The involvement of parents in the implementation of Curriculum 21 in a rural KwaZulu-Natal primary school : a case study

• Main Author: Biyela, Phiwayinkosi Manqoba
• Other Authors: Prosser, Julia Judith
• Format: Others
• Language: en
• Published: 2017
• Subjects: Competency-based education > South Africa > KwaZulu-Natal; Education > Parent participation
• Online Access: http://hdl.handle.net/10321/2707

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2003. === The introduction of Curriculum 21 in South Africa in 1998 has brought with it added responsibilities for parents. According to the South African Schools' Act, No.84 (1996), parents have been granted powers to "support teachers in the performance of their task "and "determine subject choices" for their children. However, when Curriculum 21 was introduced in 1998, relevant programmes for introducing parents to these ideas dia not exist. According to Schlebusch and Spady (1999) family, home, identity and respect are important features of Curriculum 21 and only parents can create the best conditions for the academic development of their children. Therefore, the involvement of parents in the education of their children is vital. This dissertation is a case study of a rural KwaZulu- Natal public school, Hopewell Primary School, in which a pilot study of a programme to introduce parents to their responsibilities in the implementation of Curriculum 21, was first introduced. === M