Curriculum 2005 (C2005) with its implementation in 1998 was regarded as the master plan to eradicate the inequalities of the apartheid education system. In 2000, C2005 was revised and is now referred to as the National Curriculum Statement (NCS) (Jansen, 1998; Manganyi, 2001; Harley & Wedekind 2004; Vambe, 2005). The NCS is an outcomes-based, integrated knowledge system based on a learner-centred pedagogy that has to improve the quality of education for all in South Africa (SA) (Jansen, 1998; Botha, 2002; Fiske & Ladd, 2004; Todd & Mason, 2005). However, the potential for Outcomes-based Education (OBE) to enhance learning in all South African schools, given the historical and situational constraints, is limited. Numerous schools in SA have been unsuccessful in implementing the concept of outcomes to drive the educational programmes and state resources have not been sufficient to bring all schools up to the standard that was enjoyed by former Model C schools prior to 1994 (Whitaker & Whitaker, 1995; Mathieson, 2001; Todd & Mason, 2005; Vambe, 2005). The main factors that hinder policy implementation in South African schools are the lack of management capacity and the scarcity of resources (Jansen, 1999; Botha, 2002; Fiske & Ladd, 2004; Prinsloo, 2007). Educational transformation not only brought about C2005 and OBE, but also a new Learning Area called Life Orientation (LO) in the General Education and Training (GET) Band (Grades R-9) and a new subject in the Further Education and Training (FET) Band (Grades 10-12). This new Learning Area/Subject is to equip learners with the skills, knowledge, attitudes and values (SKAV) to face life's challenges in an informed, confident and responsible way (DoE, 1997; Jansen, 1998; Bot

Kent.Come not between the dragon and his wrath

But now her price is fallen.