| Summary: | Thesis (M.A) (Education)--University of Limpopo,2006 === The democratically elected government of South African produced probably
the best constitution in the world. The introduction of the new South African
national curriculum, curriculum 2005, in 1997 was accompanied by high
expectations for both educational and social transformation.
Curriculum 2005is probably the most significant curriculum reform in South
African education of the last century. Deliberately intended to
simultaneously overturn the legacy of apartheid education. It was an
innovation both bold and revolutionary in the magnitude of conception.
(Review committee on c2005, 2000:09)
Eight years later, however, it is recognized that many of these goals were
undermined by a flawed implementation processes. Implementations in
schools failed due to a series of factors. This study focused purely on
inadequate training and development of principals to manage curriculum
change.
Managing curriculum change within schools involves the entire staffs who
negotiate in conceptual framework that guide curriculum programs.
Principals need to understand curriculum development in order to manage
curriculum change effort during the complex process of transformation in
our country. Principals must inspire confidence and trust among educators
for successful curriculum change. If there is no substantive change in the
content with direct classroom instruction, what is the purpose of changing
the curriculum? Change in society is occurring. The responsibility to address
the needs created by change lies at the door of principals who must
effectively mange curriculum in schools. The result of this study clearly
indicates that intention to manage curriculum effectively could offer
significant improvement in the successful implementation of curriculum
change efforts. === Not listed
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