The challenges of curriculum implementation in primary schools in Johannesburg, Gauteng Province

Abstract

This study investigates the challenges of implementing the Curriculum and Assessment Policy Statement (CAPS) in the Foundation Phase of primary schools in Johannesburg, Gauteng Province. By identifying specific barriers and offering actionable solutions, the research aims to enhance curriculum delivery and student outcomes. Using a qualitative case study design, data were collected through semi-structured interviews, focus groups, classroom observations, and document analysis, involving Foundation Phase teachers, Head of department (HOD) and school principals, and key educational stakeholders. Key findings reveal significant challenges such as limited curriculum comprehension among teachers, inadequate teaching resources, and restricted professional development opportunities. Additional obstacles include linguistic diversity, inconsistent parental involvement, and deficiencies in teacher training programs, all affecting curriculum delivery and educational equity. The study underscores the necessity for structured support from educational authorities, improved resource allocation, and targeted teacher training to address these issues. Implications for policymakers, educators, and curriculum developers emphasize refining policies to better support teachers and fostering collaborative partnerships. Future research should explore the long-term effects of CAPS and innovative, adaptable approaches to curriculum implementation in diverse educational settings.

Hierdie studie ondersoek die uitdagings van die Implementering van die Curriculum en Assessering Beleidstelling (CAPS) in die Fondasiefase van laerskole in Johannesburg, Gauteng Provinsie. Deur verhindernisse te identifiseer en uitvoerbare oplossings aan te bied, is die doel van die navorsing oor kurikulumaflewering en studenteresultate te verbeter. Met behulp van 'n kwalitatiewe gevallestudie-ontwerp word data versamel deur semi-gestruktureerde onderhoude, fokusgroepe, klaskamerobservasies en dokumentanalise, wat Fondasiefase onderwysers, hoof van departement (HOD) en skoolhoofde, asook sleutelonderwysbelanghebbendes insluit. Belangrike bevindinge onhul ekonomiese uitdagings soos beperkte kurikulumbegrip onderers, onvoldoende onderwysbronne en beperkte professionele Ontwikkelingsgeleenthede. Verdere Hindernisse Sluit Taalkundige Diversiteit, Onbestendige ouerbetrokkenheid en tekorte in onderwyseropleidingprogramme in, wat almal kurikulumaflewering en opvoedkundige gelykheid beïnvloed. Die studie beklemtoon die noodsaaklikheid van gestruktureerde ondersteuning van onderwysautoriteite, verbeterde hulpbrontoewysing en gerigte onderwyseropleiding oor hierdie probleem om te spreek. Gevolg vir beleidmakers, opvoeders en kurikulumontwikkelaars beklemtoon die verfyning van beleid om onderwysers beter te ondersteun en die bevordering van samewerkende vennootskappe. Toekomstige navorsing moet die langtermyngevolge van CAPS en innoverende, aanpasbare benaderings tot kurikulumimplementering in uiteenlopende onderwysinstellings werke.

Lolu cwaningo luphenya izinselelo zokusetshenziswa kweSitatimende Senqubomgomo Yohlelo Lwezifundo Nokuhlola (CAPS) Esigabeni Esiyisisekelo sezikole zamabanga aphansi eGoli, esifundazweni saseGauteng. Ngokuhlonza izithiyo ezithile nokunikeza izixazululo ezisebenzisekayo, ucwaningo luhlose ukuthuthukisa ukulethwa kwekharikhulamu kanye nemiphumela yabafundi. Ngokusetshenziswa kohlaka lwesifundo sesifundo, idatha yaqoqwa ngezingxoxo ezingahleliwe, amaqembu okugxilwe kuwo, okubhekwayo ekilasini, nokuhlaziywa kwemibhalo, ebandakanya othisha beSigaba esiSisekelo, iNhloko yomnyango (HOD) nothishanhloko bezikole, nababambiqhaza ababalulekile kwezemfundo. Okutholwe okubalulekile kwembula izinselele ezibalulekile njengokuqonda okulinganiselwe kwekharikhulamu phakathi kothisha, izinsiza zokufundisa ezinganele, kanye namathuba okuthuthukiswa kochwepheshe akhawulelwe. Izithiyo ezengeziwe zihlanganisa ukwehlukahlukana kwezilimi, ukubandakanyeka kwabazali okungaguquki, nokushiyeka ezinhlelweni zokuqeqesha othisha, konke okuthinta ukulethwa kwekharikhulamu V’ kwezemfundo. Ucwaningo lugcizelela isidingo sokwesekwa okuhlelekile okuvela kuziphathimandla zemfundo, ukwabiwa kwezinsiza okuthuthukisiwe, nokuqeqeshwa kothisha okuhlosiwe ukuze kubhekwane nalezi zinkinga. Imithelela kubakhi benqubomgomo, othisha, nabathuthukisi bohlelo lwezifundo igcizelela izinqubomgomo zokucwenga ukuze kusekelwe othisha kangcono kanye nokukhuthaza ubudlelwano bokusebenzisana. Ucwaningo lwangomuso kufanele luhlole imiphumela yesikhathi eside ye-CAPS kanye nezindlela ezintsha eziguquguqukayo zokuqaliswa kwekharikhulamu ezilungiselelweni zemfundo ezahlukahlukene.