Academic literature on the topic 'CAPS (Curriculum and assessment policy statement)'
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Journal articles on the topic "CAPS (Curriculum and assessment policy statement)"
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Mpungose, Cedric Bheki. "Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context." International Journal of Higher Education 10, no. 2 (November 26, 2020): 116. http://dx.doi.org/10.5430/ijhe.v10n2p116.
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Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.
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Adekunbi Ojo, Tinuade, and Refentse Mathabathe. "An Investigation into the Effectiveness of the Curriculum and Assessment Policy Statement (CAPS) in South African Schools." International Journal on Integrating Technology in Education 10, no. 2 (June 30, 2021): 23–38. http://dx.doi.org/10.5121/ijite.2021.10203.
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The paper presents the findings from current research on the impact that the Curriculum and Assessment Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and using a qualitative research method to collect data on a group of teachers and students on their opinion on the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to be improved to close the gap between public and private schools. Private schools are currently benefiting the most from the subjects and how the curriculum is structured.
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Maharajh, Lokesh R., Thandi Nkosi, and Mbekelezi C. Mkhize. "Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal." Africa’s Public Service Delivery and Performance Review 4, no. 3 (December 1, 2016): 371. http://dx.doi.org/10.4102/apsdpr.v4i3.120.
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This article examined on teachers’ experiences on the implementation of CAPS, using three primary schools in KwaZulu-Natal. This article employed the curriculum theory as an analytical framework. The aim of this article is to examine teacher’s experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS). The article employed a qualitative research design to gather data. The data gathered through the use of semi-structured face to face interviews with teachers. The findings of the article reveal that there are many dynamics and possibilities relating to curriculum change in South Africa. The findings of the article further reveal that despite the challenges facing CAPS, South Africa’s education system as a whole is plagued by challenges. The challenges are attributed to lack of resources and poorly trained teachers. The article concludes that understanding these dynamics depend, to a large extent, on paying attention to constraints and challenges influencing curriculum change. This article fills the knowledge-gap with reference to teacher’s first-hand knowledge of CAPS and the challenges associated with it. The article thus recommends that appropriate resources should be made available in order to ensure efficient and effective implementation of curriculum implementation. It also recommends that a teacher: learner ratio of 1:30 should be practiced to ensure that teachers give special attention to each learner.
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Rapetsoa, Johannah Mapotlakishe, and Rachael Jesika Singh. "Does the Curriculum and Assessment Policy Statement Address Teaching and Learning of Reading Skills in English First Additional Language?" Mousaion: South African Journal of Information Studies 35, no. 2 (February 7, 2018): 56–78. http://dx.doi.org/10.25159/0027-2639/1270.
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There has been a general outcry in South Africa that learners’ reading ability has deteriorated. This could be attributed to the fact that since 1998, new curricula were consistently introduced and changed with an aim of redressing the legacy of apartheid. The whole process of curriculum change not only affected the learners’ ability to read, write and count, but the quality of education as well. When reading skill are not developed, learners cannot cope with their academic responsibilities. The aim of this article is to determine whether the recent curriculum, the Curriculum and Assessment Policy Statement (CAPS), gives the teaching and learning of reading skills the necessary attention, and whether there is improvement in the reading ability of learners. The study used the mixed methods approach, but focused mainly on the qualitative approach, and employed a small scale quantitative focus to collect data from grade ten English First Additional Language (EFAL) learners and their educators, as well as curriculum policy documents. Although on paper CAPS seems to be a good curriculum, three years after its inception, educators are concerned about the reading ability of EFAL learners who are in grade ten in the Further Education and Training (FET) phase. Findings from educators and learners’ data indicate that there are some learners who can read well and those who are lagging behind. The challenge of educators not receiving intense training in order to implement the new curriculum was also highlighted. The study recommends that training of educators to implement the new curriculum EFAL educators should focus on building vocabulary and teaching comprehension skills so that the reading levels of EFAL learners in the FET phase can be enhanced.
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Mnguni, Lindelani. "EXPLORING THE STUDENT AND SOCIAL ACCOUNTABILITY OF THE LIFE SCIENCES CURRICULUM: A CASE OF HIV/AIDS." Problems of Education in the 21st Century 77, no. 3 (June 18, 2019): 410–23. http://dx.doi.org/10.33225/pec/19.77.410.
