The exploration of School Management Teams’ (SMTs) learning experiences through the use of Jika iMfundo toolkits and training: a case study of a primary school.

Abstract

South African schools are producing low levels of learning outcomes, especially in mathematics and languages. This is evident in both the local and international assessments. In an attempt to achieve the targets set by the National Development Plan (Vision 2030), the Jika iMfundo campaign, is an intervention programme that seeks to improve learning outcomes. It focuses mainly on curriculum coverage. First piloted in two districts in KwaZulu-Natal, the Jika iMfundo campaign is grounded on the belief that the use of the toolkit influences the behaviour of teachers and SMTs. It is believed that this will eventually increase curriculum coverage, which will eventually lead to improved learning outcomes. The purpose of this study was to explore how the Jika iMfundo campaign influenced the work of SMT members at one of the schools that participated in the campaign. This qualitative case study is located within the interpretive paradigm. It involved face-to-face semi-structured interviews with the five SMT members of one primary school, and document analysis. The conceptual framework used encapsulates the Theory of Change and the Theory of Instruction. The findings of this study demonstrated that the SMT improved in their practice of supporting, monitoring, supervising and leading the teaching and learning process by using the Jika iMfundo toolkit and the knowledge gained from the training. On that basis, the SMT suggested that the KZNDoE should support the roll-out of the Jika iMfundo campaign to all schools, with specific emphasis on the use of the toolkit and receiving training.