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1.
Yusuf Sayed 《Compare》1999,29(2):141-152
The policy of educational decentralisation has in recent times become a key aspect of educational restructuring in the international arena. The decentralisation of educational control and decision‐making is also evident in discussions surrounding educational restructuring in South Africa and has been expressed in the call for greater community and parental participation in schooling. This move towards greater devolution and participation in schooling increased in momentum after the elections of 1994 and was sanctioned with the passing of the South African Schools Act (SASA) in November 1996. In an attempt to understand the move towards educational decentralisation, this paper examines the rationale and likely implications behind such a policy in the South African context. The paper argues that educational decentralisation in the South African context may result in greater educational inequities along the lines of class rather than race. The paper cautions against unqualified commitment to educational decentralisation in countries in transition.  相似文献   

2.
This paper aims to consolidate the major themes which emerge from the contributions to this special issue on democracy and education. It traces links between democracy in education and wider social formations, and charts possible directions for the processes of democratisation. It asks whether such moves are just a 'democratic face' to mask economic neo-liberalism, or represent real shifts towards social justice and equality. The paper looks first at the connections between democratisation of schooling and three dimensions of the social structure in a country: the political system and governance; wealth and poverty; and gender relations. It draws the obvious conclusion at this point that education is necessary but not sufficient to achieve radical change in these areas. Secondly, the paper synthesises nine of the emergent processes and avenues for democratisation in education: definitions of democracy; legislation and policy for democracy; decentralisation of education; teacher education; teacher unions and networks; governing bodies and parental participation; student associations and networks; partnerships with outside agencies; and research. The conclusion raises another set of questions about strategy within education, with so much clearly depending on the history of democracy (or its absence) in a country, and on what sorts of definitions, networks and allegiances are possible. Internationalisation and 'cosmopolitan democracy' will certainly become increasingly important in establishing the values involved, and comparative education has a significant role to play here.  相似文献   

3.
In this article we explore education policy changes in South Africa through a rights-based framework. We situate our analysis in the context of deepening poverty and inequality arguing that progress (or the lack thereof) in schools cannot be divorced from poverty and its consequences. We show that education reform in South Africa has been situated within a policy frame that results in a tension between cost recovery and redressing historical backlogs. We argue that the introduction of user fees and the burden of other costs have rendered abstract the idea of education as a ‘right’. The definition of rights is extended to include the quality of education and educational opportunities. We question the constitutional and legislative romanticism surrounding a rights-based discourse and encourage a re-conceptualisation of human rights in education. Finally, we examine the resurgence of education social movements in relation to democratisation, educational transformation and human rights in South Africa.  相似文献   

4.
Abstract

Safety in and around schools is an on-going concern in South Africa. Current education policy related to school safety institutes mechanisms to reduce violence as a measure of promoting safety. The highest rate of violence reported by learners occurs in the classroom. By implication, how teachers are either enabled or constrained to respond to violent incidents in classrooms is critical. With the aim to determine how education policy related to school safety either enables or constrains teacher agency in South African education policy related to school safety, the article reports on a study that examined the mechanisms of the National School Safety Framework (NSSF) together with the context at schools. The study found that the NSSF mechanisms and school context find little enabling teacher agentic action, where learning is concerned. Although the NSSF mechanisms require teachers to perform many roles as measures of reducing violence to promote school safety, none involve pedagogic strategies or techniques. Given that teachers’ greatest challenge in the context of violence is the disruption of teaching and learning, the NSSF mechanisms are inadequate as an education policy related to school safety within the current context of insecurity in South African schools.  相似文献   

5.
Parental participation in school management is regarded as a good thing according to the rationale that local people know better and are able to be more responsive to their own needs. However, little is understood about the implications of the School Operational Support policy for community participation in education. This study investigated parental participation in the context of education decentralisation with regard to the changing situation in which the Indonesian government provides sufficient funds for school operational costs. Using a qualitative inquiry, researchers collected data through document analyses, questionnaires and interviews with stakeholders of two public primary schools in Depok, Indonesia. The study found that prior to the Free School Program, parental participation was limited to parents’ financial contribution and associated matters. However, since school was made free, parents’ involvement in school budgeting has become very limited; they are no longer engaged in the planning of allocations, and neither they nor the school committees are able to make inputs into decision making; even the functions of the school committees are limited to rubber stamping the school budget.  相似文献   