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Science is generally expected to respond to students and societal needs by adopting student and social accountability principles. Therefore, school science curricula are revised regularly to address emerging socio-economic, political, and scientific issues. Similarly, the National Curriculum and Assessment Policy Statement of South Africa was introduced to foster a student and social accountable education that adopts relevant curriculum ideologies. Partly, it attempts to equip students with relevant skills and knowledge related to emerging societal challenges such as HIV/AIDS. The aim of the present research, therefore, was to determine the extent to which the curriculum is student and social accountable concerning HIV/AIDS. The current research explored the extent to which HIV/AIDS knowledge was presented in the CAPS Life Sciences curriculum and selected textbooks, and how curriculum ideologies informed this presentation of HIV/AIDS knowledge. Data were collected from the Life Sciences CAPS document and selected textbooks. Results revealed several HIV/AIDS-related topics, which were taught in Life Sciences. While the literature suggests that the citizenship-centered ideology is most relevant for student and social accountability, the present study found that the Life Sciences curriculum adopted a predominantly discipline-centered ideology. It is concluded that Life Sciences may not provide students with HIV/AIDS-related skills and knowledge required in a student and socially accountable curriculum. Keywords: curriculum ideologies, HIV/AIDS education, life sciences, school science curriculum.
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Bruwer, Marietjie, Cycil Hartell, and Miemsie Steyn. "Inclusive education and insufficient school readiness in Grade 1: Policy versus practice." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 18. http://dx.doi.org/10.4102/sajce.v4i2.202.
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A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact thereof on the learning process. The predominant concerns emerging from this investigation are the inaccessibility of the current curriculum (Curriculum and Assessment Policy Statement – CAPS) for learners with insufficient school readiness, and education policies which seem to work against inclusivity. Although Education White Paper 6 (RSA DoE 2001) states that providing quality education to all learners requires adapting curricula, teaching strategies and organisational arrangements to meet the needs of the learners, the teachers in this study feel that they are not allowed the freedom to do so. Recommendations are made to remedy the situation.
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Dirsuweit, Teresa. "Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security." Journal of Geography Education in Africa 3, no. 1 (October 31, 2020): 1–14. http://dx.doi.org/10.46622/jogea_3_2020_1-14.
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There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of qualitative indicators were developed to assess the content and praxis of the curriculum. While there is content which deals with gender and with food, these are presented separately. In the Geography and Agriculture curricula, there is a marked lack of focus on gender concerns. This article concludes that the curriculum could be reoriented to include an awareness and critique of the nexus of women and food and that more positive representations of women as active and powerful agents are needed in the South African Curriculum Assessment Policy Statement (CAPS).
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Dirsuweit, Teresa. "Feminist Pedagogy and the South African Curriculum: The case of Women and Food Security." Journal of Geography Education for Southern Africa 5 (October 1, 2020): 42–68. http://dx.doi.org/10.46622/jogesa_5_2020_42-68.
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There is a food security crisis in South Africa and black working-class women are the shock absorbers of this crisis. It follows that where food studies are included in the South African curriculum, the relationship between women and food security should be understood and critiqued by learners. Improvements in gender equality have also been identified as one of the primary drivers of improvements in food security. In this paper, the South African curriculum is analysed in terms of food studies, gender studies and the promotion of gender equality. Using the lens of feminist pedagogy, a set of qualitative indicators were developed to assess the content and praxis of the curriculum. While there is content which deals with gender and with food, these are presented separately. In the Geography and Agriculture curricula, there is a marked lack of focus on gender concerns. This article concludes that the curriculum could be reoriented to include an awareness and critique of the nexus of women and food and that more positive representations of women as active and powerful agents are needed in the South African Curriculum Assessment Policy Statement (CAPS).
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Nkosi, Makho. "Student Teachers’ Experiences of Teaching Physical Education of Curriculum and Assessment Policy Statement (CAPS): Exploring the Gendered Implications." International Journal of Educational Sciences 8, no. 2 (February 2015): 345–61. http://dx.doi.org/10.1080/09751122.2015.11890257.
