The role of CAPS in preparing school learners for responsible leadership: An exploration of learner experiences at three high schools in the Western Cape

[摘要] ENGLISH ABSTRACT : One of the key components underscoring educational reform in post-apartheid SouthAfrica is the establishment and cultivation of democratic citizenship. The CurriculumAssessment and Policy Statement places a strong emphasis on producing learnerswho embody the qualities necessary for responsible citizenship. The CAPS is explicitin its focus on cultivating learners who are able to lead, think critically and actresponsibly. What remains unclear, however, is how schools are interpreting theobjectives of the CAPS, as they relate to the cultivation of learners as responsible anddemocratic citizens.The general aim of this study was to explore whether the CAPS equips learners withthe skills required for responsible leadership. The main research question addressedby the present study was whether the CAPS equips learners with the skills necessaryfor responsible leadership. The main objective of the study was to consider the typesof programmes that schools might have in place, which speak directly to the cultivationof 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 asBiesta and Lawy on citizenship education were utilised in the study to support theargument for the inclusion of democratic citizenship education in the programmes andpractices of high schools. The study adopted a qualitative research approach, and inorder to gain an in-depth understanding of participants' perceptions, data collectiontechniques comprised semi-structured interviews with teachers as well as focus groupinterviews with learners.The study sample, chosen by using purposive sampling, comprised three LifeOrientation teachers and 15 Grade 12 learners, from three selected high schools inthe Metropole North Education District in the Western Cape. The three high schoolswere distinctly different from one another regarding the areas in which they werelocated and also in terms of socio-economic status, language, culture, race andreligion. Data analysis, data interpretation and discussion of the data findings wereconducted using a qualitative, phenomenological research design constructed withinan interpretive paradigm that held the subjective perspectives of the researchparticipants in high regard.Six categories with accompanying themes emerged from this study, namely sharedchallenges experienced by learners, views of the skills and qualities required bylearners for democratic citizenship, perceptions and experiences of democraticcitizenship, perceptions and experiences of leadership, leadership initiatives within theschool environment, and views of life skills taught in Life Orientation.Data revealed that the sets of participants from the respective schools held vastlydifferent perspectives regarding experiences of democratic citizenship education,leadership development initiatives and the subject matter pertaining to LifeOrientation. The reason for the disparate viewpoints was largely as a result of existingand historic socio-economic inequalities in South Africa. Overall, learners had a goodunderstanding of the concepts relating to democratic citizenship and leadership, butthe presence of programmes demonstrating the application of democraticparticipation, as well as the promotion of the skills as set out in the CAPS, wasseemingly dependent on the aforementioned socio-economic standing of the school.The findings of this research might be used to inform stakeholders, such as theDepartment of Basic Education, policymakers and teachers regarding theimplementation and inclusion of democratic citizenship education within thefunctioning of all schools in South Africa, and the importance of leadership skillsdevelopment amongst the youth, in order to comply with the vision of the CAPS inequipping all learners with the skills required for responsible leadership.

[发布机构] Stellenbosch University