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Download full textMouton, Nelda; Malumbete, Phamela – South African Journal of Education, 2023
Monitoring and supporting teachers in the classroom, as well as the implementation of curriculum changes, pose problems in South Africa. This is due to an array of challenges such as a lack of resources, communication barriers within the Department of Basic Education (DBE) as well as a lack of proper infrastructure. In the research reported on…
Descriptors: Foreign Countries, Curriculum Development, Consultants, Curriculum Evaluation
Samuel Ntsanwisi; Sibongile Simelane-Mnisi – South African Journal of Education, 2025
With this study we aimed to investigate teachers' attitudes and challenges towards the implementation of entrepreneurial education in South African primary and high schools in the Mopani district of the Nkowankowa circuit in the Limpopo province. Simple, random sampling was used to select 101 teachers from 25 rural schools. The quantitative method…
Descriptors: Foreign Countries, Elementary School Teachers, Elementary School Curriculum, High School Teachers
Direct linkChinaza Uleanya; Vincent Smith; Bongani Thulani Gamede – SAGE Open, 2023
This study explored the factors affecting curriculum delivery as well as the way in which subject advisors deliver curriculum changes in selected rural schools in a selected education district in South Africa. Quantitative research was adopted for data collection. Questionnaires were administered to 17 educators, 35 school management team (SMT)…
Descriptors: Foreign Countries, Rural Schools, Curriculum Development, Educational Planning
Pinkie Mabunda – Perspectives in Education, 2023
Worldwide, national educational authorities set curricular guidelines for schools to ensure implementation. Despite these measures, the translation of policies into school or classroom activities is rarely a smooth or complete process. South Africa has made significant and much-needed positive curriculum changes. However, effective curriculum…
Descriptors: Curriculum Implementation, Curriculum Evaluation, Educational Policy, Administrator Attitudes
Makwetle Aubrey Mabitla; Layane Thomas Mabasa – South African Journal of Education, 2024
Principals' management of curriculum change is critical in successfully implementing transformation in schools. This is particularly crucial in South Africa where the curriculum has been in a constant state of flux since 1994. In this article, we explore principals' experiences on the support they receive in the management of the implementation of…
Descriptors: Principals, Curriculum Design, Educational Change, School Administration
Kennedy, Kerry J.; Robinson, David – Journal of Curriculum Studies, 2023
Curriculum reform was high on the agenda of South Africa's post-apartheid governments. Yet as time passed, the initial reforms were seen as increasingly problematic, especially when pedagogical realities met policy priorities. There was reluctance on the part of policymakers to give up what was seen as the democratic imperative behind the reforms.…
Descriptors: National Curriculum, Curriculum Implementation, Curriculum Development, Educational Change
Ankiewicz, Piet – International Journal of Technology and Design Education, 2021
Technology education was introduced as a successor to various forms of craft or technical education in some parts of the world in the 1980s. In South Africa (SA) the implementation of technology education was in more than one sense unique. Not only was it a new subject within the South African educational context, but it coincided with the dawn of…
Descriptors: Foreign Countries, Technology Education, Barriers, Teacher Responsibility
Masenya, Malesela J. – SAGE Open, 2021
The debate on the de-colonization of universities in South African gained momentum after protests by students through the #FeesMustFall (FMF) and #RhodesMustFall (RMF) movements. At the center of these protests were issues like free access to education, accommodation, removal of apartheid and colonial statues, and the Africanization of the…
Descriptors: Universities, College Curriculum, Curriculum Development, Culturally Relevant Education
Shakila Dada; Cathy Flores; Kirsty Bastable; Kerstin Tönsing; Alecia Samuels; Sourav Mukhopadhyay; Beatrice Isanda; Josephine Ohenewa Bampoe; Unati Stemela-Zali; Saira Banu Karim; Legini Moodley; Adele May; Refilwe Morwane; Katherine Smith; Rahab Mothapo; Mavis Mohuba; Maureen Casey; Zakiyya Laher; Nothando Mtungwa; Robyn Moore – International Journal of Language & Communication Disorders, 2024
Background: Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech-language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and…
Descriptors: Intelligent Tutoring Systems, Augmentative and Alternative Communication, Curriculum Development, Technology Uses in Education
Katušcáková, Marcela; Jasecková, Galina – Journal of Education for Library and Information Science, 2019
This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of…
Descriptors: Knowledge Management, Information Science Education, Library Schools, Curriculum Development
Amin, Nyna; Mahabeer, Pryah – Prospects, 2021
This article interrogates a curriculum recovery plan designed to obviate the loss of time due to the national response to the COVID-19 pandemic. In particular, it analyses two strategies, the first to overcome time lost and the second, to reorganize the curriculum. A description of the landscape of inequalities in South Africa serves as a…
Descriptors: Foreign Countries, Curriculum Development, COVID-19, Pandemics
Mendy, John; Madiope, Maria – Perspectives in Education, 2020
Despite the worldwide interest on transforming curricula, a case study examination of what really happens within an ODeL South African university context, has been much limited. By using psycho-social and social identity theory, we highlight the complexities involved in the process of transforming decades of teaching and learning practices. The…
Descriptors: Foreign Countries, Curriculum Development, Educational Change, College Students
Van Wyk, A. – Perspectives in Education, 2020
The purpose of this article is to report on research in schools to determine the views of teachers regarding points of which principals should take into consideration during periods of change in their schools. The research, based on a post-positivist worldview, was quantitative in nature, with one qualitative section. Eight hundred and eighty four…
Descriptors: Curriculum Development, Curriculum Implementation, Leadership Role, Leadership Styles
Brink, Sonja – South African Journal of Childhood Education, 2016
Early childhood curriculum development is challenged by the vast contextual variability of sites in South Africa. In this article, the author reports on the implementation of an early childhood development programme at an informal rural settlement community by an external societal agent. The article looks at the complex dynamics at play within…
Descriptors: Foreign Countries, Early Childhood Education, Curriculum Development, Curriculum Implementation
Govender, Samantha – South African Journal of Education, 2018
South African education has experienced significant curricular reform since the mid-1990s, but its implementation has not matched expectations. This study explores teachers' perspectives on implementing these reforms in schools, with the aim of ascertaining the challenges they faced in the process, and the kind of support, guidance and…
Descriptors: Teacher Attitudes, Foreign Countries, Educational Change, Faculty Development
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