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Le Cordeur, Michael. "Gang culture, Identity and Kaaps: Using Adam Small’s Krismis van Map Jacobs in Cape Flats schools." Multilingual Margins: A journal of multilingualism from the periphery 3, no. 2 (November 7, 2018): 104–16. http://dx.doi.org/10.14426/mm.v3i2.44.
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In this paper the focus is on the impact of gang culture on schoolchildren. Theresearch question investigated here is whether teaching the drama Krismis van MapJacobs offers any solutions to learners in gang-infested areas, given the framework ofthe Curriculum Assessment Policy Statement (CAPS). Two sub-questions consideredwhether the teaching of the drama should take place in Kaaps and whether the themeof Map Jacobs is still relevant within the CAPS curriculum 30 years after it was writtenby Adam Small. Theoretically, the paper is based on Pierre Boudieu’s (1991) view thata speaker’s ‘position’ in society determines whether he is heard, Bernstein’s (1990) ideathat social interaction influences your relationship with language and Vygotsky’s (1978)theory of social constructivism. The study concludes that a life with gangs provides nosolution for issues like poverty and unemployment, and that the youth should escapefrom a featureless existence through striving for good education and engaging withliterature. The paper is published with the kind permission of the SA Academy forScience and the Arts, as it originally appeared in the book Adam Small: Denker, Digter,Dramaturg; ‘n Huldingingsbundel (2017, SAWK).
Dissertations / Theses on the topic "CAPS (Curriculum and assessment policy statement)"
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Manuel, Reyanah. "Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1956.
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Thesis submitted in fulfilment of the requirements for the degree Master of Technology: education in the Faculty of Education at the Cape Peninsula University of TechnologyThe purpose of this study is to analyse the Curriculum and Assessment Policy Statement CAPS) document within the subject Natural Sciences (NS) (senior phase including Grades 7 to 9) and to explore whether the implementation of this document can possibly engender democratic citizenship within the classroom. An analysis of the sub-headings used within the NS CAPS document will be undertaken. These are the process, skills and specific aims. A brief study of the education policies, namely the Outcomes Based Education (OBE), the Revised National Curriculum Statement (RNCS) for Grades R-9 and the National Curriculum Statement (NCS) Grades 10-12 will be undertaken. The purpose of this analysis is to present an argument behind the implementation of the CAPS document as part of the National Curriculum Statement. As the research is document-based a qualitative research methodology will be implemented in which document analysis will serve as the research methodology. This method will implement critical discourse analysis as the lens used to analyse the data gathered. The NS policy document will be reviewed to explore whether the aims, skills and processes have the capacity to provide learners with opportunities to think critically and to engender democratic citizenship.
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Lerumo, Kagiso Solomon. "Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67763.
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The implementation of Music according to the Curriculum and Assessment Policy Statement (CAPS) in the Foundation Phase is not adequate. Reasons for this incorporate inter alia lack of knowledge of Music pedagogy by Foundation Phase educators, lack of resources and poor assistance and monitoring from the Department of Education.
The study was based on qualitative case study method, exploring the experiences of Foundation Phase educators in implementing Music according to CAPS. Interviews were held with three Foundation Phase educators. Data was also collected by means of observations and analysing personal documents such as learners‟ class work books and educators‟ Music files.
Analyses of the data obtained showed that Foundation Phase educators who participated in the research did not have Music teaching experience before the introduction of CAPS in 2012. A key concern is that these participants did not plan for Music and the time allocated for it was used to teach the so-called core subjects such as Mathematics and Languages. Moreover, educators who participated in this study would only make learners to sing at the beginning of lessons of study areas such as beginning knowledge and Mathematics as an effort to integrate Music with other subjects.
Recommendations included development of a partnership between any University that offers Music and the North West Department of Education which may assist with Music pedagogy and to augment resources such as relevant books and Musical instruments.Mini Dissertation (MMus)--University of Pretoria, 2018.
Music
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Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.
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The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
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Björklund, Anna-Sara. "Eleven Eastern Cape teachers´perceptions of the implementation of the Curiculum Assessment Policy Statement." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101277.
