Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

This qualitative study was undertaken to investigate how district officials implemented Curriculum and Assessment Policy Statement in the Vhembe West District in South Africa.Interview data were collected and used for themes identification.The study identified the following challenges that the district officials experienced as they performed their duties:insufficient resources,lack of finances to buy learning and teaching support materials,infrastructure failures,the district’s inadequate support to schools,shortage of district officials in certain disciplines,unclear roles,lack of collaboration,unavailability of followup visits,the shortage of computers for the district officials and teacher support materials,bribery and corruption of selling principalship posts,slow filling of district officials posts,and inappropriate skills for school management and leadership.The study concluded that qualified district officials should be appointed,ongoing support from the Department of Basic Education and provision of resources in ensuring smooth curriculum implementation is needed,and bribery and corruption should be stopped when school principal appointments are made.This study also concludes that the district officials should be continuously capacitated so that they should be able to meet curriculum challenges,and the Department of Basic Education should speed up the curriculum delivery by ensuring that the vacancies are filled up.

Between the Foreground and the Background Lies the Middle Ground:Painting a Harmonious Early Childhood Curriculum Landscape

Highlights This commentary centers on one of the insightful articles in this Special Issue:"Curriculum Hybridization and Cultural Glocalization:A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore,"authored by Yang and Li(2022).The commented article provides insights and directions regarding early childhood curriculum policy and practice in China and Singapore.Aligning with Yang and Li's(2022)findings,this commentary further paints a new threecomponent framework(the foreground,the background,and the middle ground)for understanding and harmonizing the global-local dissonance in the early childhood curriculum landscape.Leveraging both hindsight and foresight,this commentary also provides insights for policy and practice to advance a harmonious early childhood curriculum landscape in China and Singapore as well as in other societies confronted with similar predicaments.