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Barriers towards Teachers' Involvement in Development of Curriculum

To investigate possible barriers towards teachers' involvement in the development of curriculum, a 10-item questionnaire was administered to 82 secondary school teachers in the Umtata district in South Africa. Analysis showed teachers were handicapped by inter alia strong bureaucratic control of the curriculum by the state, weak channels of communication, lack of teachers qualified in curriculum development, and a poor resource base to facilitate change in education. Collaborative involvement by those in education was seen as an alternative method of restructuring education and resolving conflicts over curricula.