An analysis of the values in the Foundation Phase of the South African curriculum and their application in the work books.

Abstract

This study investigated the extent to which human and civic values were addressed in the Life Skills and English Literacy curriculum for grade three. It also looked at the extent to which these values were applied in the Rainbow workbooks, which are workbooks provided to all learners by the national Department of Basic Education. The study began by defining values and selecting two lists of values, a democratic/civic list of values which included: democracy, social justice, equity, equality, non-racism, non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), rule of law, respect, reconciliation and peace. The second list was a human/spiritual list of values which included: truth, respect, kindness, tolerance, responsibility, cleanliness, neatness, contentment, courage /creativity. The research method used was a content analysis. The discourse in this field indicates that there is a need to define a list of common values that will transform people into citizens with characters that will be of benefit to them and to the society at large, and that education should play an important role in promoting these values. The important role of values in the curriculum is endorsed by local and international studies as well as the Department of Basic Education. The Department of Education developed a Manifesto of Values (2001) as a blueprint for values in education. Despite this, the present CAPS has a minimal focus on values and as a result so do the workbooks. A number of very fundamental and pertinent values don’t appear in the curriculum or the workbooks. The values most addressed are responsibility towards personal hygiene and the environment and respect. The values least addressed are truth and peace. The present state of the values addressed in the curriculum does not equip it to transform society to the one that was envisioned in the Manifesto. This study recommends that the curriculum needs to be infused with human and civic values across the subjects, additionally special attention needs to go into developing educators to ensure they know how and why to practice these values.