This study analyses the implementation of the Curriculum and Assessment Policy Statements (CAPS) in the Further Education and Training (FET) phase, which is meant to improve quality of education. Post-1994 education is still being characterised by poor quality education, despite efforts to eradicate this problem. As a result, the FET phase contributes to increased learner dropout rates and learners who are struggling to prosper in the labour market and post-school institutions, such as universities. This study finds that lack of proper reporting in the DBE management, lack of monitoring on duties allocated to DBE officials, weak service delivery by the DBE officials to schools, and improper attention to issues that impact teaching and the management in schools, result schools to experience difficulties in implementing CAPS in the FET phase in the current implementation process. This study realises that, in order for learners to benefit under CAPS, improving quality of education in the FET phase there should be early intervention under the current findings. Thus, in recommending pillars for improving policy implementation in the FET phase, this study firstly explores strategies in place in South Africa's counterparts under BRIC(S) (Brazil, Russia, India and China) regarding policy implementation in their basic education, especially their equivalent in the FET phase. The study secondly examines existing setbacks that obstruct effective policy implementation in the FET phase.
Mini Dissertation (MPhil)--University of Pretoria, 2017.