In July 2009, the Minister of Basic Education appointed a Task Team to investigate the nature of the challenges experienced in the implementation of the school curriculum and to formulate a set of recommendations designed to improve implementation. The Task Team presented a set of recommendations for improving the design and implementation of the school curriculum. This report is a summary of the recommendations. 

In July 2009, the Minister of Basic Education appointed a Task Team to investigate the nature of the challenges experienced in the implementation of the school curriculum and to formulate a set of recommendations designed to improve implementation. This is a full report of the recommendations for improving the design and implementation of the school curriculum presented by the Task Team. 

The National Language Project (NLP )was  funded by the Presidential Education Initiative (PEI). This report focuses on classroom-based research into "Teaching Styles and Cognitive Process in language learning". The research initiative was conceptualised within the National Language Project's broad commitment to practicalised theory. The study is one of the research initiatives under NLP's Multilingual Primary School Transformation Project (MPSTP) focusing on addressing real language problems in theoretically and practically innovative ways.

The LPAS Report 3 is an account of a sub-study undertaken in 1998 which focused on Grade Is in the Project’s two primary schools. Part I of the report focuses on the issue of underage admission in Grade 1, and Part 2 analyses the transmission practices found in four of the Grade I classrooms. The aim of the sub-study was to conduct research into key issues in the Grade 1 year and relate these to the project’s broader concern - that of learner progress and achievement.This work was completed as part of the President's Education Initiative.

The two studies which compose this report form part of the broader project of the LPAS which aims to identify factors which promote or impede learner progress in disadvantaged urban schools in the Western Cape. The LPAS embarks on approximately two such focal studies annually, as well as continuing with the broader baseline and cohort studies in the four LPAS schools.This work was completed as part of the President's Education Initiative.