Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit
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Date
2017
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University of Zululand
Abstract
This study focuses on the experiences of Foundation Phase educators in implementing OBE and CAPS in the Hlabisa Circuit (KwaZulu-Natal).Foundation Phase educators in this circuit face many challenges in implementing effectively the relevant teaching methodologies required by OBE and CAPS, to the extent of being frustrated by the lack of resources which would help them in their implementation. Their problem, in short, is that they do not know how to implement the principles underpinning OBE and CAPS.
The researcher used quantitative research in this study. Data have been collected through questionnaires. Most challenges encountered by Foundation Phase educators are to do with compiling learner portfolios and work schedules, group teaching, and disciplinary measures. Classroom organisation and teaching activities are not receiving the attention they need. Educators are frustrated by the large number of learners each of them is facing. They are frustrated by the instability of Departmental policies: changes in the education system take place regularly.
Description
A mini dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Masters of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017
Keywords
education policies --curriculum