TPS2601
Assignment 3
Due July 2025
,TPS2601
Assignment 3
Due July 2025
A Critical Engagement with Curriculum Policy, Assessment, and Instructional
Practices in the South African Schooling Context: An Analysis Informed by CAPS
Question 1
Mention the three policies that were developed to transform education in South
Africa before the introduction of CAPS
(3 x 2 = 6 marks)
Introduction
The collapse of apartheid marked a decisive break from a racially segregated education
system, prompting the development of new policies grounded in democracy, social
justice, and human dignity. These reforms did not simply change administration—they
redefined the philosophical foundations of education, asserting that access to quality
learning is a right rather than a privilege. Each policy introduced in the post-apartheid
era carried with it assumptions about equity, redress, and national development, aiming
to disrupt inherited inequalities while building a cohesive national identity.
1. White Paper on Education and Training (1995)
This policy framed education as a tool for transformation and nation-building. It placed
lifelong learning at the center of reform, assuming that all South Africans should have
equal opportunities for personal and economic development through education
(Department of Education, 1995). However, this vision rested on the premise that
political change alone could swiftly undo systemic disadvantage, a notion later
challenged by persistent resource inequalities and teacher preparedness gaps.
, 2. The South African Schools Act (Act 84 of 1996)
The Act legally enforced universal access to basic education and introduced democratic
governance through School Governing Bodies. While this formal structure was
essential, its implementation revealed tensions between legislative ideals and practical
realities. Many communities lacked the capacity or resources to engage meaningfully in
school governance, illustrating a gap between policy design and lived experience
(Republic of South Africa, 1996).
3. Curriculum 2005 (C2005)
As a product of outcomes-based education, Curriculum 2005 emphasized learner-
centeredness, critical thinking, and skills development. Its foundational assumption was
that active learning processes would empower learners and equalize educational
outcomes. Yet, its overly technical language, unclear assessment methods, and lack of
teacher training created implementation challenges. These problems revealed a
disconnect between theoretical innovation and on-the-ground feasibility (Jansen, 1999).
Critical Perspective
The three policies shared a common vision of equity and redress, but their success
depended on contextual readiness—especially in historically underfunded schools. The
philosophical shift from control to learner agency clashed with entrenched inequalities.
Without adequate support, the aspirational goals often reproduced the very disparities
they aimed to dismantle. Despite these contradictions, the policies laid crucial
groundwork for the more structured and pragmatic CAPS reform that followed.
Assignment 3
Due July 2025
,TPS2601
Assignment 3
Due July 2025
A Critical Engagement with Curriculum Policy, Assessment, and Instructional
Practices in the South African Schooling Context: An Analysis Informed by CAPS
Question 1
Mention the three policies that were developed to transform education in South
Africa before the introduction of CAPS
(3 x 2 = 6 marks)
Introduction
The collapse of apartheid marked a decisive break from a racially segregated education
system, prompting the development of new policies grounded in democracy, social
justice, and human dignity. These reforms did not simply change administration—they
redefined the philosophical foundations of education, asserting that access to quality
learning is a right rather than a privilege. Each policy introduced in the post-apartheid
era carried with it assumptions about equity, redress, and national development, aiming
to disrupt inherited inequalities while building a cohesive national identity.
1. White Paper on Education and Training (1995)
This policy framed education as a tool for transformation and nation-building. It placed
lifelong learning at the center of reform, assuming that all South Africans should have
equal opportunities for personal and economic development through education
(Department of Education, 1995). However, this vision rested on the premise that
political change alone could swiftly undo systemic disadvantage, a notion later
challenged by persistent resource inequalities and teacher preparedness gaps.
, 2. The South African Schools Act (Act 84 of 1996)
The Act legally enforced universal access to basic education and introduced democratic
governance through School Governing Bodies. While this formal structure was
essential, its implementation revealed tensions between legislative ideals and practical
realities. Many communities lacked the capacity or resources to engage meaningfully in
school governance, illustrating a gap between policy design and lived experience
(Republic of South Africa, 1996).
3. Curriculum 2005 (C2005)
As a product of outcomes-based education, Curriculum 2005 emphasized learner-
centeredness, critical thinking, and skills development. Its foundational assumption was
that active learning processes would empower learners and equalize educational
outcomes. Yet, its overly technical language, unclear assessment methods, and lack of
teacher training created implementation challenges. These problems revealed a
disconnect between theoretical innovation and on-the-ground feasibility (Jansen, 1999).
Critical Perspective
The three policies shared a common vision of equity and redress, but their success
depended on contextual readiness—especially in historically underfunded schools. The
philosophical shift from control to learner agency clashed with entrenched inequalities.
Without adequate support, the aspirational goals often reproduced the very disparities
they aimed to dismantle. Despite these contradictions, the policies laid crucial
groundwork for the more structured and pragmatic CAPS reform that followed.
