Curriculum 2005 : a study of the implementation process of curriculum change in the North West province of South Africa

Abstract

This study is concerned with the issues relating to the implementation of Curriculum 2005 and the problems faced by the educators. Since 1994, after the first democratic election in South Africa, there has been a need for educational change in the country. The new curriculum which is outcomes-based was introduced in the country, under the banner of Curriculum 2005. The study focussed on these aspects of the implementation process, the training given to the educators and whether the educators are qualified enough to handle the challenges, the readiness of the necessary materials and financial support to the school for the implementation. Ten primary schools were selected from each of the 6 circuits and 5 available educators of grade 1, 2, and 3 were chosen from each of the schools. The principal of each of the 60 schools also formed part of the sample. A questionnaire was used to collect information on the following issues concerning the information process: what support system and strategies have been set up to help teachers; the effectiveness of the training given to educators and school managers; whether, all schools received the necessary materials and financial support; the extent to which the educators and school managers are qualified enough to handle the challenges of the new curriculum. The major findings were that the training given to educators and school managers was not enough. The supply of materials and financial support offered to schools were inadequate. Most of the educators and school managers involved in the programme were under-qualified. No proper communication existed between the Department of Education and educators and school managers. Another problem in the implementation process was lack of curriculum support from the school leadership towards the educators. To ensure successful implementation of Curriculum 2005, proper training, availability of resources, financial support and proper communication should be made a priority.