Challenges facing educators in the Mano'mbe Circuit in the implementation of the new curriculum Mopani District, Limpopo Province

Abstract

The introduction of a new curriculum in 1997 heralded a period of change in schooling that had a tremendous impact on what is expected of South African educators in the classroom. The National Department of Education expects every teacher to implement the new curriculum in their classroom. The new curriculum advocates the use of constructivist teaching methods to ensure a more learner-centred classroom. The current problem, however, is that it is very difficult for educators to adopt and adapt to these new policy regulations and then implement them successfully in their classroom. The introduction of these new initiatives requires new knowledge, skills, attitudes and values from educators; even those who are skilled are required to update and expand their existing skills, knowledge, attitudes and values. The researcher used a mixed-methods (quantitative and qualitative) approach to investigate the challenges faced by educators in implementing the new curriculum. The poor performance of learners in many schools within the Man’ombe Circuit motivated the researcher to conduct this study. For example, many learners are unable to read and write at their age and grade levels. Educators were selected purposefully from ten primary schools in Man’ombe Circuit of Mopani District in the Limpopo Province to participate in the study. A structured questionnaire was administered to the respondents in order to explore their challenges in implementing the new curriculum. The findings of the study revealed that educators are experiencing serious challenges in the implementation of the new curriculum. Some of these challenges are that educators are not able to master their learning areas, develop learning programmes, plan and design teaching and learning activities, and apply new teaching and assessment methods. The situation is worsened by the inability of the heads of department and principals to guide and support educators. All these result in the poor performance of learners. Finally, the researcher gave general recommendations to improve the implementation of the new curriculum. The Department of Education should capacitate educators fully in order to positively influence new educational changes. More books should be brought to schools in time, and regular workshops should be conducted to capacitate educators.