Managing curriculum policy implementation at correctional centres in selected South African Regions

Year 2022, , 627 - 636, 30.12.2022

Herman Boyzar Moyo , Thelma De Jager

https://doi.org/10.17478/jegys.1198750

Abstract

In terms of section 29 (1) (a) of the Constitution of the Republic of South Africa Act, Act 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West (NW) and Gauteng (GP) regions in South Africa as Department of Correctional Services (DCS) geographical demarcations. It is therefore imperative for education managers in Correctional Centres to manage education curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. The theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required. Schools are more effective and efficient teaching and learning environment through instructional leadership (IS) as a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with the managing of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres schools (CCS) and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. Both educators and SMT’s should possess learning area matter knowledge, pedagogical knowledge and content knowledge. The DCS and DoE should train members of SMT’s on how to monitor, evaluate and support educators in terms of new teaching methodologies. . DCS and DoE must have a common understanding of how they would enhance training to successfully manage curriculum policy implementation process.

Keywords

curriculum, educationist, instructional leadership, rehabilitation

Supporting Institution

Tshwane University of Technology

Project Number

none

Thanks

I would like to thank the Department of Correctional Services for granting me permission to conduct this study. School managers and educators who participated in this study for permitting me to conduct face-to-face interviews with them.

References

• Bennett, J., & Wahidin, A. (2008). Understanding Prison Staff. USA and Canada. Willan Publishing.
• Blase, J., & Blase J. (2000). Effective instructional leadership: Teachers‟ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-41.
• Bush, T. (2007). Educational leadership and management: theory, policy, and practice. South African Journal of Education, 27(3), 391-406.
• Day, C., Sammons, P., & Gorgen, K. (2020). Successful School Leadership. Education development trust. Education Development Trust. University of Nottingham.
• Department of Education (2000). School Management Teams. Instructional Leadership. Pretoria.
• Department of Education: (DOE), (2001). Integration Guide for Principals & Teachers. Government Printers. Pretoria.
• Foran, J.V. (1990). Instructional leadership. The role of the supervisor. Eden Prairie. Paradigm MN. US
• Gordon, S.P., (2019). Educational Supervision: Reflections on Its Past, Present, and Future. Journal of Educational Supervision, 2(2), 27-52.
• Jian, G. (2022). From empathic leader to empathic leadership practice: An extension to relational leadership theory, Human Relations, 75(5), 931–955.
• South Africa (1996). The Constitution of the Republic of South Africa Act, Act No. 108 of 1996. Pretoria. Government Printer.
• South Africa (1998). Correctional Services Act No. 111 of 1998. Pretoria. Government Printer.
• South Africa (2005). White Paper on Corrections of South Africa. Pretoria. Government Printer.
• Rogan, J.M., & Grayson, D.J. (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education, 25(10), 1171-1204.
• Mamabolo, C.S. (2002). A phenomenological reflection on the role of the school principal as educational manager and instructional leader in Limpopo. Doctoral thesis. Pretoria: Unisa.Based Inquiry. 7th Ed., New York. Pearson Education, Inc.
• McMillan, J.H. & Schumacher, S. (2010). Research in Education: Evidence-based Research in education: A conceptual understanding. New York: HarperCollins.
• Newby, P. (2010). Research Methods for Education. Pearson Education
• Van Deventer, I & Kruger, A.G. (2005). Educator's Guide to School Management Skills. Van Schaik publishers.
• Zheng, X., Yin, H., & Li, Z. (2019). Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration & Leadership, 47(6), 843–859.