Exploring principals’ strategies in the management of Curriculum and Assessment Policy Statement (CAPS) in Further Education and Training (FET) phase, at Mahlabathini circuit secondary schools.

Abstract

This research study is designed to explore principals’ strategies in the management of Curriculum and Assessment Policy Statement (CAPS) in Further Education and Training (FET) phase, at Mahlabathini circuit Management. A case study method was used which included five participants (school managers). Data was generated through reflective activity, semi-structured interviews and a document analysis. The guided analysis method helped to structure the data analysis and the curricular spider web formed the framework that supported this study. A combination of inductive and deductive reasoning was used for the data analysis. The curricular spider web was used as a conceptual framework to identify their strengths and weaknesses and frame the study. Critical questions were: What are strategies used by secondary school principals in management of the CAPS in the FET phase at Mahlabathini Circuit? How do secondary school principals use strategies in management of the CAPS in the FET phase at Mahlabathini Circuit? Why do secondary school principals use such strategies in management of the CAPS in the FET phase in particular ways? Firstly the study revealed that school managers are committed and dedicated to their jobs. However, secondly, they lack sufficient knowledge and understanding of other strategies such as skill, attitude and knowledge strategy to use in the management of CAPS. Finally, the study proposes to Secondary Schools’ principals to use relevant strategies in the management of CAPS. In addition, the recommendation is made that the Department of Basic Education should review CAPS policy and include guidelines on strategies of managing CAPS which are knowledge, skills, and attitude-management strategies.