The Effects of School Infrastructure on Curriculum Policy Implementation
Keywords:
School Infrastructure; Curriculum; Curriculum Implementation
Abstract
The school infrastructure plays a critical role towards curriculum policy implementation across the world. In South Africa, curriculum policy implementation is influenced by a variety of factors including basic facilities such as access to proper sanitation, toilets, classrooms and clean running water. However, in most rural areas there are learners who are forced to attend in dilapidated schools with buildings that could collapse on them at any time, which instils fear on learners. This situation has affected many learners throughout their learning as they cannot concentrate. This paper seeks to analyse the effects of school infrastructure on curriculum policy implementation through a qualitative research method. The conceptual framework is used to analyse the literature to respond to the topic in question. Despite the efforts made by the government to implement and transform the curriculum, it has been observed that there are still schools that are characterised by poor facilities within the rural and township areas. This situation resulted in school learners being unable to reach opportunities due to their poor environmental condition that affects their education. When school conditions are unfavourable due to lack of facilities and resources they hinder the access to quality education that could change the lives of the society. This is evident in rural schools where number of learners have died and some drowned in broken pit toilets. It remains the state responsibility to ensure sufficient access towards quality education. Furthermore, the government need to capacitate the teachers within knowledge towards the successful curriculum policy implementation.
References
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Biney, E., Selebalo, H. & Borman, J. (2021). A perfect storm: The struggle for school infrastructure in the Eastern Cape accreditation. Accessed 23 April 2022.
Chaudhary, G.K. (2015). Factors affecting curriculum implementation for Students. International Journal of Applied Research, 1(12), 984-986.
Crouch, L. & Hoadley, U. (2022). The Transformation of South Africa’s System of Basic Education. Retrieved from: https,//oxford.universitypressscholarship.com/view/10.1093/oso/9780198824053.001.0001/oso-9780198824053-chapter-2.
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Dhlomo, T. & Mawere, P. (2020). Curriculum reform in Zimbabwe, An analysis of early childhood development centres’ state of readiness to embrace the new curriculum. Journal of African Studies and Development, 12(3), 104-114.
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Ireson, J.; Evans, P.; Redmond & K Wedell, K. (1989). Developing the Curriculum for Children with Learning Difficulties, Towards a Grounded Model. British Educational Research Journal, 15(2), 141-154.
Kaplan, H. (2021). Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory. SAGE Open Journals, 1, 1-14.
Kirst, M.W. Walker, D.F. (1971). An Analysis of Curriculum Policy-Making. Review of Educational Research, 41(5), 479-509.
Kitzmiller, E.M. & Rodriguez, A.D. (2021). Addressing Our Nation’s Toxic School Infrastructure in the Wake of COVID-19. Educational Researcher, 51(1), 88-92.
Kunene, A. (2009). CHAPTER NINE, Learner-Centeredness in Practice, Reflections from a Curriculum Education Specialist. Counterpoints, 357, 139-152.
Letshwene, M.J. & Du Plessis, E.C. (2021).The challenges of implementing the Curriculum and Assessment Policy Statement in accounting. South African Journal of Education, 41(2), 1-10.
Liu, T. & Wilkinson, S. (2014). Using public-private partnerships for the building and management of school assets and services. Engineering, Construction and Architectural Management, 21(2), 206-223.
Machengete, T. (2021). The fight for decent school infrastructure is far from over. Retrieved from: http,//www.leadershiponline.co.za/2021/11/18/schools-infrastructure/.
Maharajh, L.R., Nkosi, T. & Mkhize, M.C. (2016). Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal. Retrieved from: https,//www.researchgate.net/publication/312666135_Teachers%27_Experiences_of_the_Implementation_of_the_Curriculum_and_Assessment_Policy_Statement_CAPS_in_Three_Primary_Schools_in_KwaZulu_Natal/fulltext/58b3cca292851cf7ae91df51/Teachers-Experiences-of-the-Implementation-of-the-Curriculum-and-Assessment-Policy-Statement-CAPS-in-Three-Primary-Schools-in-KwaZulu-Natal.pdf?origin=publication_detail.
Mamabolo, J.M. (2021). Challenges faced by teachers in the implementation of curriculum changes for primary schools: The case of Mamabolo Circuit, South Africa. African Perspectives of Research in Teaching & Learning, 5(1), 15-23.
Maodzwa-Taruvinga, M. & Cross, M. (2012). Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen's Writings between 1999 and 2009. Curriculum Inquiry, 42(1), 126-152.
