Abstract:
Post 1994, the democratic government was tasked with correcting the social and
educational injustices prompted by the apartheid regime's colonial system. One of the
most crucial aspects was the transformation of the educational system, particularly the
curriculum content. However, given that the school's infrastructure was out of date with
the status quo, this seemed like a daunting task in recent years. In the sense that it
facilitates effective teaching and learning, school infrastructure is critical in the
implementation of curriculum policies. Nonetheless, despite the government's efforts to
improve school infrastructure, many schools continue to lack access to adequate basic
school facilities. This study looked into the effects of school infrastructure on curriculum
policy implementation. The qualitative research method was used to successfully
respond to the study's objectives. Through a purposive sampling strategy, the research
study also used a semi-structured interview questionnaire to elicit the respondents' indepth
opinions and knowledge. Also, thematic qualitative analysis was used to derive
the study's findings and, as a result, make conclusions and recommendations.
According to the findings, there is a severe lack of infrastructure in schools, which has
an impact on teaching and learning. Furthermore, the findings revealed that curriculum
policy implementation is slow as a result of inadequate infrastructure, a lack of
stakeholder involvement, and uninformed teachers. It is recommended that the
Department of Basic Education establish networks and partnerships with the private
sector, the broader community and non-governmental organisations in order to
generate funds for school infrastructure development.
