Related Papers
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Logan Govender
The Role Of The South African Council Of Educators In The Development Of Early Entrant Educators
2019 •
Moshe Moses Makoa
DissertationThis research examines the role of the South African Council of Educators in the development of early entrant educators in the teaching profession. Teachers’ professional development is often regarded as the key to successful education reforms. Hence, teachers are expected to experience continuous professional development to keep abreast with the relentless change taking place in the education system. However, problems arise when too much emphasis is placed on making sure that teachers take part in professional development initiatives. To some teachers, professional development is seen as a burden and not as an opportunity to improve their practice as the reforms has intended. This happens as the teachers are made to take part in various standardised professional development programmes that are not tailored to their specific needs. As a result, it has become less effective in helping the teachers improve their own practice. This research takes the form of a qualitative s...
The involvement of teacher unions in the implementation of the Employment of Educators' Act 76 of 1998
2009 •
Vincent Thulani Zengele
Key Stakeholders' Experiences and Perspectives on the Role of the South African Democratic Teachers Union (Sadtu) in Education
Thandeka Sibiya
The development challenge in post-apartheid South African education
2004 •
Haroon Bhorat
Following the onset of democratic rule in South Africa in April 1994, it soon became clear that the transition was a political one, in the narrowest sense of the term. Specifically, the new South African government has been, and indeed continues to be, beset with the longer term and more inertial consequences of apartheid. These consequences can be represented generically as the economic outcomes engendered by the policy of legislated racial exclusivity.
South African Journal of Education
The contribution of teacher unions in the restoration of teacher professionalism and the culture of learning and teaching
2001 •
Mankolo Lethoko
Have Teacher Unions taken over the South African education system? Redeployment in Progress
Vincent Thulani Zengele
Anarchy, intimidation and nepotism have characterised the filling of promotional posts in South Africa since 1994. The inherent promotions of key union members to management positions have led to a decline in the motivation and dedication of academically and professionally deserving teachers. The undue influence of teacher unions seems to play a major role in the filling of promotional posts in schools. In this study, reference is made to the Mexico when the ruling party awarded management positions to senior union officials as a thank you for helping the ruling party win the 1966 elections. Findings demonstrate that South Africa has followed Mexico system as key union members were offered promotional posts for helping the ruling party to win the 1994 elections. In this study the author argues that promotional posts filled in this manner may lead to ineffective educational management and subsequent loss of dedicated teachers to other professions. A focus-group interview was conducte...
When a 'ruling alliance' and public sector governance meet: Managing for performance in South African basic education
Robert Cameron
This paper is one of a series of ESID studies that explore the extent to which the performance of schools can be explained as an outcome of the interactions between, on the one hand, the prevailing political dynamics and, on the other, the characteristics of the prevailing institutional arrangements. The focus of this paper is on the national performance tools in South Africa. When one looks at the arrangements that have been put in place for managing public sector performance since 1994 – across the public service as a whole and specifically within the education sector – they are enormously impressive. But in general these efforts did not translate into strong performance. This
Teachers' Strikes and the Right of Learners to Education in South Africa: A Critical Literature Review
Magdaline Tangwe
, 2 <ptangwe@ufh.ac.z> and 3 <perpetuaT@ufs.ac.za> ABSTRACT This review was motivated by the incessant teachers' strikes in South Africa and the poor academic performance as well as poor quality education, which is a general concern in many circles. Therefore, literature review critically examines teachers' strikes and the right of learners to education in South Africa, with some emphasis on the Eastern Cape Province. The literature shows that the impact of teachers' strikes on learners' academic performance, especially in the Eastern Cape Province is enormous. This was gauged through the number of years learners took to complete the Matric studies, the number of times they wrote Matric, intimidation and loss of motivation during teachers' strikes among other factors. Closely related to this is the poor quality of education that students received, not only because of teachers' strikes but also because of factors such as infrastructure problem and lack of teachers. It was also found out that the cost of teachers' strikes was a drain of both national and provincial government resources.
The politics of curriculum review and revision in regional context
Linda Chisholm
