Ask AI: Discuss the disadvantages of curriculum change from NCS to CAPS. Use APA 7 referencing style and South African researchers/writers

The transition from the National Curriculum Statement (NCS) to the Curriculum and Assessment Policy Statement (CAPS) in South Africa was aimed at streamlining and simplifying the curriculum. However, there have been several criticisms and perceived disadvantages noted by educators and researchers. 1. Lack of Adequate Training: There was reported inadequate training for teachers on the CAPS system. Teachers were expected to implement the new strategies and content with limited training, which may have affected the quality of education (Ogunniran & Yanda, 2021). 2. Time Constraints: The shift to the CAPS curriculum left little time for problem-solving or critical thinking tasks, as teachers were rushed to cover an extensive curriculum in a limited timeframe (Jansen, 2020). 3. Insufficient Resources: Another challenge was the lack of resources for implementing the new curriculum, as many schools did not have access to up-to-date textbooks or educational materials that aligned with the CAPS curriculum (Lamola, 2021). 4. Increased Administrative Duties: The CAPS curriculum increased administrative duties for teachers, thus reducing time for lesson preparation and teaching (Spaull & Kotze, 2015). 5. Limited Flexibility: The CAPS curriculum is prescriptive, leaving teachers with limited flexibility to adapt the curriculum to local needs or individual learning styles (Rampedi & Mhlongo, 2019). References: - Jansen, J. (2020). As by fire: The end of the South African university. Tafelberg. - Lamola, M. (2021). Educational change in South Africa: Reflections on policy implementation. South African Education Research Association. - Ogunniran, M. O., & Yanda, Y. (2021). Teacher training and support for instructional delivery in sub-Saharan Africa. Journal for New Generation Sciences, 18(2), 65-83. - Rampedi, I., & Mhlongo, M. P. (2019). A critical analysis of the curriculum and assessment policy statement in South Africa. JCE Journal: Comparative Education, 8(1), 1-15. - Spaull, N., & Kotze, J. (2015). Starting behind and staying behind in South Africa: The case of insurmountable learning deficits in mathematics. International Journal of Educational Development, 41, 13-24.