Papering over the Cracks

Governments, across the globe are accountable for training teachers to provide learners with quality education to face the challenges of globalisation and curriculum change. Arising from this challenge, the Department of Basic Education (DBE) in South Africa introduced, over the last decade, several curriculum changes, which had an influence on the delivery of quality education for all. The present research focuses on the question of whether the DBE can train in-service teachers and provide quality learning and teaching support materials (LTSM) to comply with the challenges of the implementation of a new national curriculum, the Curriculum and Assessment Policy Statement (CAPS). The theoretical frameworks for this study are based on social constructivist and critical theory constructs. A qualitative research approach has been employed in this study. Data collection consisted of a literature review, document analysis and collection of empirical evidence. The findings revealed that CAPS is being implemented impulsively, without proper in-service training or the provision of quality LTSM to schools. This paper concludes with recommendations concerning the DBE's role in assistance of in-service training.

Since 2012, the Curriculum Assessment Policy Statements (CAPS) comprise the new National Curriculum Statement currently implemented in South African schools. CAPS encapsulates a series of radical curriculum changes since the dawn of a new democratic dispensation in 1994. This study aims to understand how Grade Three educators in Limpopo, South Africa, approach the implementation of the most recent CAPS. The analysis of data revealed inconsistencies between the ‘optimistic’ view of the Department of Basic Education (DBE) to improve curriculum implementation despite continuously changing the curriculum, and the ‘pessimistic’ scenario where educators consistently refer to obstacles to curriculum implementation. Respondents suggested that CAPS implementation is hampered by inadequate training of educators, a lack of resources, and too much paperwork. The study points to the politicisation of implementation signalled through educators’ dissatisfaction with the DBE and their positive view of trade unions. This article argues that in the highly politicised education context of South Africa, curriculum implementation takes a back seat to institutional and individual political machinations. Keywords: Curriculum Assessment Policy Statements (CAPS); curriculum change; curriculum implementation; politics; primary school educators; South Africa; teacher unions

BackgroundSocial distancing and school closures during the COVID-19 pandemic reduced the physical activities of the preschool children living in China. However, the effects of home-based exercise on the physical fitness of Chinese preschool children during COVID-19 school closures are still unknown. This study aimed to investigate the effects of home-based exercise on the physical fitness of Chinese preschool children during COVID-19 school closure.MethodsIn this retrospective analysis, data from 1,608 Chinese preschool children (aged 3–5.5 years) in a second-tier city of Guangdong Province of China (Zhongshan city) were extracted from three successive National Physical Fitness Measurement (NPFM) from 2019 to 2021. NPFM consists of weight, height, and six subtests of physical fitness including 10-m shuttle run test (SRT), standing long jump (SLJ), balance beam walking (BBW), sit-and-reach (SR), tennis throwing (TT), and double-leg timed hop (DTH) tests. The change differences or change ratios of all the items in NPFM between any two successive years from 2019 to 2021 were compared. The exercise profiles about home-based and outdoor exercise before, during, and after COVID-19 school closure were obtained from 185 preschool children via retrospective telephone survey.ResultsBetween 2019 and 2021, 1,608 preschool children were included in this study. We observed larger changes in SLJ, SR, TT, and DTH tests during school closure than after school closure. But the children showed lower reduction rates in the completion time of SRT and BBW. During school closure, higher change ratios in SLJ and TT were observed in the children primarily participating in home-based exercise than those primarily participating in outdoor exercise. However, no statistical differences were observed in the changes in SRT and BBW between home-based and outdoor training groups.ConclusionThe home-based exercise program might be an alternative approach to improve the physical fitness of preschool children during COVID-19 school closure, but could not be beneficial to speed-agility and balance functions. A specific guideline geared toward a home-based exercise program during the COVID-19 outbreak is highly needed.