6.
The paper addresses the question of what we should make of Michael Young’s recent work with respect to curriculum theory by considering the particular case of South African curriculum reform. The paper thus traces two trajectories: the evolution of Michael Young’s ideas over time and South African curriculum reform in the post-apartheid period. The paper shows how the two trajectories have run in parallel, not least because of Young’s ongoing involvement and interest in South Africa. Three broad periods in Young’s career are identified: the new sociology of education period; a middle period where he engaged in substantial policy work, focusing predominantly on the relation between schooling and the economy; and his social realist phase, where much of his work has focused on an educational notion of specialized knowledge: ‘powerful knowledge’. The possibilities and limitations of this notion as it has been taken up in the research literature, and in relation to the South African case, are explored.  相似文献   

7.
This paper examines experiences with ‘skills development’ in South Africa to contribute to broader debates about ‘skills’ and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead to an increase in numbers of skilled workers. I analyze some of the underlying reasons for this by considering South African policies and systems in the light of research in developed countries. The dominant view in South African media and policy circles is that a skills shortage, coupled with an inflexible labour market, are the leading causes of unemployment. This has led to a policy preoccupation with skills as part of a ‘self-help’ agenda, alongside policies such as wage subsidies and a reduction of protective legislation for young workers, instead of collective responsibility for social welfare. Skills policies have also been part of a policy paradigm which emphasized state regulation through qualification and quality assurance reform, with very little emphasis on building provision systems and on curriculum development. The South African experience exemplifies how difficult it is to develop robust and coherent skills development in the context of inadequate social security, high levels of job insecurity, and high levels of inequalities. It also demonstrates some of the weaknesses of so-called ‘market-led’ vocational education.  相似文献   

8.
While school decentralisation policy in Nepal has been taking effect for more than 8 years with the financial and technical assistance of the World Bank, confusion and controversy have been prevalent in relation to its goals, outcomes and sustainability. This article explores the issues of school decentralisation in Nepal by relating the Bank’s broader advocacy of decentralisation to the perceived reality at the national and local level. It does so by first summarising the Bank’s approach to decentralisation and then looking at the local issues against the macro-level advocacy of education decentralisation. It reveals that there are significant variances between the Bank’s vision on school decentralisation and the realities which confront its implementation at the local level. The article concludes that accommodating the interest of diverse stakeholders, change in traditional bureaucratic culture in government offices and contextualising the global policy in a local context are major issues for addressing the existing discrepancies between the macro-level advocacy and micro-level reality.  相似文献   

9.
The publication of the National Commission for Higher Education (NCHE) in 1996 was hailed as the first systematic attempt to map out a policy terrain for higher education in South Africa since the elections of April 1994. Its recommendations, particularly on the governance of higher education, elicited much discussion and debate. The debate continued (and continues) with the publication of the Green and White Papers, the Bill on Higher Education, and the Higher Education Act (HEA) in late 1997.This paper explores and seeks to clarify the emerging model of educational governance that has been accepted by the Ministry of Education in South Africa as the basis for managing and transforming the inherited system of higher education. Specifically, the paper considers the philosophy of “co-operative governance” and the governance recommendations of the NCHE Report and the HEA. These documents are examined in relation to state control and state supervision models of higher education governance. The paper concludes by considering the politics of policy development in the transformation of the South African higher education governance system.  相似文献   

10.
Abstract

This article focuses on decentralisation of financial control as a strategy used to develop school-based management (SBM) and improve performance. SBM is a management mechanism aimed at improving schools by shifting decision-making powers regarding the budget from the central level to the schools (Raywind 1990, 142). The article examines the role of the state in decentralisation by exploring the current South African education policy on this aspect of educational reform as expressed through the Norms and standards for school funding (RSA 1998). The policy was designed in response to the demands for educational reform and restructuring initiatives.

A common feature in the implementation of this policy is the devolution of decisionmaking authority over the management of resources to schools. This includes devolution of state-allocated budgets and delegation of financial management responsibilities to school-based financial management structures through the district as a primary education service delivery system for the state. To assist both the district and the school in carrying out their responsibilities, a model for school-based financial management is presented in this article.  相似文献   

11.
This paper places a discussion of assessment in higher education (HE) in the UK within the wider policy context. It argues for a critical sociological analysis to consider some of the issues, themes and debates in relation to assessment in HE at this time. Recent trends in assessment policy and practice are discussed, alongside a consideration of the purposes of assessment. It examines the moral panic around standards, especially in the context of widening participation, and moves on to discuss concerns of equity in relation to assessment. Issues of identity and power relations are central to these debates, and the paper concludes with a plea for social justice, rather than selectivity and inequality, to be prioritized.  相似文献   

