The lived experience of the implementation of Curriculum 2005 in a rural secondary school

M.Ed.The objectives of this study are to explore and describe the lived experience of the implementation of Curriculum 2005 in a rural secondary school and to establish guidelines to assist educators in the implementation of Curriculum 2005 in a rural secondary school. A research study was undertaken to examine the core areas impeding the effective implementation of Curriculum 2005 in a rural secondary school. The research design was based on qualitative research because of its exploratory descriptive nature. Qualitative research attempts to describe, interpret or construct the depth, richness and complexity of an identified phenomenon in order to gain understanding of it and insight into it (Burns & Grove, 1997: 67). Qualitative research implies a direct concern with experience as it is lived, felt or undergone by people (Merriam, 2001: 6; Sherman & Webb, 1998: 7). The research was conducted in two phases. During phase one data were collected through phenomenological interviews which were audio taped. Field notes reflected the researcher's observation during the interviews. The interviews were therefore transcribed for the data analysis purpose. The data were analysed according to Tesch's method (Creswell, 1994: 154 - 155), after which a literature control was conducted to verify the results. Ethical guidelines served as a standard and as a basis on which researchers ought to evaluate their conduct during data collection. To ensure the trustworthiness of this research study, Guba's model (Krefting, 1991: 214 - 222; Lincoln & Guba, 1985: 290 - 327) was applied. According to the data analysis, three themes were identified, namely: Challenges experienced by educators in the implementation of Curriculum 2005. Challenges required in the implementation of Curriculum 2005 in a rural secondary school. Educator intervention strategies implemented in addressing the challenges faced in this context. In view of these broad themes, in phase two guidelines were described to support secondary educators who experience challenges with the implementation of Curriculum 2005 in a rural secondary school