Integrating Deliverology and Implementation Science to Strengthen Grade 12 Mathematics Curriculum Delivery in Community Learning Centres: Literature Review

Community Learning Centers (CLCs) in South Africa often grapple with systemic barriers such as inadequate resources, heterogeneous student profiles, and uneven teacher competencies, which impede effective curriculum implementation. This study therefore presents a literature review and conceptual analysis aimed at evaluating how the integration of Deliverology and Implementation Science frameworks can strengthen the delivery of the Grade 12 Mathematics curriculum in Community Learning Centres (CLCs). This review identifies key strengths and limitations of each framework through the critical synthesis of 72 peer-reviewed sources. Deliverology offers a structured approach centred on goal clarity, performance measurement, and accountability, making it effective for aligning educational stakeholders and driving measurable outcomes. However, it tends to lack the flexibility needed for diverse and under-resourced environments. Conversely, Implementation Science emphasizes evidence-based adaptation, stakeholder collaboration, and long-term sustainability, allowing for responsive and inclusive practice. Its application can be complex and resource-intensive, often requiring specialized expertise and infrastructure. The analysis highlights that a synergistic integration of both frameworks can overcome their individual limitations. Deliverology’s structured monitoring and accountability mechanisms can be enhanced by Implementation Science’s capacity for contextual adaptation and continuous learning. This integrated approach is practically relevant for educational leaders and policymakers aiming to improve curriculum delivery in CLCs. Policymakers for instance, can use Deliverology to set and track performance targets, while employing Implementation Science to tailor interventions to local contexts and strengthen teacher support systems. The study positions the hybrid model as a practical and scalable solution for strengthening curriculum implementation in complex educational settings. Its dual emphasis on accountability and contextual adaptation offers concrete pathways for policymakers and practitioners to design reforms that are both data-driven and attuned to the lived realities of marginalised learning communities.