Current Challenges in Implementing the School-Level Curriculum in South Africa: Implications for Inclusive Education

Abstract

This research examined the challenges affecting the implementation of the school-level curriculum in South Africa, with particular attention to implications for inclusive education and equitable learner outcomes. The research was premised on the view that understanding contextual and systemic barriers can inform curriculum reform and strengthen teaching practice. Guided by an interpretative paradigm, a qualitative phenomenological design was employed to explore the lived experiences of teachers, learners, and school managers. Data were generated through semi-structured interviews and document analysis. The findings revealed multiple, interrelated challenges that constrain effective curriculum implementation, including inadequate teaching and learning resources, limited managerial and district-level support, teachers teaching outside their areas of specialization, infrastructure deficits, and socio-economic barriers that affect learner participation and achievement. Participants also reported limited teacher involvement in curriculum development processes and challenges associated with the dominance of English as the language of learning and teaching, which has implications for learner inclusion and access. The study concludes that addressing these systemic constraints is essential to strengthening curriculum delivery and promoting inclusive, high-quality education. It recommends collaborative curriculum development, sustained professional support for teachers, and improved school-level resourcing to ensure equitable learning opportunities for all learners.