Exploring lecturers’ experiences and challenges the lecturers face when implementing the curriculum at the community learning centres in the greater Edendale: a case study of two community learning centres.

Abstract

This study explores the experiences and challenges lecturers face in implementing the curriculum at Community Learning Centres (CLCs) in South Africa, specifically in the Greater Edendale area. Utilising a qualitative case study approach within an interpretivist paradigm, the research employs document analysis, semi-structured interviews, and focus group discussions to gather rich, detailed data from the lecturers and centre managers. The findings highlight significant impediments such as insufficient resources, language barriers, and delays in assessment materials. Despite these challenges, lecturers demonstrate a strong commitment to improving curriculum delivery through collaboration and collegial problem-solving. Applying a systems thinking theoretical framework, the study examines how interconnected components—lecturers, students, curriculum, learning environment, and the broader education system—interact and impact curriculum implementation. The research underscores the need for targeted interventions to address resource gaps, enhance professional support, and foster cooperation between CLCs. Recommendations include infrastructure upgrades, expanded access to teaching materials, ongoing training aligned with curriculum reforms, and the establishment of dedicated, well-equipped facilities for adult learning. The study contributes to a deeper understanding of the multifaceted roles and responsibilities of lecturers within the Adult Education landscape, offering practical recommendations for policy and practice improvements. The study also emphasises the importance of addressing systemic barriers to uphold the promise of Adult Education in building capabilities and uplifting disadvantaged communities. The findings suggest that it is possible to overcome historical inequities and achieve a more inclusive, quality education for all with political will and decisive action.