How principals manage curriculum change in primary schools

Abstract

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.