A review of the school-based support teams (SBST) experiences in the implementation of curriculum policy (CAPS): challenges of reading and writing

Abstract

This research focuses on the School-Based Support Teams (SBST) experiences in facilitating the Curriculum and Assessment Policy Statements (CAPS) imperatives of reading and writing in two primary schools in Gauteng, South Africa, towards effective curriculum implementation. Research shows that South African learners have low literacy skills, and that impacts negatively on curriculum implementation because the core skills needed in learners responding to the curriculum are being able to read and write. The Education White Paper 6 of 2001 points out that all learners can learn; however, they learn differently, and they should be supported hence, the SBST is established in all South African schools to strengthen support to promote inclusive classroom education practices. The SBST works with various stakeholders who serve as support structures in promoting and enhancing effective curriculum implementation. This study used qualitative research methodology, which enabled investigative and descriptive inquiry. The purpose of this study was to assist and explore SBST experiences in developing strategies to support teachers and learners in promoting the CAPS Imperative of reading and writing toward an effective curriculum implementation in the classroom. Data was collected through interviews that involved eight SBST members in both schools, one-on-one interviews were conducted. The collected data was analyzed and categorized into various themes that emerged from the interpretation of the data. Sampling was based on non-probability and purposive sampling. This study made use of thematic analysis, which is a method to analyze qualitative data (Braun & Clarke, 2022). The thematic analysis involves analyzing transcripts, identifying themes within those data, and gathering examples of those themes from the text (Chadwick et al., 2008). The data revealed challenges SBST faces in facilitating CAPS imperative of reading and writing, which includes workload, lack of parental support, and interference with policy practice. This showed that there is a dire need for SBST to be strengthened and supported to be able to provide curriculum support to both teachers and learners. There are insufficient effective strategies from the interviewed SBST and a lack of skills in facilitating CAPS imperative of promoting reading and writing in the classroom towards effective curriculum implementation.