INVESTIGATION INTO PROBLEMS OF IMPLEMENTATION OF CURRICULUM 2005 IN THE SOUTH AFRICAN EDUCATION SYSTEM IN FOUR SELECTED DISTRICTS AND SCHOOLS IN THE EASTERN CAPE PROVINCE

This study investigated problems of implementation of C2005 in the South African Education System, which eventually led to its demise in 2010 replaced by CAPS. Its aim was to identify the common factors and the programmes and actions that could be used to help implement curriculum successfully. Theoretically, the literature review formed an essential part of the research process and constituted part of the whole project in itself. It was a critical synthesis of previous researches, which have been undertaken that helped to validate the need for the study to be conducted. In retrospect, the evaluation of the literature reviewed led logically to the formulation of the research questions that constituted the bases for the formulation of the, which formed the instrumentation for the collection of the main primary data required to complete the study. Methodologically, the researcher identified the need to discern an elaborate methodological choice, design and application using qualitative, quantitative and participatory research paradigms constituting the triangulation approach. This was the most important part of the research study, which guided the whole process to a successful conclusion. Through the methodological application, the study produced data from which findings were deduced and recommendations made to respond to the research problem. The conclusion that could be drawn is that curriculum reform and implementation should be considered in terms of the curriculum cycle if set aims and objectives were to be achieved successfully. Sporadic curriculum implementation leads to its apparent failure as was the case with C2005. The fear of the researcher is that CAPs might go the same way since its introduction and implementation did not subscribe to the curriculum cycle perspective.