Is Caps More Likely to Promote Access and Equity and Social Justice Than C2005 and the Rncs Did?
Is CAPS more likely to promote access and equity and social justice than C2005 and the RNCS did?
Submitted to Lynn Slonimsky: Wits School of Education
Date: 11 September 2012
By: Antoinette N. Malgas
Student Number: 0318127x
In this essay the writer will attempt to critically discuss whether CAPS is more likely to promote access, equity and social justice than C2005 and RNCS did. First I will give the definition of CAPS as per the Department of Education, followed by the discussion of C2005 and discussion of Revised National Curriculum Statement (RNCS) and comparing them to CAPS. After I will discuss my own conclusion based on the enacted or lived curriculum.
A National Curriculum and Assessment Policy Statement as explained by (Department of Education, 2012) is a single, comprehensive, and concise policy document which will replace the current Subject and Learning Area Statements, Learning Programme Guidelines and Subject Assessment Guidelines for all the subjects listed in the National Curriculum Statement Grades R – 12. The implementation of CAPS is an attempt to redress the failures and inadequacies of the previous curricula such as C2005 and RNCS. CAPS is means to promote access, equity and social justice in the country that has been subjected to apartheid and social injustices for a long period of time.
A good and acceptable curriculum must consider that each school should strive for both quality and egalitarianism in education. In this regard, quality of excellence would refer to students who work at the highest level of their capability and equality would refer to an equal opportunity to learn for each student. Equality in this instance is not necessarily about each student learning the same information, but that students learn under the conditions that suit them the best. (Reeves & Muller, 2005) state that in 1998 the C2005 was investigated through the President’s Education Initiative regarding the curriculum reform policies.
Submitted to Lynn Slonimsky: Wits School of Education
Date: 11 September 2012
By: Antoinette N. Malgas
Student Number: 0318127x
In this essay the writer will attempt to critically discuss whether CAPS is more likely to promote access, equity and social justice than C2005 and RNCS did. First I will give the definition of CAPS as per the Department of Education, followed by the discussion of C2005 and discussion of Revised National Curriculum Statement (RNCS) and comparing them to CAPS. After I will discuss my own conclusion based on the enacted or lived curriculum.
A National Curriculum and Assessment Policy Statement as explained by (Department of Education, 2012) is a single, comprehensive, and concise policy document which will replace the current Subject and Learning Area Statements, Learning Programme Guidelines and Subject Assessment Guidelines for all the subjects listed in the National Curriculum Statement Grades R – 12. The implementation of CAPS is an attempt to redress the failures and inadequacies of the previous curricula such as C2005 and RNCS. CAPS is means to promote access, equity and social justice in the country that has been subjected to apartheid and social injustices for a long period of time.
A good and acceptable curriculum must consider that each school should strive for both quality and egalitarianism in education. In this regard, quality of excellence would refer to students who work at the highest level of their capability and equality would refer to an equal opportunity to learn for each student. Equality in this instance is not necessarily about each student learning the same information, but that students learn under the conditions that suit them the best. (Reeves & Muller, 2005) state that in 1998 the C2005 was investigated through the President’s Education Initiative regarding the curriculum reform policies.
References: Connell, R. W. (1992). Citizenship, Social Justice and Curriculum. International Studies in Sociology of Education, 2(2). Durkheim, E. (1956). Pedagogy and Sociology. Education and Sociology, 113-134. Department of Education. (2009). Report of the Task Team for the Review of the Implementation of the National Curriculum Statement. Pretoria. Department of Basic Education.(2012). CURRICULUM ASSESSMENT POLICY STATEMENTS (CAPS). Retrieved September 5, 2012, from Department of Basic Education Web Site: http://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements/tabid/419/Default.aspx Hoadley, U. (2007). Analysing pedagogy: the problem of framing. Journal of Education 40, 15-34. Reeves, C., & Muller, J. (2005). Picking up the pace variation in the structure and organization of learning mathematics. Journal of Education(No. 37), 1-28. Young, M. F. (2010). Why Educators must differentiate Knowledge from Experience. Journal of the Pacific Consortium for Education. Vol.22, 22(1), 9-20.