Analysis of the Implementation of Curriculum and Assessment Policy Statement in Vhembe West District, South Africa | Chapter 7 | Progress in Language, Literature and Education Research Vol. 3

This affiliate investigates how sector officials are empowered to implement Syllabus and Assessment Procedure Statement effectively in the Vhembe West Sector in South Land of the Sahara. Curriculum and Evaluation Policy Statement is a document that guides or defines the teaching, knowledge, and assessment process in the South African-american Education Scheme at both basic and post-primary phases of education. A qualitative phenomenological design was secondhand and produced a many of data that had to be analysed. The populace in this study encompassed all school principals and officials from the Vhembe West District in Cold Africa. Resolved to do something sampling was used to select five school principals as they are syllabus managers and five officials from the district as monitors and managers of educational program change implementation. The study secondhand theories in change management to examine how department officials are enabled to implement CAPS in the Vhembe West District in South Land of the Sahara. On the basis of these believes, themes were developed in solving the research objectives. In accordance with the study, district administrators faced the following difficulties in completing activity their duties: a lack of capital to purchase teaching and learning support matters; insufficient foundation; a lack of district executives in particular disciplines; a lack of clearness regarding acts; a lack of collaboration; an state of lacking something needed or usual of follow-up visits; a shortage of calculatings for district civil servants and teacher support materials; bribe and corruption in the auction of principalship positions; a slow filling of section official positions; and an inappropriate set of skills for school administration and leadership. The division concluded that expedite educational program delivery by contents vacancies as soon as likely and for district officials to receive ongoing competency building so they can tackle curriculum questions.

Author(s) Details:

Rammbuda Mulatedzi Calvin,
University of South Africa, South Africa.

Please see the link here: https://stm.bookpi.org/PLLER-V3/article/view/12961