Educators’ Experiences Of Implementing The National Curriculum Statement: A Case Study Of Mpumalanga Province (Republic of South Africa)

Abstract

The move from the old curriculum to an outcomes-based education, presented the educators with challenges. In outcomes-based education there are learning outcomes and assessment standards that should be attained and educators had to change the way in which they were used to assess their learners. Educators have to demonstrate an understanding of learning outcomes, assessment standards as well as assessment strategies. Given the challenges that were associated with the National Curriculum Statement, it was important to find out ways in which these challenges were managed by the educators in the school context. The main research question was: What are educators’ experiences in implementing the National Curriculum Statement? The research assisted in bringing educators’ opinions, ideas and recommendations in current debates about challenges in implementing the National Curriculum Statement. Though several studies have been made, this research has added to what is currently known. Educators are the key role players through which all aspects of curriculum innovations reach learners. A qualitative research methodology was followed in this research to collect data through interviews and observations. Purposive sampling was used to search for information rich informants. The sampling involved the schools from different socio-economic backgrounds. Data analysis involved identifying similarities and differences, and presenting a discussion of the research. Informants and the Department of Education’s permissions were requested for the interviews.

DOI: 10.5901/mjss.2014.v5n1p119