Managing curriculum policy implementation at correctional centres in selected South African Regions

In terms of section 29 (1) (a) of the Constitution of the Republic of South Africa Act, Act 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West (NW) and Gauteng (GP) regions in South Africa as Department of Correctional Services (DCS) geographical demarcations. It is therefore imperative for education managers in Correctional Centres to manage education curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. The theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required. Schools are more effective and efficient teaching and learning environment through instructional leadership (IS) as a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with the managing of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres schools (CCS) and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. Both educators and SMT’s should possess learning area matter knowledge, pedagogical knowledge and content knowledge. The DCS and DoE should train members of SMT’s on how to monitor, evaluate and support educators in terms of new teaching methodologies. . DCS and DoE must have a common understanding of how they would enhance training to successfully manage curriculum policy implementation process.

Keywords:

curriculum, educationist instructional leadership, rehabilitation,

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