Abstract:
The study investigated the implementation of Curriculum and Assessment Policy
Statement (CAPS) at the Foundation Phase. The implementation of CAPS was
problematic in South African schools. If challenges experienced by teachers, such
as inadequate resources, insufficient support, financial constraints and lack of proper
training are not addressed, they would have far-reaching consequences for the type
of skilled learners the system seeks to produce. The study was informed by an antipositivist
worldview. The study adopted a qualitative case study research design.
The population was the Foundation Phase teachers and School Management teams
in Koloti Circuit. Purposive sampling was used to select participants. The sample
consisted of 24 Foundation Phase teachers, 8 Heads of Departments and 8 School
Principals. Qualitative data was generated through individual and focus group
interviews and was analysed thematically. The study revealed that teachers
understood CAPS. The curriculum was implemented fully in the schools. The study
also established that even though teachers were committed to implementing the
curriculum, there were challenges in the system like; inadequate teacher training,
multi-grade teaching, monitoring and support for teachers, skilled school
management teams and provisioning of human and material resources. The study
recommends quality continuous teacher development, merging of small schools to
eliminate multi-grade teaching, commitment to learner teacher ratio of 1:35 and
providing schools with sufficient and relevant human, physical and material
resources to enhance the implementation of the curriculum.
