CURRICULUM 2005: CHALLENGES FACING TEACHERS IN
HISTORICALLY DISADVANTAGED SCHOOLS IN THE WESTERN CAPE
BY
TREVOR GARFIELD DE WAAL
*******
A Research Report submitted in partial fulfillment of the requirements for the
degree of Master of Public Administration in the School of Government, University
of the Western Cape.
October 2004
Supervisor: Prof. J. Bardill
, i
TABLE OF CONTENTS
Table of Contents i - iii
Abstract iv
Declaration vi
Acknowledgements vii
Dedications viii
Abbreviations ix
Tables x
Chapter 1 Page
Introduction 1
Background to the investigation 1
Purpose and Objective of the Study 5
Purpose of the study 5
Objective of the Study 6
Statement of the Research Problem 6
Hypothesis 10
Significance of the study 11
Scope of the study 11
Methodology 13
Research Methodology 13
Sampling population 15
, ii
Ethical considerations 15
Data-gathering methods 16
Direct Observations 16
Questionnaires 17
Interviews 19
Analysis of data (Process) 21
Literature Review 22
Organisation of the Study 30
Chapter 2
Background and Context of Education
Introduction 32
History of black schooling 33
Transformation of Education in the Post-Apartheid Period 37
The legislative, regulatory and policy mandates framework 37
Curriculum 2005 42
Defining Curriculum 2005 and Outcomes-Based Education 44
Findings of the C2005 Review Committee 47
Recommendations made by the C2005 Review Committee 51
Summary 52
, iii
Chapter 3
Research Findings and Discussions
Introduction 54
Profile of thirteen schools 54
Research findings 58
Discussion of the Research Findings 59
Summary 69
Chapter 4
Conclusion and Recommendations 71
Recommendations 74
Conclusion 86
Bibliography 89
Appendices
Letter to Western Cape Education Department 92
Questionnaires 93 - 94
Interview questions 95
Observation checklist 96
HISTORICALLY DISADVANTAGED SCHOOLS IN THE WESTERN CAPE
BY
TREVOR GARFIELD DE WAAL
*******
A Research Report submitted in partial fulfillment of the requirements for the
degree of Master of Public Administration in the School of Government, University
of the Western Cape.
October 2004
Supervisor: Prof. J. Bardill
, i
TABLE OF CONTENTS
Table of Contents i - iii
Abstract iv
Declaration vi
Acknowledgements vii
Dedications viii
Abbreviations ix
Tables x
Chapter 1 Page
Introduction 1
Background to the investigation 1
Purpose and Objective of the Study 5
Purpose of the study 5
Objective of the Study 6
Statement of the Research Problem 6
Hypothesis 10
Significance of the study 11
Scope of the study 11
Methodology 13
Research Methodology 13
Sampling population 15
, ii
Ethical considerations 15
Data-gathering methods 16
Direct Observations 16
Questionnaires 17
Interviews 19
Analysis of data (Process) 21
Literature Review 22
Organisation of the Study 30
Chapter 2
Background and Context of Education
Introduction 32
History of black schooling 33
Transformation of Education in the Post-Apartheid Period 37
The legislative, regulatory and policy mandates framework 37
Curriculum 2005 42
Defining Curriculum 2005 and Outcomes-Based Education 44
Findings of the C2005 Review Committee 47
Recommendations made by the C2005 Review Committee 51
Summary 52
, iii
Chapter 3
Research Findings and Discussions
Introduction 54
Profile of thirteen schools 54
Research findings 58
Discussion of the Research Findings 59
Summary 69
Chapter 4
Conclusion and Recommendations 71
Recommendations 74
Conclusion 86
Bibliography 89
Appendices
Letter to Western Cape Education Department 92
Questionnaires 93 - 94
Interview questions 95
Observation checklist 96