The COVID-19 pandemic has resulted in widespread school closures and social distancing measures in several countries. This scoping review examines the impact of the COVID-19 pandemic and school closures on various aspects of children's lives, including physical activity, nutrition, screen time, and mental health. Various psychosocial databases were researched. The findings of this review highlight the adverse effects of school closures on children's physical activity levels, with a significant reduction in exercise reported. Additionally, there has been an increase in unhealthy eating habits and weight gain among children during the closures. Electronic devices and screen time have also seen a notable increase, raising concerns about the potential impact on children’s well-being and physical health. This review emphasizes the adverse effects of school closures on children’s mental health. Increased stress, anxiety, depression, and other psychological symptoms have been reported among children during the pandemic. Social isolation, disruption of daily routines, and the lack of social interaction with peers have contributed to these mental health challenges. The importance of providing psychological support to children and young people during school closures to mitigate the negative impact on their mental health was also highlighted throughout. Overall, this review underscores the multifaceted impact of the COVID-19 pandemic and school closures on children’s physical and mental well-being. It highlights the need for interventions and strategies to promote physical activity, healthy nutrition, and mental health support for children during times of crisis.

Background: Early childhood development (ECD) is pivotal in addressing educational inequality and reducing income disparities in South Africa. Government initiatives to integrate ECD into the education system underscore a positive trajectory.Aim: This study assesses the impact of relocating ECD to the Department of Basic Education (DBE) in South Africa on practitioner employment. Specifically, it investigates the challenges ECD practitioners face concerning compliance with DBE norms and standards, including qualifications, professional body registration and adherence to educator conditions outlined by the Education Labour Relations Council (ELRC).Setting: The study is conducted in South Africa, focussing on Gauteng, to examine the ramifications of relocating ECD to the DBE.Methods: Conducted as a qualitative study, this research examines the potential implications for practitioner employment by conducting interviews with practitioners from both formal and informal settings.Results: The study indicates that the anticipated policy shift has created uncertainty regarding their employment status among ECD practitioners. This uncertainty may compound sectoral challenges, underscoring the urgent need for government intervention and support.Conclusion: Addressing the concerns highlighted by this study is imperative before the transition of the ECD sector to a new ministry in South Africa. Additionally, government initiatives to formalise informal ECD centres and broaden access to subsidies are crucial for enhancing sectoral performance.Contribution: This research sheds light on the challenges confronting ECD practitioners amid policy changes in South Africa, stressing the necessity of government backing in formalising the sector and bolstering subsidy accessibility for improved performance within the South African ECD landscape.

The COVID-19 pandemic severely disrupted schooling, not only in South Africa, but globally. In the study reported on here we investigated the perceived psychosocial effects of the pandemic on the teaching realities of Foundation Phase (FP) educators in rural quintiles 1 to 3 schools in the North West province, South Africa. A qualitative, case study design was adopted with 10 educators purposively selected from 3 schools to participate through telephonic interviews. The findings reveal that as educators contended with the new rotational method of school attendance, challenges of limited teaching time, curriculum coverage, learner absenteeism and the lack of parental support that negatively affected their overall state of psychosocial well-being. This state of well-being was characterised by high stress levels, feelings of hopelessness, anxiety and a lack of accomplishment for educators. Despite these experiences, some educators demonstrated agency and resilience in ensuring that they carried out their core responsibility of teaching, but perceived themselves as requiring psychosocial support. The conclusion reached is that the available support structures provided by the Department of Basic Education appeared to be under-utilised and there was a critical need to introduce and advocate for mental health interventions to support educators emotionally.

The implementation of the Teaching, Learning and Assessment of the English First Additional Language (EFAL) policy has brought frustration to both educators and learners. The purpose of the study was to explore the challenges experienced by educators during the implementation of the EFAL teaching, learning and assessment policy. The researcher adopted an explorative qualitative approach to conducting the study. Permission to conduct the study was obtained from UL TREC and the Department of Basic Education (DBE). Participants received consent forms for their voluntary participation in the study. Four English First Additional Language educators were purposefully selected to participate in the study. They were selected for their expertise in teaching EFAL. Data were collected through in-depth interviews and observations. The data was analysed using thematic analysis in emerging themes following the six stages of the thematic approach. The findings show that excessive administration duties, lack of resources, overcrowded classrooms, insufficient planning and preparation, lack of interest and time management are some of the challenges educators experience during the implementation of the EFAL policy. The study reflects a representation of a population of rural, understudied and low socio-economic status which is mostly less represented in literature. The study adds to the body of knowledge and highlights context specific factors that affect the implementation of teaching, learning and assessment policy in EFAL, in the Capricorn district, Limpopo province, South Africa. The recommendations are to increase contact time, develop a resource pack for informal assessment activities, improve infrastructure, strengthen support, intensive monitoring and moderation of teaching, learning and assessment activities. Keywords: Teaching, Learning, Assessment, Challenges, Implementation

