Implementation of the foundations for learning programme in numeracy: experiences of grade three teachers in the Ekurhuleni South District

Abstract

The primary aim of this study was to explore and gain a deeper insight of the experiences of grade three teachers implementing the Foundations for Learning Programme (FFLP) that was launched in 2008. This study commenced at a time when the FFLP was being touted as a potentially strong campaign, in as far as, supporting and guiding Foundation Phase teachers in the classroom. I was for this reason motivated to investigate the extent to which teachers are experiencing the FFLP positively or negatively. The research strategy that I employed for this study was grounded within an interpretative research paradigm underpinned by Generic Qualitative Research method. The primary data collection strategy for this Generic Qualitative study was based on an in-depth interview conducted with ten grade three educators from five different schools (one school from each of the five quintiles) within the Ekurhuleni South School District administered by the Gauteng Department of Education. The non-probability sampling strategy was used to select the sample for this study. The five schools were selected using convenience sampling. The ten teachers were selected using the purposive sampling method. The data gleaned was analysed using the constant comparative method (CCM) of data analysis. The CCM allowed the researcher to search for recurring themes and patterns. After in-depth abstraction from the transcripts, four major themes emerged, namely; teacher’s perceived lack of understanding of the FFLP, positive and negative experiences in following the specifications and guidelines contained in the FFLP, administrative challenges in implementing the FFLP and the perceived lack of school and district support for grade three teachers. From the findings, it was clear that the majority of the participants enjoyed ambivalent (i.e. a mixture of positive and negative) experiences of the FFLP. The findings also revealed that the ambivalent experiences were not confined to any one particular quintile ranked school, i.e. participants from schools in all five quintile ranking related both positive and negative experiences. Another finding from this study points to the fact that there is no one singular cause for the lack of implementation of the FFLP amongst the participants. The study concludes by providing seven recommendations, namely; the immediate need for change management in schools and school districts; the need for continuous professional development for teachers, the need for capacity development for school management team members (SMT); the need to review budgeting and resource allocation; the need for advocacy and marketing of the FFLP and the need for collaboration and networking amongst all stakeholders within the school educational landscape.