Does the status of media education in state schools reflect the importance it is given in the National Minimum Curriculum?

Abstract

This dissertation looks at the development, of media education in state primary and secondary schools and asks whether it is being delivered to students as stipulated by the National Minimum Curriculum of 1999. The curriculum intends to help in the formation of better citizens, "to develop citizens who are independent, creative and critical thinkers (Ministry of Education, 1999 pg19). The curriculum operates under the education act (327), which states that, "the right of the State - to secure compliance with the national minimum curriculum of studies and the national minimum conditions for all schools". (Ministry of Education, 1988) Further, the legally binding Strategic Plan for the Implementation of the NMC was put into action in 2001. (Legal Notice 132 of 2000). This research includes literature review, archival material review and in depth study through a number of interviews with the key persons in the curriculum department, and a selection of school heads at primary and secondary level. All those interviewed strongly belief that the media conditions the fabric of our society, and thus media education is imperative. Despite the steps taken to ensure a smooth introduction of the curriculum into all schools, the introduction of media education in state schools failed. Findings indicate that the key contributors to this situation are the integrative approach adopted; missing elements in the feedback chain between school and the department such as the media education officer EO, inoperative NCC, lack of resources, not enough trained teachers, teachers work overload, no syllabus and hooks on the subject and no representation of the subject in the final exams. Further, no media education focus groups were set up to help identify problems.