12.
This paper explores the setting up of the partnership across the Mauritian and South African higher education contexts with respect to the development of a postgraduate PhD doctoral studies programme. The Mauritian Institute of Education (MIE) aims to develop staffing capacities through engagement with doctoral studies, especially in the context of limited experience in doctoral supervision. The South African model of doctoral cohort supervision at The University of KwaZulu-Natal (UKZN) School of Education is a recent alternative model of delivery in the building of these student and staff capacities through shared ownership of the process and products of doctoral education and development. This paper highlights the expectations, constraints and enabling features of the setting up of the UKZN-MIE PhD programme across international boundaries, driven by mutual reciprocity through valuing of indigenous local knowledges, a non-colonising engagement and innovative methodologies for postgraduate education. Adapting the UKZN cohort model for the international context is the subject of this paper. The paper draws on the experiences of the designers and deliverers as well as users of this programme. The paper explores what drives this form of international collaboration for both contracting partners in the context of shifting conceptions of a teacher education institution.  相似文献   

13.
This paper explores the making of the National Qualifications Framework (NQF) in South Africa, and asks how a policy that was intended to unite education and training, and build new forms of equality, failed to become hegemonic as the new state established itself. In so doing, it engages, and argues for, theoretical tools that help keep ‘the state’ at the centre of policy analysis. The paper explores a rupture within the NQF between the fields of education and training by examining practices through which the policy developed between 1985 and 2007. Informed by involvement in these events, the author draws on data gathered from documents and interviews with over 70 participants engaged in making the NQF. Using a conceptual vocabulary derived from Laclau and Mouffe's discourse theory the paper analyses the way social antagonisms were constructed and political frontiers drawn in changing political conditions [Laclau, E., Mouffe, C., 1985. Hegemony and Socialist Strategy. Towards a Radical Democratic Politics. Verso, London]. The paper argues that the emergence, development and rupture in the NQF can be explained in relation to shifting hegemonic practices that sought to organise social relations throughout the transition and within the post-apartheid era. The policy is portrayed as a feature of the political transition, marking the articulation of elements within the fields of education and training by hegemonic formations concerned with securing a democratic economy within a global market. The analysis runs that there has been a failure to maintain hegemony and that a rupture has occurred along a fault line within the South African state between practices building a corporatist state and those constructing a developmental state. The paper argues that the fractures built into the South African NQF point to complex challenges that states ‘at the margins’ face when simultaneously articulating with differing, contradictory globalised practices, whilst also seeking to build equitable national education systems. Local concerns remain significant in struggles to re-make the state, and education and training policy.  相似文献   

14.
Mark Wilmot 《Sex education》2014,14(3):323-337
Heterosexism and heteronormativity are pervasive in the South African society, but to what degree are they present in Life Orientation (LO) textbooks? This question, explored through a content analysis of widely used Grade 10 LO textbooks, was framed by queer theory. The paper quantitatively examines the coverage of sexualities, and qualitatively examines how sexualities are constructed and projected in the texts. The quantitative analysis reveals a low percentage of statements devoted to sexuality overall and the normalisation of heterosexuality mainly through the exclusion of lesbian, gay, bisexual and transgender (LGBT) sexualities but also through techniques of differentiation, hierarchisation and homogenisation. The qualitative analysis reveals inadequate information about sexualities and in its place a simplistic, moralistic ideological approach. Furthermore, discussions of the family, dating, safe sex and marriage assume heterosexuality as the norm. Nineteen years after the democratisation of South Africa and 17 years after the ratification of South Africa's constitution which explicitly forbids discrimination on the basis of sexual orientation, LGBT sexualities are largely invisible in school LO curricula. Since this is a subject that is compulsory for all learners and its express aim is to prepare young South Africans for participation as citizens in a just and democratic society, the absence of LGBT issues and identities helps perpetuate prejudice and violence towards LGBT communities.  相似文献   

15.
ABSTRACT

Community-based school governance has been promoted as a popular policy for decentralisation of education around the world. Within this policy, schools are expected to create institutional spaces such as School Management Committees with an assumption of reciprocal relation between school and community. This article questions the simplistic assumption through an ethnographic study of community-school relationship in Nepal. While these relationships may conflict with the kind of reciprocity assumed in school governance policies, we argue that this disjunctured reciprocity, firstly, reflects the gap between policy blueprints and action, and, secondly, reveals the competing logics of community-school relations which remain unacknowledged.  相似文献   

16.
《师资教育杂志》2012,38(3):283-301
This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes.