Maree, J.G. (2022). Managing the Covid-19 pandemic in South African Schools, turning challenge into opportunity. South African Journal of Psychology, 52(2), 249-261.
Mbatha, M.G. (2016). Teachers’ experiences of implementing the Curriculum and Assessment Policy Statement (CAPS) in grade 10 in selected schools at Ndwedwe in Durban. Retrieved from: http,//uir.unisa.ac.za/bitstream/handle/10500/20076/dissertation_mbatha_mg.pdf?sequence=1&isAllowed=y.
Mitchell, D. (2013). What controls the ‘real’ curriculum? Retrieved from: https,//about.jstor.org/terms>.
Mogale, M.L. & Modipane, M.C. (2021). The implementation of the progression policy in secondary schools of the Limpopo province in South Africa. South African Journal of Education, 41(1), 1-10.
Mokaya, Z.M. (2013). Influence of School Infrastructure on student’s performance In Public Secondary Schools in Kajiado County, Kenya.
Motshekga, A. & Soobrayan, P.B. (2012) .Guidelines relating to planning for public school infrastructure.
Mpu, Y & Adu, E.O. (2021) .The challenges of inclusive education and its implementation in schools, The South African perspective. Perspectives in Education, 39(2), 225-238.
Mtshweni, B.V. (2022). COVID-19: Exposing unmatched historical disparities in the South African institutions of higher learning. South African Journal of Higher Education, 36(1), 234-250.
Mudaly, R. & Mudaly, V. (2021). Exploring how the national COVID-19 pandemic policy and its application exposed the fault lines of educational inequality. Journal of Education, 84 (1), 106-124.
Mugisha, W.R. & Mugimu, C.B. (2015). Application of Learning Theories in Curriculum Development and Implementation of the MLT Diploma Programme in Uganda. British Journal of Education, Society and Behavioural Science, 5(3), 256-275.
Muthusamy, N. (2015). Teachers’ experiences with overcrowded classrooms in a mainstream school. Retrieved from: https,//researchspace.ukzn.ac.za/bitstream/handle/10413/12646/Muthusamy_Nirashnee_2015.pdf?sequence=1&isAllowed=y>
Mzangwa, S.T. (2019). The effects of higher education policy on transformation in post-apartheid South Africa, Cogent Education, 6(1),1-15.
Nevenglosky, E.A., Cale, C. & Aguilar, S.P. (2017). Barriers to effective curriculum implementation. Research in Higher Education Journal, 36(1), 1-31.
Pekrun, R. (2021). Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Educational Psychologist, 56(4), 312-322.
Rodgers, A. (2018). School Infrastructure Resilience. CoLab Workshop HELD IN Cali, Colombia. Sponsored by AECOM.
Santika, F. Sowiyah, Pangestu, U. & Nurahlaini, M. (2021). School Facilities and Infrastructure Management in Improving Education Quality. International Journal of Research and Innovation in Social Science (IJRISS), 5(4), 280-285.
Schollar, E. (2018). Curriculum management, improving learner performance and the rise of multi-grade classes: A tangled web of challenges to the design, operation and evaluation of educational development programmes in South Africa. Retrieved from: https,//saide.org.za/books/sustainable-change/downloads/4-curriculum-management-improving-learner-performance-and-the-rise-of-multi-grade-classes.pdf.
Sebake, T.N., Mphutlane, L. and J.T. Gibberd, J.T. (2007). Developing a School Infrastructure Performance Indicator System (SIPIS). The Second Built Environment Conference 2007.
Sikhakhane, M, Govendera, S. & Maphalala, M.C. (2021). The extent of South African schools’ preparedness to counteract 4IR challenges, learners’ perspectives. Journal of e-learning and knowledge society, 17(1), 1-9.
Skelton, A. (2014). Leveraging funds for school infrastructure, The South African ‘mud schools’ case study. University of Pretoria, South Africa.
Syomwene, A. (2013). Factors Affecting Teachers’ Implementation of Curriculum Reforms and Educational Policies in Schools, The Kenyan Experience. Journal of Education and Practice, 4(22), 2222-1735.
Tabe, H., Heystek, J. & Warnich, P. (2021). Leadership of learning and change for successful learning outcome in history education. Perspectives in Education, 39(4), 172-186.
The Conversation. (2021). Covid-19 exposes the underbelly of South African education system. Retrieved from: https,//theconversation.com/covid-19-exposes-the-underbelly-of-south-africas-education-system-138563.
Vanderlinde, R. & Van Braak, J. (2011). A New ICT Curriculum for Primary Education in Flanders, Defining and Predicting Teachers' Perceptions of Innovation Attributes. Journal of Educational Technology and Society, 14(2), 124-135.
