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Implementation of the foundations for learning policy : a case tudy of two primary schools in Mobeni ward.

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The purpose of this study is to investigate how the Foundations for Learning policy is implemented in two primary schools in Umlazi District. The study primarily looked at teachers’ experiences and challenges when implementing the Foundations for learning policy in schools. It is hoped that that teachers’ challenges and strategies of dealing with those challenges will help other teachers in a similar situation. The study employed a qualitative design. Data was collected through the use of semi structured interviews with two heads of departments in the Foundation phase and focus group discussion with ten Foundation phase educators. Documents were also viewed to collect data on the implementation of the Foundations for Learning policy in schools. The interviews and discussion were tape recorded. The data collected during the interviews and focus group discussion were transcribed and organised into themes. The theory adopted in this study is that of policy implementation analysis. This theory stresses that there are two factors of policy implementation which are capacity and will. These two factors should be taken into consideration when implementing polices. Policy implementers need proper training and this will make them to implement the policy effectively. Lack of understanding the policy can also influence the manner in which the policy is implemented. The achievement of the policy objectives is dependent on policy implementers who may accept or reject change. The main findings show that there are fundamental challenges when the Foundations for Learning policy is implemented. Some these challenges are that learners have a problem of understanding the language of teaching in schools. Insufficient resources make it difficult for educators to implement the policy. Educators need more support from the Department in order to be able to cope with the policy implementation. The study recommends that teachers be well trained before the policy is implemented and that subject advisors be available at appropriate times to help teachers with problems that they encounter. It is also suggested that teachers at the tertiary institutions be trained in the new curriculum because they get frustrated if they do not get help the subject.


M. Ed. University of KwaZulu-Natal, Durban 2013.


Competency-based education--South Africa., Theses--Education.