Curriculum management and the marathon to matric
10 January 2019
Since the publication of the 2018 matric results, a lot has been written about those performing outstandingly well in their final exams and the national pass rate of 78.2%. All this was done for good reason and we congratulate everybody on their personal success. At the same time, we must not forget those 400 000 young South Africans who enrolled in Grade 1 in 2007 but never ‘arrived’ at Matric 2018. Thus, it is worth looking at the Marathon of basic education, instead of the finishing sprint.
The right to basic education is grounded in section 29 of the Constitution. This right must be provided for, regardless of the availability of resources. Despite this, and according to the latest report by the Department of Basic Education (DBE) on the Annual National Assessment (the 2014 ANA Report) only three out of five Grade 3 learners achieved 50% or better in Mathematics and their home language. The 2014 ANA Report assessed the performance of learners from Grade 1 to 6 and 9, in the field of numeracy and literacy, using a standardised test. Amongst Grade 9 learners, only 3% of them reached this level in mathematics, and 48% did so in their home language. Even in the Matric 2018 mathematics results, only 21.7% of learners achieved 50% or higher.
Indeed, the realisation of the right to quality education faces several obstacles. These include poor infrastructure (for example, pit latrines, which have led to the death of learners) and a lack of teaching resources. While these shortcomings are of a very material nature, there seem to be further malfunctions in the educational system, which are harder to grasp - namely curriculum implementation and management. This article aims to raise awareness: all role-players in the system of support structures need to be aware of their task of curriculum delivery, not only those interacting with the learners directly.
In March 2016, the DBE and the Department of Planning, Monitoring and Evaluation (DPME) in the Presidency appointed JET Education Services, a non-governmental organisation, to conduct a new evaluation of the implementation process of Curriculum and Assessment Policy Statements (CAPS). The DBE published CAPS - which are the policy documents guiding educators on all aspects (topics, assessment, etc.) of the subjects listed in the National Curriculum - for Grades R to 12 in 2012. The aim was to assess to what extent the Curriculum was implemented and what aspects required strengthening (CAPS Evaluation Report). This CAPS Evaluation Report was based on 24 case studies conducted in 12 primary and 12 secondary schools in the Eastern Cape, Gauteng, KwaZulu-Natal and Mpumalanga and was released in May 2017.