Resource Inadequacy as a Barrier to Effective Curriculum Implementation by Life Sciences Teachers in South Africa

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  • Author(s): Dayce Makakole Chuene (ORCID Dayce Makakole Chuene (ORCID 0000-0002-9824-6046); Florah Moleko Teane (ORCID Florah Moleko Teane (ORCID 0000-0001-7141-7127)
  • Language:
    English
  • Source:
    South African Journal of Education. 2024 44(2).
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Secondary Education
      Grade 10
      High Schools
      Grade 11
      Grade 12
    • Subject Terms:
      National Curriculum; Curriculum Implementation; Biological Sciences; Science Teachers; Secondary School Teachers; Grade 10; Grade 11; Grade 12; Rural Schools; Public Schools; Educational Resources; Educational Needs; Teacher Attitudes; Foreign Countries; Barriers
    • Subject Terms:
      South Africa
    • ISSN:
      0256-0100
      2076-3433
    • Abstract:
      South African teachers experience challenges with the implementation of the national school curriculum -- the "Curriculum and Assessment Policy Statement" (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners' poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers' needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education's prioritisation of teachers' needs will engender effective curriculum implementation.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1430070