Opportunities and challenges in implementing CAPS and Progression Policy in Chris Hani District Secondary Schools

The paper explores the challenges and opportunities of implementing the Curriculum and Assessment Policy Statement (CAPS) and the Progression Policy in secondary schools in Chris Hani District, Eastern Cape Province. The paper aimed to identify the barriers to effective CAPS implementation while highlighting the potential benefits of the Progression Policy. A qualitative research methodology was employed, utilizing a case study design. Key findings reveal that the Department of Basic Education often implements curriculum changes without adequately consulting teachers, leading to challenges in execution. In addition to the findings, although the implementation of CAPS and Progression Policy is famous for its challenges, there seem to be some opportunities, such as that teachers and learners found CAPS content user-friendly and that the progressed learners are likely to develop self-esteem as they are in the next Grade even if they have not performed well. The study concludes that the Progression Policy, while well-intentioned, negatively impacts the quality of teaching and learning. Not everything about CAPS and the Progression Policy is a challenge; there are also opportunities that the Department of Education can build on to address the challenges. The paper recommends collaboration between the Department of Basic Education, parents, and principals to address these challenges and enhance both CAPS and the Progression Policy in secondary schools. Opportunities in CAPS can be used as a stepping stone when addressing the challenges of CAPS and the Progression Policy.