Towards a meaningful curriculum implementation in South African schools: senior phase teacher experience / Matshidiso Joyce Taole

Different sectors of society register complaints about schooling in South Africa. Given that curriculum reform has such a poor record of implementation in the country, there is clearly a need for research that identifies factors that hinder or facilitate curriculum implementation in South African schools and identifies strategies to address the challenges. A descriptive survey method was used in seeking the experiences of senior phase teachers in the implementation of the curriculum. Participants were identified through random sampling. Data was collected through questionnaires and interviews. Support and resources remain central to the curriculum implementation process. In addition, lack of parental involvement, unavailability of follow-up visits from subject specialists and school leadership were cited as some of the factors that affect the implementation of the curriculum. The study advocates per-implementation training and a concerted effort from all stakeholders to ensure successful curriculum implementation. There should be recognition by the Department of Education that teachers need time to learn about and accept new policy reforms; they need space to explore, and resources to carry out their duties diligently.