International Journal of Academic Research in Education and Review

Vol. 8(7), pp. 152-159, December 2020

ISSN: 2360-7866

https://doi.org/10.14662/ijarer2020.220

 

Full Length Research

 

 

Involvement of Stakeholders in Curriculum Change at the Further Education and Training Level in the Vhembe District, Limpopo

 

Rammbuda Mulatedzi Calvin

 

University of South Africa, South Africa. E-mail: crammbuda22@gmail.com / crammbuda@yahoo.com Phone: 27726331960 / 27608837798

 

Accepted 1 December 2020

Abstract

Abstract: This qualitative study was undertaken to investigate the involvement of stakeholders in curriculum change at the Further Education and Training level in the Vhembe District, Limpopo, in the Republic of South Africa. Interview data were collected and used for themes identification. It emerged from the study that some of the major stakeholders were not adequately involved in the curriculum change processes; workshops that were conducted mostly for teachers were not sufficient for the teachers in implementing curricula in an effective way;other stakeholders were excluded in curriculum change; there is an inadequate support of the district to schools and school management and leadership has inappropriate skills. The study concluded that stakeholders should be involved in all spheres and processes of curriculum change and that curriculum change in South Africa should be devoid of racism, discrimination and inequalities. The article thus recommends the provision of capacity building workshops to the stakeholders who lack skills in curriculum change processes. There is an urgent need for the attendance of stakeholders in more curriculum-related workshops. It is further recommended that stakeholders should be involved more in curriculum change than at present.

 

Keywords: Change; curriculum change; involvement of stakeholders; stakeholders.

Paper type: research