Abstract
After South Africa obtained its independence in 1994, many expatriates from the neighboring
counties and other African countries migrated to South Africa. These expatriates are
motivated by the much higher per income in South Africa (Black, Brouard, Gunter,
Marchant, Mofokeng and Oberholster. 2012: 170). A vast majority of these expatriates are
highly skilled individuals, who poses skills that are deemed critical by the South African
labour market. Thus the employment of expatriate educators into the South African schooling
system eases the burden of skills shortage, especially in subjects were skilled educators are
desperately needed. These educators come from various countries however for the purpose of
this study the focus was on expatriate educators from Zimbabawe and India, working in the
Johannesburg South District in Gauteng. The study used a qualitative approach, directed by a
phenomenological study of the topic. A literature study was undertaken which focused on the
historical outline of migration in South Africa, reasons expatriate educators immigrate to
South Africa, the legal requirements for expatriate educators to be employed in South
African schools, and the implications temporary contractual employment of expatriate
educators in the South African education system. Furthermore, the contribution of expatriate
educators in the South African education was discussed. This was followed by semistructured
interviews comprising four expatriate educators and two school principals, using
purposive sampling from two secondary schools in the Johannesburg South district. The
participant’ views expressed dissatisfaction with the present employment process of
expatriate educators in the South African education system. Data was analysed through
content analysis and revealed that: the employment of expatriate educators is not in
accordance with the employment tenure, the South African identity document is used as a
“qualification” in order to seclude those who are not in possession of it, the lack of permanent
appointment of expatriates has ripple effects on the functioning of the school, the learners
right’s to education is infringed and curriculum coverage is hampered, temporary contractual
employment destabilizes the lives of expatriate educators in that it creates job uncertainties
and lastly, there is a lack of co-operation between various departments within the
Department of Education and school principals. The above mentioned, has a negative impact
on the functioning of the school and the lives of expatriate educators. The findings of this
study demonstrate the present system of employment of expatriate educators needs to be
reviewed so as to address the skills shortage of educators, especially in areas where skilled
educators are most needed.
M.Ed.