Original Research

Crisis of decolonising education: Curriculum implementation in Limpopo Province of South Africa

Mavhungu E. Musitha, Mavhungu A. Mafukata
Africa’s Public Service Delivery & Performance Review | Vol 6, No 1 | a179 | DOI: https://doi.org/10.4102/apsdpr.v6i1.179 | © 2018 Mavhungu E. Musitha, Mavhungu A. Mafukata | This work is licensed under CC Attribution 4.0
Submitted: 14 June 2017 | Published: 30 January 2018

About the author(s)

Mavhungu E. Musitha, Community Development and Research, Vhutali Leadership and Management Institute, South Africa
Mavhungu A. Mafukata, Community Development and Research, Vhutali Leadership and Management Institute, South Africa


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Abstract

There is a consensus amongst social scientists and public administration practitioners about the importance of decolonising the education system in Africa and South Africa. Decolonising the education system is viewed as a catalyst to create human capital that will promote economic development to end the scourge of poverty. This study was undertaken to evaluate the effectiveness of the implementation of Curriculum and Assessment Policy Statement (CAPS) as a tool of decolonising from 2014 to 2016. This is a qualitative and descriptive study based on literature, and key informant interviews (KIIs) were used to gather data. This study has, however, found that implementation of CAPS in Limpopo Province is in a state of crisis. While there are many factors that contribute to this crisis, non-delivery of textbooks to schools remains a crucial factor. Civil society and media have been found to be key in playing oversight role in forcing the state to be accountable by taking it to court to deliver textbooks. However, this study recommends that Vhembe district should be used as a model for the province for effective implementation of CAPS.

Keywords

Grade 12; Decolonising education; Curriculum implementation; Limpopo Province; Curriculum and Assessment Policy Statement Limpopo

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