The educators’ perceptions on curriculum implementation : a case study of Nkowankowa circuit secondary schools, Limpopo province

Abstract

Curriculum implementation in South Africa, particularly in Limpopo Province has many challenges that ultimately affect the quality of education. This study sought to address educators’ perceptions on curriculum implementation in Nkowankowa Circuit secondary schools. Qualitative methods were employed where 16 educators from all eight public schools in Nkowankowa Circuit were purposively sampled on the basis of knowledge and experience on curriculum issues. Face-to-face interviews were conducted to collect data on educator’s perceptions on curriculum implementation. Data collected were analysed by means of thematic data analysis method. The study was conducted from an interpretivist point of view. Findings revealed that proper monitoring enforces effective curriculum implementation, which will improve academic performance. Provision of extra classes also boosts learners’ academic performance. Lack of necessary resources seem to hamper effective implementation. Managing and monitoring curriculum implementation by School Management Teams (SMTs) ensures proper implementation and compliance to policy and improves academic performance. In conclusion, the researcher advanced recommendations that could be implemented at school and circuit level to assist improve implementation of curriculum which will ultimately uplift quality of education and academic performance in schools.

Laha Afrika-Dzonga, ngopfungopfu eka xifundzankulu xa Limpopo swa nonoha ku humelerisa kharikhulamu hikuva ku na mitlhontlho yo tala leyi khumbaka xiyimo xa dyondzo. Phepha leri ri lava ku komba mavonelo ya vadyondzisi eka ku humelerisa kharikhulamu eswikolweni swa tisekondari eka sekete ya Nkowankowa. Ku tirhisiwile maendlelo ya qualitative loko ku endliwa ndzavisiso, laha ku nga hlawuriwa khumentsevu (16) wa vadyondzisi lava nga na ntokoto na vutivi bya kharikhulamu kusuka eka swikolo swa nhungu swa mfumo leswi welaka eka sekete ya Nkowankowa. Nhlokohliso wa swivutiso wo langutana wu tirhisiwile ku hlengeleta mahungu ya mavonelo ya vadyondzisi mayelana na ku humelerisa kharikhulamu. Mahungu lama nga hlengeletiwa ya hleriwile hi ku tirhisa maendlelo ya ndzavisiso ya qualitative. Ndzavisiso wu endliwile hi kutirhisa thiyori ya Interpretivism. Mimbuyelo ya ndzavisiso yi paluxa leswaku ku landzelerisa swi nga antswisa ku humelerisiwa ka kharikhulamu, leswi nga antswisaka mbuyelo wa swa dyondzo. Ku endliwa ka tidyondzo to engetela swi nga pfuneta ku antswisa mbuyelo. Ku pfumaleka ka switirhisiwa swi tikomba swi endla leswaku ku humelerisa kharikhulami swi tika. Ku lawula na ku landzelerisa ku humelerisa kharikhulumu hi vurhangeri bya xikolo (SMT) swi nga endla leswaku humelerisiwa no landzeleriwa milawu no antswisa mbuyelo wa swa dyondzo. Hi ku dlayiseta, mulavisisi u mbumabumela tindlela leti loko to landzeleriwa xikolweni na le sekete ti nga antswisa ku humelerisa kharikhulumu leswi nga ta tlakusa xiyimo xa dyondzo na mbuyelo leswikolweni.

Kurrikulum implementering in Suid-Afrika, veral in Limpopo-provinsie, het baie uitdagings wat uiteindelik die gehalte van onderwys beïnvloed. Hierdie artikel poog om opvoeders se persepsies oor kurrikulum implementering in Nkowankowa kring sekondêre skole aan te spreek. Kwalitatiewe metodes is gebruik waar 16 opvoeders van al agt openbare skole in Nkowankowa-kring doelbewus gesteekproef is op grond van kennis en ervaring oor kurrikulum kwessies. Onderhoude van aangesig tot aangesig is gevoer om data oor opvoeder se persepsies oor kurrikulum implementering in te samel. Data wat ingesamel is, is ontleed met behulp van kwalitatiewe data-ontledingsmetodes. Die studie is vanuit ‘n interpretivisme oogpunt uitgevoer. Bevindinge het aan die lig gebring dat behoorlike monitering effektiewe kurrikulum implementering afdwing, wat akademiese prestasie sal verbeter. Die verskaffing van ekstra klasse verhoog ook die leerder se akademiese prestasie. Gebrek aan nodige hulpbronne belemmer effektiewe implementering.. Die bestuur en monitering van kurrikulumimplementering deur Skoolbestuurspanne verseker behoorlike implementering en behoudbaarheid van beleid en verbeter die akademiese prestasie. Ten slotte bevorder die skrywer aanbevelings wat op skool- en kringvlak geïmplementeer kan word om die implementering van kurrikulum te verbeter, wat uiteindelik die kwaliteit van onderwys en akademiese prestasie in skole sal verhoog.