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A new curriculum, the Curriculum Assessment Policy Statement (CAPS) was during 2012-2014 introduced in South African schools. The aim of this study was to gain an understanding of how the implementation process of the curriculum was perceived by teachers. The study examined what the teachers’ general opinions about CAPS were, what experiences they had from the training in relation to the implementation, what strategies they used to further their understanding about CAPS and which factors affected their ability to implement the curriculum. Eleven teachers were interviewed in order to answer the research questions. Findings from the interviews showed that a majority of the teachers believed that the training that was supposed to prepare them for the implementation of CAPS had several faults.
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Sibam, Zanoxolo. "An Investigation into time allocation in the curriculum and assessment policy statements (CAPS) for grade 10 physical sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5984.
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Magister Educationis - MEd (Mathematics and Science Education)This study investigated the suitability of the prescribed and recommended time allocations for Physical Science in Grade 10 CAPS curriculum. More specifically, the study explored how different teachers in the rural part of a district in the Eastern Cape utilized the prescribed and recommended time allocations to cover certain topics in Physical Sciences in Grade 10. Since the introduction of CAPS, many physical science teachers complain that the prescribed and recommended time allocation have not afforded the teachers enough flexibility to explore different teaching strategies, especially for teachers in the rural district in the Eastern Cape. The aim of the study was to investigate how the teachers are able to adhere to the prescribed and recommended time allocation and the extent to which the prescribed and recommended time allocations allow for the application of different teaching strategies recommended by the Department of Basic Education. The study is underpinned by the reflective theory, pedagogical content knowledge and curriculum reform theory.
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Rantsane, Twoboy Babini. "The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4970.
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The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
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Morgan, Leanne. "Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62892.
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Education is a fundamental precondition for progress and growth in South Africa (Spaull, 2011, p. 1). Literacy opens the doors to better livelihoods, improved health and expanded opportunity (UNESCO, 2011). Illiteracy is a serious constraint to improving education standards in South Africa. Prominent research studies stress the low levels of reading ability across the country. At the onset of Grade One, pre-reading skills are taught. Pre-reading skills are foundational skills and essential for later reading success. Teachers in English Second Language environments face the daunting challenge of teaching learners to read in a foreign language. This qualitative research study, which was conducted at a low-fee private school in Pretoria Central Business district, aimed to explore the methods that educators were using to teach second language English Learners (ESL) pre-reading skills. Data collected from semi-structured interviews, lesson observations and document analysis revealed that educators had a limited theoretical knowledge of pre-reading skills due to a lack of tertiary education and curriculum training. Numerous methods of teaching pre-reading skills were identified during pre-reading lesson observations. The synthetic phonics approach, multisensory teaching, using dramatization and subtractive bilingualism were methods of instruction used to develop phonemic awareness and English oral language competency. The study highlighted the numerous challenges faced by ESL teaching working in a low-socioeconomic environment and the ways in which the teachers overcame these challenges. Based on this study’s results, recommendations are provided to enhance the teaching of pre-reading skills to ESL learners.Dissertation (MEd)--University of Pretoria, 2017.
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Hoffman, Samantha Melissa. "Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/6352.
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Magister Educationis - MEdSince the onset of democracy in 1994, education in South Africa has undergone many developments and changes due to curriculum innovations and interventions. For more than two decades, the government has been seeking to eliminate the divisions of the past by establishing a society based on democratic values, social justice and the observance of fundamental human rights as described in Act 108 of 1996 in the Constitution. The curriculum changes in South Africa after 1994 had a huge impact on the education system as a whole, and classroom teaching shifted from being largely teacher- centered to being predominantly learner-centered. Hence, the newly revised Curriculum and Assessment Policy Statement (CAPS) was introduced (DBE, 2011) to provide all teachers with the same outline of what should be taught, when and how. The government's efforts at improving teaching and learning as well as maintaining a high standard of education are commendable, however, findings through this research demonstrate that CAPS disregards the massive differences in terms of contexts within which schools operate and the general lack of resources faced by certain schools. The main aim of this research was to explore the nature of the capability sets of teachers with respect to the implementation of the CAPS curriculum in a no fee school community in the Western Cape. The research was conducted within the framework of a qualitative research approach with a case study design. Classroom observation, focus group interviews and document analysis were utilized as data collection methods. The capability approach of Amartya Sen was applied to unveil the nature of teachers' capability sets in a no fee school in the Western Cape. This study has established that there are several factors inside and outside the school, which influence the implementation of CAPS during the teaching and assessment processes. Therefore, recommendations are made that the policymakers should take into account the context and socio economic background of the school and learners before changing the curriculum.
