Abstract
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.