PurposeMany developing countries such as South Africa have been introducing measurement of results to improve public service delivery. The practice of development of performance measures in the public service emanates from pressure exerted by citizens who are calling for more efficiency and effectiveness in delivering services. This article examines the implementation of the audit of pre-determined objectives at the Department of Basic Education (DBE).Design/methodology/approachThis study is based on a qualitative case study approach. Secondary sources of data were used in order to analyse the DBE's challenges in managing performance information. Key secondary documents used include the AGSA annual audit reports as well as the DBE 2010/11–2014/15 Strategic Plan and Annual Performance Plans (APP) that provide the pre-determined objectives selected by the Department to measure performance for the five-year period.FindingsThe findings indicate that there are shortcomings in the processes of managing performance information. Based on the findings, it is incumbent upon the senior management of the DBE to strive towards understanding and improving their oversight roles and responsibilities in the management of pre-determined objectives.Originality/valueThe study generates a deeper understanding of what has been happening when pre-determined objectives were developed, reported or assessed in the DBE. This will assist the Department and similar public institutions to make further improvements in order to achieve pre-determined objectives.

Due to the COVID-19 pandemic outbreak, schools in South Africa would have lost a considerable percentage of the annual school curriculum by the end of the lockdown. The Department of Basic Education had to work out plans for curriculum recovery during the COVID-19 pandemic. The proposed plan was to gradual reopening schools using the “Phasing in Approach”. This study explored the Self-Efficacy of beginner teachers in Qwaqwa schools during the COVID-19 pandemic. Informed by Bandura’s Social Cognitive Theory, we used the qualitative research approach and generated data through semi-structured interviews. The telephonic interviews were conducted in two different phases; the first (T1) was in January 2021, and the second (T2) was in August 2021. We interviewed 5 participants of beginner teachers in the Qwaqwa town of the Thabo-Mofutsanyane district. The finding showed that beginner teachers had very high levels of self-efficacy, as they were able to face the challenges brought by the COVID-19 pandemic. Some identified challenges had many classes to teach, and the curriculum coverage was disturbed. On a positive note, the class size was reduced. This study recommended that the Department of Basic Education attend to the issues of overcrowding in schools and the lack of sources, especially in rural schools, as these were the main challenges of beginner teachers. This paper contributes to the existing literature on how beginner teachers’ self-efficacy helped them overcome challenges during the pandemic. Keywords: COVID-19 pandemic, Beginner teachers, Self-efficacy, Social cognitive theory

The COVID-19 pandemic has led children to experience school closures. Although increasing evidence suggests that such intense social quarantine influences children’s social relationships with others, longitudinal studies are limited. Using longitudinal data collected during (T1) and after (T2) intensive school closure and home confinement, this study investigated the impacts of social quarantine on children’s social relationships. Japanese parents of children aged 0–9 years (n = 425) completed an online questionnaire that examined children’s socio-emotional behavior and perceived proximity to parents or others. The results demonstrated that social quarantine was not significantly related to children’s socio-emotional behavior across all age groups. However, changes in children’s perceived proximity varied depending on certain age-related factors: elementary schoolers’ perceived closeness to parents significantly decreased after the reopening of schools, whereas that to others, such as peers, increased. Such effects were not observed in infants and preschoolers. The follow-up survey 9-month after the reopening of schools (T3; n = 130) did not detect significant differences in both children’s socio-emotional behavior and perceived proximity from that after the intense quarantine. These findings suggest that school closure and home confinement may have influenced children’s social development differently across their age, and its effects were larger in perceived closeness rather than social behavior.

