Teachers' experiences of the implementation of the curriculum and assessment policy statement: a case study of three primary schools in KwaZulu-Natal Province.

Abstract

This study focuses on a case study of three primary school teachers who were implementing the South African Curriculum and Assessment Policy Statement. The Curriculum and Assessment Policy Statement is a new curriculum policy which was introduced in 2012. This study seeks to answer the research question ‘what are the teachers’ experiences of the implementation of the curriculum and assessment policy statement in three primary schools?’ The study undergoes a form of a qualitative interpretive case study focusing on a study of three primary school teacher participants. The literature review focused on curriculum change internationally, curriculum change nationally, causes of curriculum change internationally, causes of curriculum change nationally, factors affecting the implementation of curriculum, the role of teachers in implementing, training and support in implementing curriculum and the impact of curriculum change in schools. Data generation occurred through one on one semi-structured interviews where the researcher attempted to get more information about teachers’ experiences of the implementation of CAPS in three primary schools. This dissertation explores the experiences of three teachers in the implementation of Curriculum and Assessment Policy statement. The data generated was analysed using qualitative data packages. The study used the content analysis method where data was categorised according to the themes. The study has shown that there are many dynamics and possibilities relating to curriculum change in South Africa particularly the implementation of CAPS. Understanding these dynamics, the study has paid considerable attention to the growing concerns relating to curriculum change, and how these concerns can be averted in order to implement CAPS efficiently and effectively in South Africa. While the study has drawn quite extensively from the previous curriculum changes that have been introduced in South Africa (such as OBE, Curriculum 2005, NCS, and most recently the RNCS), this study has explored teachers’ experiences of the implementation of the Curriculum and Assessment Policy Statement in primary schools.

Through this study, it has become apparent that curriculum changes are done with a view of bringing about positive change in the education system if it is not achieving its stated objectives. As the study has shown, curriculum changes have been beset by constraints and challenges. As such, the planning, formulation, and adoption of curriculum changes are not really a serious concern rather; implementation has become a huge challenge. This study recommends that the educational resources have to be prioritized by the Department of Basic Education to ensure the efficiency of curriculum implementation.