The impact of resource provisioning in the implementation of curriculum 2005

Abstract

This study investigates the impact of resource provisioning on the implementation of Curriculum 2005 (C2005). The objective of the study is to analyze the resource provisioning of schools and to investigate resource management at schools in order to determine what informs provisioning systems and what training is given to teachers to incorporate resources into the teaching and learning process. Provisioning of education is not a means to an end, but a means to support the curriculum delivery. The teachers are curriculum specialists and therefore they can evaluate and select the learning and teaching support material necessary for the delivery of the curriculum. The extent to which a teacher is developed determines the extent to which the teacher is able to choose the teaching and learning material and that, in turn, will determine the extent to which the material is incorporated into the teaching and learning process. The alignment of functions of provisioning administrators and teachers who are responsible for the control of teaching and learning activities in the classroom affects the provisioning and the incorporation of the resources in the teaching and learning process. Since the provisioning of resources is a function that bestrides between administration and curriculum, therefore, there should be clear lines of accountability and clear control measure3 between the curriculum and the administrative structures of the Gauteng Department of Education (GDE).