Abstract
M.Ed.
The Foundations for Learning Programme (FFLP) is a South African government initiative that was launched by the Department of Education in 2008. The aim of the FFLP is to improve the quality of teaching and learning of both Numeracy and Literacy in the Foundation Phase (Grades one to three) and Mathematics and Languages in the Intermediate phase (Grades four to six). Despite clear specifications to teachers, it appeared, from anecdotal evidence, that many grade three teachers were not teaching Numeracy according to the specifications outlined in the Foundations for Learning Programme. The purpose of this study was to explore if it was indeed the case that many teachers were not implementing the FFLP, and to understand why it was not being implemented. In exploring this issue, the study focussed on the experiences of teachers teaching grade three Numeracy, since this is the exit grade for learners in the foundation phase.
The research strategy employed for this study was grounded within an interpretative research paradigm using the generic qualitative research method. Data was collected by way of purposive sampling. The sample population consisted of ten grade three educators from five schools within the Ekurhuleni South District which is administered by the Gauteng Department of Education. Data was collected from the selected teachers through in-depth interviews which was then analysed using the constant comparative method (CCM) to search for recurring themes and patterns.
The following findings emerged from the study, namely; some teacher’s lacked understanding of the FFLP, the majority of the teachers had ambivalent (both positive and negative) experiences in following the specifications of the FFLP, some teachers experienced the Language of Learning and Teaching (LOLT) as a challenge in implementing the FFLP through the medium of African languages, many teachers felt that the lack of access to resources to impeded the implementation of the FFLP while some teachers felt that the varying degrees of school and district support was a challenge in implementing the FFLP.
The study concluded by providing the following recommendations, namely; the need for continuous professional learning (CPL); reviewing LOLT; monitoring and evaluation of the implementation of the FFLP; the need for collaboration and networking; adequate access to resources and the need to capacitate the SMT in so far as supporting the implementation of the FFLP.