Vanderlinde, R.; Van Braak, J. & Hermans, R. (2009). Educational Technology on a Turning Point, Curriculum Implementation in Flanders and Challenges for Schools. Educational Technology Research and Development, 57(4), 573-584.
Viennet, R. & Pont, B. (2017). Education policy implementation, a literature review and proposed framework. Retrieved from: https,//www.oecd-ilibrary.org/education/oecd-education-working-papers_19939019.
Yildiz, B.B., Gunay, G. & Ozbilen, F.M. (2021). Evaluation of Teachers’ Motivation and Curriculum Autonomy Levels. Educational Policy Analysis and Strategic Research, 16(2), 330-353.
Zhou, M & Brown, D. 2015. Educational Learning Theories, 2nd Ed. Dalton State College. UK.
Alavi, S. (2021). Introducing a Model for Infrastructure Improvement to Develop Intelligent Schools. Journal of Human, Earth, and Future, 2(3), 210-224.
Amin, N. & Mahabeer, P. (2021). Curriculum tinkering in situations of crises and inequalities, the case of South Africa. Retrieved from, https,//link.springer.com/article/10.1007/s11125-021-09564-8.
Amnesty International, 2020. South Africa, Broken and unequal education perpetuating poverty and inequality. Accessed 22 April 2022.
Amsterdam, C. (2013). School Infrastructure in South Africa, Views and experiences of educators and learners. Retrieved from, https,//www.researchgate.net/profile/ChristinaAmsterdam/publication/259290274_School_Infrastructure_in_South_Africa_Views_and_experiences_of_educators_and_learners/links/0046352ac483974da7000000/School-Infrastructure-in-South-Africa-Views-and-experiences-of-educators-and-learners.pdf?origin=publication_detail.
An Equal Eduaction report, (2017). Provision of water and sanitation at 18 schools in Ga-Mashashane, Limpopo. Dikolo tsa hloka seriti.
Badyal, D.K. & Singh, T. (2017). Learning Theories, the Basics to Learn in Medical Education. International Journal of Applied and Basic Medical Research, 7(1), 1-3.
Bahati, M. (2021). Research Methodology. Retrieved from, https,//www.researchgate.net/publication/348629964_Research_Methodology.
Barrett, P., Treves, A., Shmis, T., Ambasz, D. & Maria Ustinova, M. (2019). The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. International Development in Focus. Washington, DC, World Bank. Doi, 10.1596/978-1-4648-1378-8 License, Creative Commons Attribution CC BY 3.0 IGO.
Belford, R.E. (2013). Review of Learning Theorie: An Educational Perspective. Journal of Chemical Education, 90(1), 150-151.
Biney, E., Selebalo, H. & Borman, J. (2021). A perfect storm: The struggle for school infrastructure in the Eastern Cape accreditation. Accessed 23 April 2022.
Chaudhary, G.K. (2015). Factors affecting curriculum implementation for Students. International Journal of Applied Research, 1(12), 984-986.
Crouch, L. & Hoadley, U. (2022). The Transformation of South Africa’s System of Basic Education. Retrieved from: https,//oxford.universitypressscholarship.com/view/10.1093/oso/9780198824053.001.0001/oso-9780198824053-chapter-2.
Davies, J. (1994). The University Curriculum and the Transition in South Africa, European Journal of Education, 29(3), 255-268.
Dhlomo, T. & Mawere, P. (2020). Curriculum reform in Zimbabwe, An analysis of early childhood development centres’ state of readiness to embrace the new curriculum. Journal of African Studies and Development, 12(3), 104-114.
Du Plessis, P. (2021). Decolonisation of education in South Africa, challenges to decolonise the university curriculum. South African Journal of Higher Education 35(1), 54-69.
Gallo, M.A. (2020). Bantu Education, and Its Living Educational and Socioeconomic Legacy in Apartheid and Post-Apartheid South Africa Legacy in Apartheid and Post-Apartheid South Africa. Retrieved from: https,//fordham.bepress.com/international_senior.
Gershberg, A.I. (2014). Educational Infrastructure, School Construction, and Decentralization in Developing Countries, Key Issues for an Understudied Area. International Center for Public Policy Working Paper 14-12.
Gibberd, J. (2007). South Africa’s School Infrastructure Performance Indicator System. Retrieved from: https,//www.researchgate.net/publication/5205665_South_Africa%27s_School_Infrastructure_Performance_Indicator_System.
