NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1108288
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1814-6627
From Too Much Freedom to Too Much Restriction: The Case of Teacher Autonomy from National Curriculum Statement (NCS) to Curriculum and Assessment Statement (CAPS)
Ramatlapana, K.; Makonye, J. P.
Africa Education Review, v9 suppl 1 pS7-S25 2012
The major curricula revisions in South Africa in the last two decades or so have changed the curriculum landscape. These revisions are meant to effect among other issues, the socio-economic development for all through quality education. The latest curricula transition from National Curriculum Statement (NCS) to Curriculum and Assessment Policy Statement (CAPS), although meant to respond to widely publicised shortfalls in the NCS, has compromised educator autonomy. This empirical case study was undertaken to explore Further Education and Training (FET) educators' adherence to implementation of CAPS in the light of their professional autonomy. The theory of planned behaviour (TPB) guided this study. This theory presumes that teachers' beliefs direct their behaviour. Data was collected from fifty-two FET educators of varying subjects from twelve Johannesburg schools. The study revealed that the prescriptive nature of the curriculum as espoused by CAPS at times compromised educator autonomy in effecting quality education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Johannesburg)
Grant or Contract Numbers: N/A