Papering over the Cracks
Résumé
This article documents curriculum and assessment policy changes over four years (2020 to 2024) in South Africa in response to the COVID-19 pandemic and school closures. Early on, some changes were made to the national CAPS curriculum documents in the form of trimming content (2020), identifying “fundamental” knowledge (2020), and reviewing subject content (2022). The focus was on retaining the curriculum while allowing for flexibility in coverage through weakened controls over moderation, assessment, and promotion requirements, ceding most curriculum and assessment decisions to the school and classroom levels. Given a very unequal system, this meant that curriculum coverage and learning losses mapped onto and deepened pre-COVID-19 patterns of educational disadvantage. Post-COVID, a similar approach of devolution of curriculum decision-making to school and teacher level was taken. There were no attempts to recoup time in order to remediate learning losses, apart from later attempts in one province. Post-COVID, the Department of Basic Education tightened controls over coverage again but maintained leniency with respect to assessment and progression. During the pandemic the Department of Basic Education claimed remote solutions as a key mechanism for addressing curriculum coverage, despite very few learners having access to these. There were few mechanisms to address the severe educational impact of the pandemic, especially on learners in the poorest communities. The article argues that rather than address learning losses directly government strategies have masked them.
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