Gourishankar, V and Lokachari, P.S. (2015). Benchmarking educational development efficiencies of the Indian stateds, a DEA approach. International Journal of Educational Management, 26(1), 99-130.
Greany, T. and Waterhouse, J. (2016). Rebels against the system Leadership agency and curriculum innovation in the context of school autonomy and accountability in England. International Journal of Educational Management, 30(7), 1188-1206.
Gumede, V. & Biyase, M. (2016). Educational reforms and curriculum transformation in post-apartheid South Africa. Environmental Economics, 7(2), 69-76.
Hesketh, J. (2006). Educating for responsible management, A South African perspective. Society and Business Review, 1(2), 122-143.
Hues, H. (2011). "Mandela, the Terrorist", Intended and Hidden History Curriculum in South Africa. Journal of Educational Media, Memory and Society, 3(2), 74-95. Available from, https,//www.jstor.org/stable/43049372.
Ireson, J.; Evans, P.; Redmond & K Wedell, K. (1989). Developing the Curriculum for Children with Learning Difficulties, Towards a Grounded Model. British Educational Research Journal, 15(2), 141-154.
Kaplan, H. (2021). Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory. SAGE Open Journals, 1, 1-14.
Kirst, M.W. Walker, D.F. (1971). An Analysis of Curriculum Policy-Making. Review of Educational Research, 41(5), 479-509.
Kitzmiller, E.M. & Rodriguez, A.D. (2021). Addressing Our Nation’s Toxic School Infrastructure in the Wake of COVID-19. Educational Researcher, 51(1), 88-92.
Kunene, A. (2009). CHAPTER NINE, Learner-Centeredness in Practice, Reflections from a Curriculum Education Specialist. Counterpoints, 357, 139-152.
Letshwene, M.J. & Du Plessis, E.C. (2021).The challenges of implementing the Curriculum and Assessment Policy Statement in accounting. South African Journal of Education, 41(2), 1-10.
Liu, T. & Wilkinson, S. (2014). Using public-private partnerships for the building and management of school assets and services. Engineering, Construction and Architectural Management, 21(2), 206-223.
Machengete, T. (2021). The fight for decent school infrastructure is far from over. Retrieved from: http,//www.leadershiponline.co.za/2021/11/18/schools-infrastructure/.
Maharajh, L.R., Nkosi, T. & Mkhize, M.C. (2016). Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal. Retrieved from: https,//www.researchgate.net/publication/312666135_Teachers%27_Experiences_of_the_Implementation_of_the_Curriculum_and_Assessment_Policy_Statement_CAPS_in_Three_Primary_Schools_in_KwaZulu_Natal/fulltext/58b3cca292851cf7ae91df51/Teachers-Experiences-of-the-Implementation-of-the-Curriculum-and-Assessment-Policy-Statement-CAPS-in-Three-Primary-Schools-in-KwaZulu-Natal.pdf?origin=publication_detail.
Mamabolo, J.M. (2021). Challenges faced by teachers in the implementation of curriculum changes for primary schools: The case of Mamabolo Circuit, South Africa. African Perspectives of Research in Teaching & Learning, 5(1), 15-23.
Maodzwa-Taruvinga, M. & Cross, M. (2012). Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen's Writings between 1999 and 2009. Curriculum Inquiry, 42(1), 126-152.
Maree, J.G. (2022). Managing the Covid-19 pandemic in South African Schools, turning challenge into opportunity. South African Journal of Psychology, 52(2), 249-261.
Mbatha, M.G. (2016). Teachers’ experiences of implementing the Curriculum and Assessment Policy Statement (CAPS) in grade 10 in selected schools at Ndwedwe in Durban. Retrieved from: http,//uir.unisa.ac.za/bitstream/handle/10500/20076/dissertation_mbatha_mg.pdf?sequence=1&isAllowed=y.
Mitchell, D. (2013). What controls the ‘real’ curriculum? Retrieved from: https,//about.jstor.org/terms>.
Mogale, M.L. & Modipane, M.C. (2021). The implementation of the progression policy in secondary schools of the Limpopo province in South Africa. South African Journal of Education, 41(1), 1-10.
Mokaya, Z.M. (2013). Influence of School Infrastructure on student’s performance In Public Secondary Schools in Kajiado County, Kenya.
Motshekga, A. & Soobrayan, P.B. (2012) .Guidelines relating to planning for public school infrastructure.
Mpu, Y & Adu, E.O. (2021) .The challenges of inclusive education and its implementation in schools, The South African perspective. Perspectives in Education, 39(2), 225-238.
