Description

Policy disjuncture between the National Curriculum Statement and Curriculum 2005 training initiatives

MOGENTHIRAN S PILLAY, BRIGITTE SMIT* AND COERT LOOCK+

Department of Basic Education, Pretoria, South Africa;

*Department of Educational Leadership and Management, University of South Africa, Pretoria, South Africa;

+Department of Educational Leadership and Management, University of Johannesburg, Johannesburg, South Africa

Abstract

To date, no studies have been conducted to investigate the effectiveness of the recommendations of the Curriculum Review Committee (CRC) in South Africa. Thus, this study investigated the effectiveness of training for the National Curriculum Statement (NCS) against the recommendations of the CRC, and compared the training for the NCS with that of the Curriculum 2005 (C2005). Research was grounded within the pragmatist approach using pragmatism-of-the-middle philosophy and a mixed methods sequential explanatory design was adopted to conduct the research using questionnaires and focus groups. The study concluded by validating some of the recommendations of the CRC and recommending adaptations and modifications to enhance teacher preparedness and professional development for future curriculum transformation or change. The training and implementation of C2005 and outcomes-based education (OBE) was met with eagerly anticipated reactions because teachers in South Africa were determined to break away from the tenets of apartheid education and embrace a new education system. The result was unparalleled curriculum transformation in South Africa. However, a raft of research studies has pointed to the poor preparation of teachers and the rushed implementation of a sophisticated curriculum that had serious repercussions for teachers and learners. The appointment of a CRC saw numerous recommendations being made to uplift South Africa from its educational morass and reduce the workload of teachers. Recommendations were implemented through the introduction of the NCS.

Keywords: mixed methods research, curriculum training, post-apartheid curriculum in South Africa