An implementation analysis of the Arts in Schools Programme in South African public schools : a case study of selected schools in Ugu District, KwaZulu-Natal.

Abstract

South Africa has undergone significant transformation over the past three decades and continues to experience profound political, social, and institutional change across all levels of government and society. Education remains central to this transformative agenda, serving as a vehicle for redressing past inequalities and promoting social cohesion in a diverse nation. Within this context, the Creative Arts subject was conceptualised as a strategic mechanism to support nation-building and foster social and cultural cohesion in public schools (Department of Basic Education, 2011). The Creative Arts curriculum—encompassing visual arts, music, drama, and dance—offers learners opportunities to engage with multiple modes of expression, develop aesthetic awareness, and encounter diverse cultural narratives. Through these diverse art forms, the Creative Arts subject has the potential to shape learners’ perceptions, enhance cross-cultural understanding, and strengthen social unity within school environments. Research suggests that arts education cultivates empathy, collaboration, and respect for diversity, making it an essential contributor to social cohesion in multicultural contexts (UNESCO, 2006; Bamford, 2009). This study investigates the implementation of the Arts in Schools programme in South African public schools, with the aim of examining its alignment with the Curriculum and Assessment Policy Statement (CAPS) and exploring the factors influencing effective programme delivery. The study further seeks to understand how policy intentions are translated into practice by teachers, arts practitioners and district-level officials, and to identify the institutional and contextual constraints shaping implementation. A qualitative research approach was adopted, employing a case study design. Data were collected through semi-structured interviews with teachers, arts practitioners and district officials, supported by document analysis of relevant policy frameworks. The data were analyzed thematically and interpreted using the 5C Protocol and Street-Level Bureaucracy framework to provide insight into policy design, implementation capacity and frontline decision-making. The findings indicate that the Arts in Schools Programme is largely aligned with CAPS and is positively received by teachers for enhancing practical arts instruction and learner engagement. However, variations in arts practitioners’ understanding of programme objectives, coupled with a disconnect between strategic policy intentions and operational practice, resulted in inconsistent implementation. Structural and resource-related challenges, including inadequate funding, limited human capacity, insufficient teaching materials and infrastructural constraints, further undermined programme effectiveness. These challenges necessitated discretionary decision-making by frontline actors, shaping how the programme was implemented at school level. The study concludes that while the Arts in Schools Programme holds significant potential to strengthen arts education, learner development and cultural participation, its impact is constrained by capacity, coordination and resource limitations. Strengthening interdepartmental collaboration, clarifying implementation guidelines and investing in targeted capacity-building initiatives are essential to improving policy coherence and ensuring sustainable programme implementation.