The Role of In-service Training in the Implementation of a New Curriculum

Dr Elsa Fourie
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Curriculum 2005 was the most significant curriculum reform in South African education of the last century. As the first major curriculum statement of a democratic government, it signaled dramatic break from the past. In February 2000 the curriculum and the progress with its implementation was reviewed. This process resulted in the Revised National Curriculum Statement Grades R-9 (schools) being declared policy in 2002. Curriculum 2005/Revised National Curriculum Statement involves an extreme form of curriculum transformation. It is the first and only transformational outcomes-based education model to be implemented in the world. Internationally, the trend is a gradual implementation from traditional to transitional and finally to transformational outcomes-based education. Curriculum 2005/Revised National Curriculum Statement is characterised by a process of curriculum design that involves different stakeholders at different levels. The broad curriculum framework is designed by the National Department of Education. However, it is the responsibility of the educator at the site of delivery to design learning programmes for particular phases and grades. Prior to the implementation of the new curriculum no South African educator received training that involved outcomes-based education philosophy, methodologies or design principles. The radical curriculum changes necessitated urgent attention to the retraining of educators. Before 2001 the Gauteng Department of Education utilized a cascade-training model. The Department of Education trained District Officials and District Officials trained educators during school-based sessions. Since 2001 this training model was replaced by outsourcing educator training to tertiary institutions. Training takes place during school holidays so as not to interrupt the education process and to allow for the undivided attention of educators. Having been the co-ordinator of the training project for two districts in the Gauteng Province, I will in this paper, evaluate the nature and quality of the in-service training received by educators and school management teams through conducting a pre-test and a post-test focusing on the following variables: • Course materials • Content of the training sessions • Improvement in the knowledge and skills of educators for implementing the new curriculum

Keywords: Curriculum 2005
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: Role of In-service Training in the Implementation of a New Curriculum, The

Dr Elsa Fourie

School of Educational Sciences, North West University
South Africa

Ref: L05P0703