Magister Educationis - Med / Since the dawn of democracy, the South African government has set up different measures to
improve education in schools, inter alia the provision of funding, resources, feeding schemes
and the introduction and amendment to different curricula. The current education policy, the
Curriculum and Assessment Policy Statement (CAPS), was adopted in 2012 following three
other consecutive education policies that had not delivered to the desired standard in terms of
educational outcome. This study focuses on the perceptions of teachers in terms of their
freedom to pursue the aims of CAPS in low-income school communities.
The teachers' perceptions and freedoms were explored and analyzed using the Capabilities
Approach (CA) authored by Amartya Sen which forefronts the capabilities (the ability to
achieve) and the functionings (real achievements). Teachers' perceptions were therefore
explored and analyzed in terms of freedoms and unfreedoms they enjoy and face in the
process of transferring the knowledge to learners. The thesis studied and analyzed the
capabilities and perceptions of teachers in terms of their real freedoms through the
deconstruction of their experiences.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uwc/oai:etd.uwc.ac.za:11394/6403 |
| Date | January 2017 |
| Creators | Kileo, Mercy Kansari |
| Contributors | Maarman, Ruaan |
| Publisher | University of the Western Cape |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Rights | University of the Western Cape |
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