This paper reports on the development of the project and explores some of its activities and results to date. It documents how the project team approached the integrating redevelopment of SEEPS ideas and materials to use these resources in the design of continuing professional development (CPD) activities for ACE courses in environmental education at UNISA and Rhodes. The second section is written in semi‐dialogue form to try to reflect the nature of the discussions that occurred between the partners in the link during meetings in the UK. This dialogue outlines the conceptual and philosophical background to the SEEPS Project before examining continuities and tensions that arose in clarifying and situating guiding perspectives for CPD and whole school approaches in and for South African school contexts through the medium of teacher education. The paper also reviews how the South African team are interacting with ideas and materials from SEEPS to clarify whole school approaches to environmental education in South Africa and discusses the contexts within which the outcomes of the link will unfold.  相似文献   

17.
Abstract

Based on a conceptual framework, that describes the relationship between the effectiveness of up-scaling participation and implementing decentralisation, the objective of this paper is to analyse the effectiveness of decentralisation measures in the Agricultural Technology System (ATS) of Vietnam. It discusses whether the decentralisation efforts so far have enabled the rural population to express their options and take joint decisions in the sense of participation. The paper uses primary and secondary data, collected between November 2000 and June 2001. The paper first discusses the theoretical literature on up-scaling participation and decentralisation. Emphasis is given to highlight the links between the concepts of good governance in decentralisation and its effects on people's participation in the decision making process. Thereafter, the Vietnamese decentralisation measures are reviewed and it is assessed to which extent the agricultural sector and its relevant state agencies have benefited from these efforts. The experiences from the decentralisation activities is summarised. Whether decentralisation opened space for the rural people to express their opinions and to ensure that their preferences are incorporated in the ATS is specially considered. The paper closes with recommendations.  相似文献   

18.

This paper argues that the South African educational restructuring policy proposals are unlikely to become interventions that help bringing about greater development, equity, participation and redress. The reasons for this are manifold. It is contended that the policy proposals are flawed in their conceptualization of the problems and misjudge the educational context and dynamics on the ground. These interventions favour the interests of the more organized and privileged sections of society and only indirectly address the needs of the excluded and disadvantaged. The policy proposals are also based on problematic assumptions about policy and the policy process, and the relationship between policy and practice. Finally, these proposals do not have an appropriate understanding of the change process and are unable to develop strategies to influence the reform process and empower the disadvantaged to struggle for a fairer, more equitable and effective education and training system.  相似文献   

19.
This literature review aims to understand the factors that influence the adoption of school leadership policy reforms and whether there are some common trends that lead to policy changes in this area. The main question driving the study was the following: what are important reasons or contextual factors that have influenced the adoption of school leadership policy reforms? The analysis shows that there is an eclectic set of research that covers school leadership from different perspectives. Each tackle the question of school leadership reform adoption from different angles. A policy perspective associates school leadership reforms to contextual changes in relation to decentralisation, school autonomy, accountability or an increasing emphasis on education outcomes. School improvement perspectives acknowledge the key role of school leadership in education change. The research on school leadership impact has contributed to the adoption of school leadership reforms. The school leadership policy perspective shows that countries have introduced school leadership reforms, with practices varying by country and context. Some have been interpreted as a response to a new public management agenda or to the globalisation of education policies. Findings from this review indicate that whilst there is much research on school leadership, nevertheless, analysis and promotion of policies to support and strengthen school leader roles to support school improvement appears to have received less attention.  相似文献   

20.
Abstract

One of the current international trends in educational reform is the devolution of decision-making powers from central government to school level. This trend is related to a move towards institutional autonomy, the so-called site-based (i.e. school-based) management of institutions, which refers to the issue of self-management of the institution.

School-based management is no longer an option but, rather, a reality in South African education. Legislation and policy documents all point South Africa firmly towards a school-based system of education management. The new policy framework for decentralised decision-making is also embedded in the South African Schools Act 84 of 1996. This enables each school in South Africa to renew its management in a responsible and effective way.

In spite of its widespread implementation, school-based management has locally received only moderate attention in terms of stakeholder participation and the impact of stakeholder values on the school-based management process. In response to this, this article is an attempt to incorporate a strategy to conceptualise stakeholder participation in school-based management and assess the impact of stakeholder values on the school-based management process. This philosophical review of the literature on school-based management also aims at raising and answering some of the questions about stakeholder participation and stakeholder values in school-based management in South Africa, where educational reform is the norm rather than the exception.  相似文献   

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