Managing Curriculum Design Practices on the Teaching of Agricultural Sciences in the General Education and Training Band

Abstract

This study investigates how curriculum design management influences the teaching of Agricultural Sciences in South Africa’s General Education and Training (GET) band. The integration of Agricultural Sciences into the Natural Sciences curriculum after 1994 has resulted in loss of subject identity, challenges in implementation, and inadequate teacher preparation. A mixed methods approach was used, involving sixty (60) teacher questionnaires and interviews with three (3) curriculum advisors and three (3) principals. Findings reveal misalignment between curriculum intentions and classroom practice, limited professional development, shortages of qualified teachers, and outdated teaching methods. Strengthening curriculum management, improving teacher training, and reconsidering the subject’s structural placement are essential for effective implementation. The study recommends targeted professional development, improved deployment policies, and reinstating Agricultural Sciences as a distinct subject in the GET band.