Exploring the challenges of school curriculum advisors in a selected district in Limpopo, South Africa

Abstract

Monitoring and supporting of teachers in the classroom, as well as the implementation of curriculum changes pose a problem in South Africa. This is due to an array of challenges such as a lack of resources, communication barriers within the Department of Education as well as a lack of proper infrastructure. This study investigated the challenges faced by curriculum advisors in the Vhembe-West District and provided some insight into some of the curriculum advisors' daily challenges. The primary and secondary research questions form the basis of this study and allowed for the research questions to form a path leading to the themes. Data was collected by means of a literature review and semi-structured interviews. The findings of this data were presented in the study below. The data was grouped and presented as 5 different themes with the aim of highlighting the challenges as well as providing recommendations to the challenges faced. The data revealed that curriculum advisors receive minimal support from their superiors and that the resources at their disposal prove minimal. The data also revealed operational challenges encountered by curriculum advisors which include but are not limited to things such as access to subsidised vehicles and material needed to conduct teacher training workshops. This study highlights the strain the lack of resources/infrastructure and or effective management places on proper curriculum implementation. The data further proposed recommendations for future research as well as for the Department of Education to consider implementing in the curriculum advisory section at the Vhembe-West district.