Abstract
M.Ed. (Curriculum studies)
The purpose of this study is primarily to establish whether or not the curriculum objectives of the primary schools in Davey ton are worthwhile. This study is prompted by the observation that pupils in Davey ton are reluctant to school and that they fail their examinations in area numbers. The rationale in this study is that learners become
demotivated if they find the teaching learning activities incomprehensible or leaning less to them, that is, if they fail to interpret the learning experiences. In order to be meaningful and worthwhile, curriculum objectives (thus, the curriculum) must help people to meet their significant needs, such as helpin2 them to solve their social and
economic problems, helping them to discover their potentials, helping them to find meaning in their life world, to pursue their goals, to lead a meaningful life and to survive. In short, to be relevant, curriculum objectives (thus the curriculum itself) must address the needs of the society wherein the schools operate. In evaluating the curriculum objectives, situation-analysis was conducted in order to find out what the community needs are. A random sampling of pupils, teachers, parents and some members of the community was done. Interviews were conducted. Pupils and teachers were asked to complete questionnaires. The results of the study indicated that the home and the school appear to be two different and incompatible worlds to the child's experience. What the child learns at school has no bearing~ to what the child experiences in the community or in real life. Learners seem to be unable to reconcile school learning with their practical daily experiences. The knowledge pupils gain from schools cannot help them to solve their social and economic problems. The learning in the schools is academically biased. Career education or vocational training is non-existent. Schools and parents do not co-operate. The most significant findings of this study is that the curriculum objectives of these schools do not address the needs of the community, and this casts's shadow of doubt whether pupils can really be motivated in pursuing studies wherein they find no solutions to the problems that beset
them in their social, community or family lives. In the final chapter, recommendations are made on how to improve the curriculum objectives and how to make teaching learning activities in these schools meaningful and worthwhile.