The township schools foundation phase teachers' experiences in the implementation of CAPS

Abstract

The purpose of the study was to explore the township schools foundation phase teachers' experiences in the implementation of CAPS with regard to curriculum implementation and how their knowledge and experiences influence the implementation of the curriculum. The literature review provides insights into the current practices regarding CAPS in the foundation phase in South African primary schools comparatively throughout the world. A qualitative case study research was adopted for this study and semistructured interviews. The findings highlight that although teachers experienced challenges in implementing CAPS, they acknowledge the benefits of previous workshops. The article recommends that curriculum designers and the Department of Education need to urgently review CAPS. It has been emphasised that teachers need to be actively involved during the review process. Amongst all the requirements for curriculum implementation, teachers need to be constantly monitored and supported to ensure the quality of teaching and learning.