Mtshweni, B.V. (2022). COVID-19: Exposing unmatched historical disparities in the South African institutions of higher learning. South African Journal of Higher Education, 36(1), 234-250.
Mudaly, R. & Mudaly, V. (2021). Exploring how the national COVID-19 pandemic policy and its application exposed the fault lines of educational inequality. Journal of Education, 84 (1), 106-124.
Mugisha, W.R. & Mugimu, C.B. (2015). Application of Learning Theories in Curriculum Development and Implementation of the MLT Diploma Programme in Uganda. British Journal of Education, Society and Behavioural Science, 5(3), 256-275.
Muthusamy, N. (2015). Teachers’ experiences with overcrowded classrooms in a mainstream school. Retrieved from: https,//researchspace.ukzn.ac.za/bitstream/handle/10413/12646/Muthusamy_Nirashnee_2015.pdf?sequence=1&isAllowed=y>
Mzangwa, S.T. (2019). The effects of higher education policy on transformation in post-apartheid South Africa, Cogent Education, 6(1),1-15.
Nevenglosky, E.A., Cale, C. & Aguilar, S.P. (2017). Barriers to effective curriculum implementation. Research in Higher Education Journal, 36(1), 1-31.
Pekrun, R. (2021). Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable. Educational Psychologist, 56(4), 312-322.
Rodgers, A. (2018). School Infrastructure Resilience. CoLab Workshop HELD IN Cali, Colombia. Sponsored by AECOM.
Santika, F. Sowiyah, Pangestu, U. & Nurahlaini, M. (2021). School Facilities and Infrastructure Management in Improving Education Quality. International Journal of Research and Innovation in Social Science (IJRISS), 5(4), 280-285.
Schollar, E. (2018). Curriculum management, improving learner performance and the rise of multi-grade classes: A tangled web of challenges to the design, operation and evaluation of educational development programmes in South Africa. Retrieved from: https,//saide.org.za/books/sustainable-change/downloads/4-curriculum-management-improving-learner-performance-and-the-rise-of-multi-grade-classes.pdf.
Sebake, T.N., Mphutlane, L. and J.T. Gibberd, J.T. (2007). Developing a School Infrastructure Performance Indicator System (SIPIS). The Second Built Environment Conference 2007.
Sikhakhane, M, Govendera, S. & Maphalala, M.C. (2021). The extent of South African schools’ preparedness to counteract 4IR challenges, learners’ perspectives. Journal of e-learning and knowledge society, 17(1), 1-9.
Skelton, A. (2014). Leveraging funds for school infrastructure, The South African ‘mud schools’ case study. University of Pretoria, South Africa.
Syomwene, A. (2013). Factors Affecting Teachers’ Implementation of Curriculum Reforms and Educational Policies in Schools, The Kenyan Experience. Journal of Education and Practice, 4(22), 2222-1735.
Tabe, H., Heystek, J. & Warnich, P. (2021). Leadership of learning and change for successful learning outcome in history education. Perspectives in Education, 39(4), 172-186.
The Conversation. (2021). Covid-19 exposes the underbelly of South African education system. Retrieved from: https,//theconversation.com/covid-19-exposes-the-underbelly-of-south-africas-education-system-138563.
Vanderlinde, R. & Van Braak, J. (2011). A New ICT Curriculum for Primary Education in Flanders, Defining and Predicting Teachers' Perceptions of Innovation Attributes. Journal of Educational Technology and Society, 14(2), 124-135.
Vanderlinde, R.; Van Braak, J. & Hermans, R. (2009). Educational Technology on a Turning Point, Curriculum Implementation in Flanders and Challenges for Schools. Educational Technology Research and Development, 57(4), 573-584.
Viennet, R. & Pont, B. (2017). Education policy implementation, a literature review and proposed framework. Retrieved from: https,//www.oecd-ilibrary.org/education/oecd-education-working-papers_19939019.
Yildiz, B.B., Gunay, G. & Ozbilen, F.M. (2021). Evaluation of Teachers’ Motivation and Curriculum Autonomy Levels. Educational Policy Analysis and Strategic Research, 16(2), 330-353.
Zhou, M & Brown, D. 2015. Educational Learning Theories, 2nd Ed. Dalton State College. UK.
Published
2023-08-06
How to Cite
Modikoa Pillay, R., & Shipalana, M. L. (2023). The Effects of School Infrastructure on Curriculum Policy Implementation. International Journal of Social Science Research and Review, 6(8), 167-182. https://doi.org/10.47814/ijssrr.v6i8.1550
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