Curriculum Assessment Policy Statement Support Programme for Vhembe Rural-Based Primary Schools’ Educators: A Developmental Perspective

Abstract

This paper investigated the impact of the Curriculum Assessment Policy Statement’(CAPS) support programme on Vhembe primary school educators. Descriptive design was employed in which questionnaires were administered to 59 educators at Dzondo circuit of Vhembe district in Limpopo Province, South Africa. Data was analyzed using descriptive statistics. Among the findings, 31(52,5%) of the participants indicated that there was need for supporting educators with training, skills and equipment. The findings of this study may assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement to promote quality teaching and learning.