Building a conducive learning environment in dysfunctional schools: A curriculum development tool

Abstract

The dearth of expertise in mathematics and science in South African schools in general and in the Limpopo province in particular is a daunting task. The annual National Senior Certificate examinations results are a testimony to this pathetic and unenviable situation. This situation warrants the immediate intervention of the Ministry of Basic Education and academics from institutions of higher learning, who can assist by providing resources to create a conducive learning environment in dysfunctional schools. A qualitative phenomenological design was employed in this study to explore the curriculum experiences of the interviewees. The research approach provided participants with an opportunity to describe and interpret the experiences of the phenomena as they were lived-out in a natural setting. The University of South Africa, College of Education rescued the situation by appointing expert teachers from the Dinaledi schools to offer extra classes on Saturdays and school vacations to the affected schools.