FACTORES DETERMINANTES DE LA CLIMATOLOGÍA

This section focuses on factors that inhibit teaching and learning in some under-resourced schools. Badugela (2012: 18) indicates that when chopping and changing a curriculum the problem of limited resources and poor professional backgrounds of teachers must be addressed. Physical, human as well as economic resources are necessary for the successful implementation of a curriculum. According to Rice (2010: 1), “[t]he declining results of many rural schools have been attributed to limited resources, a lack of libraries, laboratories, computer equipment and ineffective teaching from under-qualified teachers”.

33

Failure on the part of the South African Government to provide significant essential resources like libraries, laboratory equipment and text books results in a decline in the standard of education. Teachers prefer to teach in well-resourced schools as a lack of resources tends to impede the progress of both learners and teachers (Modisaotsile 2012: 4). Badugela (2012: 21) stresses that for schools to successfully implement the curriculum they must have the fundamental facilities.

In 2011 the following statistics were released by the Department of Basic Education following the national education infrastructure management study in 24,793 public schools:

• 544 schools have no electricity supply and 804 an unreliable electricity supply;

• 2,402 schools have no water supply and 2,611 an unreliable one; • 913 schools do not have any ablution facilities, and 11,450 still use

pit-latrine toilets;

• 2,703 schools have no fencing;

• 79% are without any library and only 7% have stocked libraries; • 85% have no laboratories and only 5% have stocked laboratories; • 77% are without any computer centres and only 10% have stocked

computer centres; and

• 17% of schools lack any sporting facilities (Veriava 2012).

Mouton, Louw & Strydom (2012: 1213) affirm that there is a shortage of classrooms in close to 50% of South Africa’s schools with almost 65,000 classrooms being needed. Furthermore, 2.3 million learners attend schools where there is no available water and 6.6 million learners attend schools that have no toilets. The above statistics highlight the plight of under- resourced schools that may be affected by curriculum change. Poor infrastructure has an adverse effect on the efficient functionality of the school which in turn affects the smooth implementation of the curriculum.

34

When putting a curriculum plan into practice, according to Booyse & Du Plessis (2008: 68), one must ask what resources are available in the school for the effective delivery of the learning programme. Different subjects need different resources for their success. Educators need to be au fait with what resources are available and what is required in order to teach effectively. “Learner and teacher support material are especially important in developing countries, as many schools lack material resources, such as age- and culture-appropriate reading materials for children” (DBE 2011b: 18). Even in the absence of adequate resources it becomes incumbent on the teacher to find alternative ways to attain their teaching and learning goals. Learner support material is vital “in defining a more structured approach to what subject matter is taught and how it is taught” (DBE 2011b: 18). The Department of Education therefore undertook to ensure that all children received their text books on time. Unfortunately this undertaking was not met in 2012 due to budgetary constraints. Media reports show that the government has allocated only 50% of the money required to provide learners with text books in all subjects. In more than half of Kwazulu Natal’s 6,000 schools that are subsidised by the government, less than half the necessary books had been purchased. This has resulted in children sharing books and teachers struggling to cope with the shortage (Nkosi 2013; Davis 2013).

Badugela (2012: 19) claims that government, private business or parents need to support schools financially in order to achieve success in curriculum implementation. Modisaotsile (2012: 4) argues that according to the South African Bill of Rights all individuals have the right to education and it is the duty of the state to provide adequate schools and competent educators to fulfil this right. Many previously disadvantaged schools still face challenges in obtaining access to resources in education. Some South African schools still experience a shortage of necessary resources even after twenty years of democracy.

A grave concern is the decision by the Department of Education to reduce the allocation of learner-teacher support by 13% in favour of compensating

35

educators’ outstanding salaries. Mbanjwa (2013) reports that R155 million has been cut from the book budget over and above R500 million that has been cut from the infrastructure programme. This raises serious concerns as Superintendent-General of the Department of Education in KwaZulu- Natal, Nkosinathi Sishi, points out there is already a dire shortage of books with the current ratio being one book for every five pupils. There is a desperate need for resources as is evident in Sishi’s appeal: “If you give us the job to run this system, please also give us the tools to do the job” (cited in Mbanjwa: 2013). The R500 million cut from the infrastructure budget impacts on financial support for new school buildings and maintenance of existing buildings. This situation will tend to aggravate the grave shortages of resources in under-resourced schools with detrimental ramifications for the implementation of CAPS.

The lack of resources can impact negatively on the quality of teaching and learning. Change may exacerbate conditions in schools situated in communities where poor social and economic conditions exist. The pressure is therefore on teachers in under-resourced schools to adopt creative and innovative ways to ensure that CAPS works successfully in their schools.

Implementing curriculum change in schools that are under-resourced can be a major challenge to teachers. However, in some schools, despite the lack of resources, committed and responsible teachers are able to achieve excellent results whilst in others, minimal teaching is done due to the shortage of basic resources.