The role of CAPS in preparing school learners for responsible leadership: An exploration of learner experiences at three high schools in the Western Cape
Date
2018-12
Authors
Journal Title
Journal ISSN
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Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH ABSTRACT : One of the key components underscoring educational reform in post-apartheid South
Africa is the establishment and cultivation of democratic citizenship. The Curriculum
Assessment and Policy Statement places a strong emphasis on producing learners
who embody the qualities necessary for responsible citizenship. The CAPS is explicit
in its focus on cultivating learners who are able to lead, think critically and act
responsibly. What remains unclear, however, is how schools are interpreting the
objectives of the CAPS, as they relate to the cultivation of learners as responsible and
democratic citizens.
The general aim of this study was to explore whether the CAPS equips learners with
the skills required for responsible leadership. The main research question addressed
by the present study was whether the CAPS equips learners with the skills necessary
for responsible leadership. The main objective of the study was to consider the types
of programmes that schools might have in place, which speak directly to the cultivation
of responsible and democratic citizenship.
The theoretical framework of this study considered Gutmann and Thompson’s (2004)
theory of deliberative democracy, while the conceptual theories of Enslin as well as
Biesta and Lawy on citizenship education were utilised in the study to support the
argument for the inclusion of democratic citizenship education in the programmes and
practices of high schools. The study adopted a qualitative research approach, and in
order to gain an in-depth understanding of participants’ perceptions, data collection
techniques comprised semi-structured interviews with teachers as well as focus group
interviews with learners.
The study sample, chosen by using purposive sampling, comprised three Life
Orientation teachers and 15 Grade 12 learners, from three selected high schools in
the Metropole North Education District in the Western Cape. The three high schools
were distinctly different from one another regarding the areas in which they were
located and also in terms of socio-economic status, language, culture, race and
religion. Data analysis, data interpretation and discussion of the data findings were
conducted using a qualitative, phenomenological research design constructed within
an interpretive paradigm that held the subjective perspectives of the research
participants in high regard. Six categories with accompanying themes emerged from this study, namely shared
challenges experienced by learners, views of the skills and qualities required by
learners for democratic citizenship, perceptions and experiences of democratic
citizenship, perceptions and experiences of leadership, leadership initiatives within the
school environment, and views of life skills taught in Life Orientation.
Data revealed that the sets of participants from the respective schools held vastly
different perspectives regarding experiences of democratic citizenship education,
leadership development initiatives and the subject matter pertaining to Life
Orientation. The reason for the disparate viewpoints was largely as a result of existing
and historic socio-economic inequalities in South Africa. Overall, learners had a good
understanding of the concepts relating to democratic citizenship and leadership, but
the presence of programmes demonstrating the application of democratic
participation, as well as the promotion of the skills as set out in the CAPS, was
seemingly dependent on the aforementioned socio-economic standing of the school.
The findings of this research might be used to inform stakeholders, such as the
Department of Basic Education, policymakers and teachers regarding the
implementation and inclusion of democratic citizenship education within the
functioning of all schools in South Africa, and the importance of leadership skills
development amongst the youth, in order to comply with the vision of the CAPS in
equipping all learners with the skills required for responsible leadership.
AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming geskikbaar nie
AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming geskikbaar nie
Description
Thesis (MEd)--Stellenbosch University, 2018.
Keywords
High schools -- Curricula -- South Africa, Citizenship -- Study and teaching -- South Africa, Leadership -- Study and teaching -- South Africa, Education -- Curricula -- South Africa, Life skills -- Study and teaching -- South Africa, UCTD