Abstract
M.Litt. et Phil.
The purpose of this study is to determine the need for civic education and the degree to
which this need is addressed in Curriculum 2005. (Curriculum 2005 is the new education
curriculum, implemented in state schools since 1998.) As a young democracy, one of the
challenges South Africa faces is to consolidate democracy. Part of this challenge is to
establish a culture of political tolerance. Civic education, implemented in schools, is a
method to achieve these goals.
In the rationale of Curriculum 2005, it is stated that ". . . the child is given opportunities
to grow and develop as an active citizen, contributing constructively to the building of a
democratic, non-racist, non-sexist and equitable society." (Foundation Phase: Draft
Policy/Phase Document, 1997) Intentionally or unintentionally, Curriculum 2005 appears
to be the Department of Education's answer to the need for civic education in South
Africa at this stage. The degree to which this need is fulfilled needs to be determined, as
well as the shortcomings and where and how it can be improved.
For civic education to be successful and effective, broad criteria were identified for the
content; the method; the approach; resource materials and teacher education. This study
found that there is a fair degree of elements of civic education in Curriculum 2005. There
are, however, five main problems that may hinder the effectiveness of civic education.
The first is the method. Civic education is not taught as a separate subject, but interwoven
in mainly the social learning area. The second obstacle is the content. Thirdly, the
majority of teachers who have to teach civic education lack sufficient ability and
knowledge, as they did not receive training in this field. A fourth point is the budget
constraints. On the one hand time and money is needed to develop a civic education
programme, while on the other hand, there are some urgent needs to upgrade and expand
physical infrastructure in schools. Lastly, the lack of sufficient and appropriate resource
material for teachers, probably poses the single biggest obstacle for the successful
implementation of civic education. The Department of Educuation did not provide official textbooks or guidelines, and the sourcing of material for discussion and examples
is left to the teacher's own discression.
Although there is a clear need for civic education in South Africa, and the intention to
fulfil this need seems to be present in Curriculum 2005, the means to achieve this goal
are absent. The combination of these five points leads to the conclusion that if the results
of civic education could be measured, any form of success and effectiveness in
Curriculum 2005, would be nothing more than pure coincidence.