Factors affecting the implementation of the National Curriculum Statement in the Mthatha education district
- Gobingca, Berington Zanoxolo
- Authors: Gobingca, Berington Zanoxolo
- Date: 2012
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Curriculum change -- South Africa , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9442
- Description: The current investigation was conducted in the Mthatha Education District. It sought to investigate factors affecting the implementation of the National Curriculum Statement (NCS) in the Mthatha schools of the Eastern Cape Province in South Africa. Literature reviewed showed that teachers, as the key role players to the implementation of the curriculum in schools, are still experiencing difficulties in implementing the NCS. It is thus important to establish and investigate the factors affecting the implementation of the NCS. The research was both exploratory and explanatory in nature and adopted a mixed method approach. Questionnaires were distributed among 210 teachers who were randomly selected from 363 schools in the Mthatha Education District. Out of 210 teachers who were provided with questionnaires to fill out, it was 148 (70.5 percent) of them who completed and returned the questionnaires. Semi-structured interviews were conducted face-to-face with 10 purposefully selected teachers to collect the data from those who participated by filling out the questionnaires. The researcher analysed the data both quantitatively and qualitatively. The data was presented, analysed and discussed according to themes derived from the main research question and sub-questions. The quantitative data (closed-ended statements) was analysed statistically by means of the Statistical Package for Social Sciences (SPSS). In the case of the qualitative data (open-ended statements in questionnaires and interviews), similar responses were analysed in themes as per the research question and sub-questions for easy interpretation. Note-taking and tape-recording were done during the interview sessions. Qualitative data were transcribed, coded and analysed. The findings which emerged from the study indicated that intermediate-phase teachers experienced difficulties in implementing the NCS. These were attributed to, amongst others, a lack of resources such as learning material and infrastructure, redeployment of teachers, a high learner teacher ratio, inadequate in-service training and support from the DoE. These factors need to be addressed to enhance the implementation of the NCS and to avoid the repetition of those shortcomings in any future envisaged changes to the curriculum such as the implementation of CAPS.
- Full Text:
- Date Issued: 2012
- Authors: Gobingca, Berington Zanoxolo
- Date: 2012
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Curriculum change -- South Africa , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9442
- Description: The current investigation was conducted in the Mthatha Education District. It sought to investigate factors affecting the implementation of the National Curriculum Statement (NCS) in the Mthatha schools of the Eastern Cape Province in South Africa. Literature reviewed showed that teachers, as the key role players to the implementation of the curriculum in schools, are still experiencing difficulties in implementing the NCS. It is thus important to establish and investigate the factors affecting the implementation of the NCS. The research was both exploratory and explanatory in nature and adopted a mixed method approach. Questionnaires were distributed among 210 teachers who were randomly selected from 363 schools in the Mthatha Education District. Out of 210 teachers who were provided with questionnaires to fill out, it was 148 (70.5 percent) of them who completed and returned the questionnaires. Semi-structured interviews were conducted face-to-face with 10 purposefully selected teachers to collect the data from those who participated by filling out the questionnaires. The researcher analysed the data both quantitatively and qualitatively. The data was presented, analysed and discussed according to themes derived from the main research question and sub-questions. The quantitative data (closed-ended statements) was analysed statistically by means of the Statistical Package for Social Sciences (SPSS). In the case of the qualitative data (open-ended statements in questionnaires and interviews), similar responses were analysed in themes as per the research question and sub-questions for easy interpretation. Note-taking and tape-recording were done during the interview sessions. Qualitative data were transcribed, coded and analysed. The findings which emerged from the study indicated that intermediate-phase teachers experienced difficulties in implementing the NCS. These were attributed to, amongst others, a lack of resources such as learning material and infrastructure, redeployment of teachers, a high learner teacher ratio, inadequate in-service training and support from the DoE. These factors need to be addressed to enhance the implementation of the NCS and to avoid the repetition of those shortcomings in any future envisaged changes to the curriculum such as the implementation of CAPS.
- Full Text:
- Date Issued: 2012
Planning and managing curriculum implementation in rural schools: an investigation
- Authors: Labane, Nokubonga
- Date: 2009
- Subjects: Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9522 , http://hdl.handle.net/10948/998 , Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Description: Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
- Full Text:
- Date Issued: 2009
- Authors: Labane, Nokubonga
- Date: 2009
- Subjects: Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9522 , http://hdl.handle.net/10948/998 , Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Description: Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
- Full Text:
- Date Issued: 2009
Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals
- Msane, Sikhumbuzo Goodenough
- Authors: Msane, Sikhumbuzo Goodenough
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9511 , http://hdl.handle.net/10948/1133 , Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Description: Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.
- Full Text:
- Date Issued: 2009
- Authors: Msane, Sikhumbuzo Goodenough
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9511 , http://hdl.handle.net/10948/1133 , Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Description: Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.
- Full Text:
- Date Issued: 2009
Teachers' perspectives on the implementation of life orientation as a learning area
- Authors: Panday, Dhevina
- Date: 2007
- Subjects: Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9551 , http://hdl.handle.net/10948/590 , Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Description: The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.
- Full Text:
- Date Issued: 2007
- Authors: Panday, Dhevina
- Date: 2007
- Subjects: Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9551 , http://hdl.handle.net/10948/590 , Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Description: The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.
- Full Text:
- Date Issued: 2007
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