Pradeep Mathura

Based on qualitative research, this intrinsic case study approach was used to investigate teachers' perspectives on the implementation of the CAPE Entrepreneurship curriculum change in North Eastern Educational District. This study uses Rogan and Grayson (2003) framework of Curriculum Implementation which examines three constructs, Profile of Implementation, Capacity Factors and Support from Outside Agencies. Semi structured interviews were carried out with teachers or implementers of the curriculum from its inception in 2015 at three different schools in the Educational District. Although the teachers are enthusiastic about the curriculum change and sees it as an ongoing process to improve curriculum in an effort to increase student learning, their implementation efforts are constrained by a multitude of challenges. The study provides insights into what works and what doesn't, therefore the findings raised questions with regard to professional development for teachers and greater support from the Caribbean Examination Council (CXC) and Ministry of Education (MOE) as it pertains to the implementation process. It also highlighted the lack of resources and its impact on student performance, as well as the need to move away from the top down approach to communication. The implications of this study point to the complex nature of curriculum implementation and the multifaceted roles that teachers must play for successful implementation to occur. Thus, the appropriateness of the curriculum change objectives and the realities of the Educational District classrooms calls for increased attention to the implementation process.