Prevalence and determinants of sexual abuse among adolescent girls during the COVID-19 lockdown and school closures in Ghana: A mixed method study

This qualitative study was undertaken to investigate how district officials implemented Curriculum and Assessment Policy Statement in the Vhembe West District in South Africa. Interview data were collected and used for themes identification. The study identified the following challenges that the district officials experienced as they performed their duties: insufficient resources, lack of finances to buy learning and teaching support materials, infrastructure failures, the district’s inadequate support to schools, shortage of district officials in certain disciplines, unclear roles, lack of collaboration, unavailability of follow-up visits, the shortage of computers for the district officials and teacher support materials, bribery and corruption of selling principalship posts, slow filling of district officials posts, and inappropriate skills for school management and leadership. The study concluded that qualified district officials should be appointed, ongoing support from the Department of Basic Education and provision of resources in ensuring smooth curriculum implementation is needed, and bribery and corruption should be stopped when school principal appointments are made. This study also concludes that the district officials should be continuously capacitated so that they should be able to meet curriculum challenges, and the Department of Basic Education should speed up the curriculum delivery by ensuring that the vacancies are filled up.

Since 2011, the Department of Basic Education (DBE), has provided all Grade 1 to 6 learners in public schools with literacy/language, numeracy/mathematics and life skills workbooks. This study provides an assessment of the purpose to which the workbooks are best suited by analysing the Grade 3 Mathematics and Home Language English workbooks for 2015 in the light of the DBE’s intentions for the workbooks. The study considers alignment of the workbooks with the official national curriculum, the Curriculum and Assessment Policy (CAPS), as well as ‘conceptual signalling’ and progression in the content of the workbooks. We then evaluate the kind of ‘curriculum tool’ the workbooks in their current format conform to. We explore three possibilities in the light of the DBE’s proposals for the workbook use: a practice tool; an assessment tool; and a monitoring tool. We also reflect on the workbooks as a teaching tool. Our analysis suggests that, in line with the DBE’s intended purpose for the workbooks, that the workbooks best represent a practice curriculum tool. We highlight the significance of the high level of curriculum compliance of the workbook, and indicate that this would render them an effective monitoring tool for assessing the quantitative coverage of the curriculum at a systemic level.

Background and objectivesCOVID-19-related school closures may increase the prevalence of childhood obesity, which has aroused public concerns. We aimed to analyze the weight and height changes in Chinese preschool children during the COVID-19-related school closures period.MethodsA total of 124,603 children from multi-city kindergartens in China were included in this study. We evaluated the prevalence of overweight and obese in preschool children experienced school closures, and compared the changes in BMI, weight, and height of preschool children among COVID-19 school closures period, the same period last year and the same period the year before last.ResultsAfter the school closures, childhood obesity prevalence increased, whereas overweight prevalence decreased. During school closures, the average increase in height was about 1 cm less as compared with the same period last year and the year before last, but no noteworthy difference in the weight change was observed among the three periods.ConclusionsDuring COVID-19 school closures, children’s height increase seemed to be more affected than weight change. Innovative, robust, and highly adaptable strategies should be taken to increase physical activity, reduce sedentary time and promote healthy diets, to minimize the adverse impact of school closures.

In South Africa, mathematics education faces challenges due to curriculum changes, technology integration, and pedagogical gaps, necessitating effective continuing professional teacher development (CPTD) for teachers. This study explores mechanisms for identifying the CPTD needs of mathematics teachers and key role players/providers, identifying misalignments in the system to enhance teaching quality and student outcomes. This study adopted a qualitative interpretivist paradigm with a phenomenological design. Data were collected through semi-structured interviews with 29 departmental officials representing nine provinces, the Department of Basic Education, the Department of Higher Education and Training, and the South African Council for Educators. Thematic analysis, guided by Braun and Clarke’s (2006) six-step approach, was applied to the interview transcripts to identify recurring patterns and key themes related to teachers’ professional development needs and the roles of CPTD providers. Framed by Wenger’s social learning theory and Shulman’s pedagogical content knowledge framework, unreactive approaches and resource strains were identified, implying needs for proactive skills planning. The findings revealed that CPTD needs are identified through learner performance analysis, teacher feedback through pre/post-tests, and provincial curriculum priorities focusing on topics like trigonometry and Euclidean geometry. CPTD providers included provincial education departments, national education bodies, universities, non-governmental organisations, and associations, like the Association for Mathematics Education of South Africa, with collaborative yet inconsistent structures leading to uneven provision. The findings of this study can be used to inform policy reforms designed to bridge gaps and foster collaborative mathematics development, ultimately advancing equity in mathematics education and South Africa’s economic goals. In conclusion, an integrated national CPTD framework is essential for equitable professional growth.