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Tshidaho, Manyage. "Curriculum assessment policy statement support programme for Vhembe rural- based primary schools educators." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1665.
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A thesis submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken.
National Research Foundation of South Africa (Grant Number: CPT160513164973 and 105246).
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Gumede, Balindile Rejoice. "Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1538.
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A mini dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Masters of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017This study focuses on the experiences of Foundation Phase educators in implementing OBE and CAPS in the Hlabisa Circuit (KwaZulu-Natal).Foundation Phase educators in this circuit face many challenges in implementing effectively the relevant teaching methodologies required by OBE and CAPS, to the extent of being frustrated by the lack of resources which would help them in their implementation. Their problem, in short, is that they do not know how to implement the principles underpinning OBE and CAPS. The researcher used quantitative research in this study. Data have been collected through questionnaires. Most challenges encountered by Foundation Phase educators are to do with compiling learner portfolios and work schedules, group teaching, and disciplinary measures. Classroom organisation and teaching activities are not receiving the attention they need. Educators are frustrated by the large number of learners each of them is facing. They are frustrated by the instability of Departmental policies: changes in the education system take place regularly.
Books on the topic "CAPS (Curriculum and assessment policy statement)"
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Royal Society. The 16-19 science curriculum and its assessment: Statement of policy. [London: The Royal Society], 1988.
Find full textBook chapters on the topic "CAPS (Curriculum and assessment policy statement)"
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"Theorising Curriculum and Assessment Policy Statement." In Curriculum Theory, Curriculum Theorising, and the Theoriser, 201–18. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004447943_011.
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"Theorising Curriculum and Assessment Policy Statement." In Curriculum Theory, Curriculum Theorising, and the Theoriser, 201–18. BRILL, 2020. http://dx.doi.org/10.1163/9789004447943_011.
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Mawela, Ailwei Solomon. "School Management Teams' Strategies to Enhance Curriculum Delivery in the Era of the COVID-19 Pandemic." In Advances in Educational Marketing, Administration, and Leadership, 145–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch010.
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The uncertainty of how the curriculum is supposed to be delivered in schools during COVID-19, which is different from traditional practices, was a global challenge. This chapter seeks to explore school management teams' strategies to enhance curriculum delivery in the era of the COVID-19 pandemic. In this qualitative chapter, transformative learning and quality management theories, purposive sampling techniques, and the interpretive paradigm were employed. In addition, data collected from semi-structured interviews were thematically analyzed and discussed to give conclusions and recommendations. This study found that despite the existing policies such as the Curriculum and Assessment Policy System (CAPS) and the National Policy for Assessment (NPA) on planning and implementing curriculum delivery in schools, school management teams (SMTs) found it difficult to execute their duties as a result of the COVID-19 pandemic. Therefore, the study suggests annual in-service training for departmental heads (Dh) and deputy principals (Dp) on planning and implementing curriculum in schools.
Conference papers on the topic "CAPS (Curriculum and assessment policy statement)"
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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.
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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.
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Ramaila, Sam, and Leelakrishna Reddy. "IN-SERVICE TEACHERS’ CHALLENGES ASSOCIATED WITH THE IMPLEMENTATION OF THE CURRICULUM AND ASSESSMENT POLICY STATEMENT IN SOUTH AFRICA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0668.
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Makgoka, Malesetja, and Jessica Singh. "ASSESSING AND EVALUATING THE ENGLISH LANGUAGE SKILLS OF GRADE 10 ENGLISH FIRST ADDITIONAL LANGUAGE LEARNERS IN THE RURAL SECONDARY SCHOOLS OF LIMPOPO PROVINCE WITHIN CURRICULUM AND ASSESSMENT POLICY STATEMENT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1276.
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