Jika iMfundo: a South African study of ‘turning education around’ through improved curriculum coverage

Abstract

ABSTRACTThis article is empirically embedded in data collected from a professional development programme titled Jika iMfundo, aimed at changing teacher’s classroom practice. Jika iMfundo means ‘to turn education around’ in isiZulu, a South African language that is widely spoken in the province of KwaZulu-Natal. The programme was implemented in selected teaching districts and focused on increased curriculum coverage as a lever for improving learning outcomes. Conceptually, the article draws on writing about the centrality of the instructional core for sustainable education change and is supported by the view that practical classroom activities with visible effects on learning, is likely to change teachers’ classroom practices. The conclusion verifies the importance of learner activity as a measure of learning, especially in the absence of formal assessments. Additionally the study showed that teachers welcomed the level of structure of the programme and liked knowing exactly what was to be done, how and when to do it. This may be of particular significance in developing contexts with limited resources and where schools are frequently subjected to political and economic vicissitudes.