study design was employed, where document analysis, semi structured interviews and observations were data-collection instruments used. Two
secondary schools with their respective school heads were purposefully selected to
participate in the study. Two principals, six Heads of Department and Eight teachers
comprised the purposefully selected participants.
Data collected from document analysis, semi structured interviews and observations
revealed that while educators welcomed the introduction of CAPS for its clarity,
structure, clear guidelines and time frames, they however experienced challenges
related to CAPS implementation, quality and the amount of training, inadequate
resources, increased assessment activities and the impact of rapid pace of the
curriculum on teaching and learning. Based on these results, recommendations are
made for the improvement of the implementation of CAPS.
The study findings revealed that while teachers welcomed the introduction of CAPS
for its clarity, structure, clear guidelines and time frames, they however experienced
challenges related to the quality and the amount of training, inadequate resources,
increased assessment activities and the impact of rapid pace of the curriculum on
teaching and learning. Based on these results recommendations are made for the
improvement of the implementation of CAPS.
The implication of this study is that, CAPS is a viable policy in theory, but its
implementation is erroneous, from the planning stage to the implementation stage.
Key resources, for example, suitable human resources, infrastructure, textbooks
were not taken into serious consideration.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/4221 |
| Date | January 2022 |
| Creators | Sebaeng, Lerato |
| Contributors | Themane, M. J. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | [vi], 114 leaves |
| Relation |
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