Abstract
M.Ed.
South Africa has already moved into a post-apartheid society, but its education system is
till to date not yet fully transformed. Though the names of the various former education
departments in the existing provinces have changed, because of the change in government,
the integration is not completed yet. As a result, former "white" education departments
and the former Department of Education and Training (DET) have been formally
integrated, but in reality they are still separate.
There are a number of differences among the schools of the different departments. For
example, the schools which were previously controlled by the Transvaal Education
Department (TED) are still maintaining the status quo in terms of curricula, syllabi,
governance, appraisal and many other issues. Similarly all the schools which were
previously controlled by the DET, also maintain their status quo regarding curricula,
syllabi and governance. To just prove a point: in the black schools, governing bodies are
presently transformed where all stakeholders are involved, whereas in the white schools,
learners are excluded from governance; the names also differ: some are known as
PTSA's (Parents, Teachers, and Students Associations) and others just management
councils.
The question is whether a new education dispensation can respond to broad social,
economical and political goals, without continuing to be just political - that is, controlled
by a particular ideology, not necessarily supported by all members of the society the
education system serves. This is our past and present experience.
This study hopes to contribute to the search for that common purpose, by considering the
process by which we in South Africa Might prepare ourselves for that future education,
and contribute to it in a way that is consistent with its long-term goals. There are several
crises in education that are affecting the teaching and learning process directly or indirectly
countrywide, but particularly in the schools previously controlled by the DET as well as
former TBVC (Transkei/Bophuthatswana/Venda/Ciskei) states' schools.
There have been genuine attempts on the part of government to resolve the education
crises through negotiations with communities, political structures, religious structures,
non-government organisations, teacher unions and student organisations. In spite of all
these efforts, very little progress has been made so far. Tensions are still rife between the
education authorities and the different stakeholders or structures.
In the various schools now under the jurisdiction of provincial education departments, the
picture is one of continuing deterioration in the relationships between the department and
its teachers and pupils. The serious disruptions and ups and downs in attendance,
especially in the rural schools, resulted in the total breakdown of the teaching-learning
environment in most schools. Teachers are dispirited, pupils are restless, demotivated and
disturbed by what is going on around them. The general environment is not conducive
to learning at all. Regular learning habits have broken down, and discipline is loose or
non-existent.
Discipline has collapsed as a result of the abolition of corporal punishment in the schools
by the government. The problem is that no alternative forms of punishment have been put
into place to maintain discipline in the schools. These measures taken by the government
have negative implications. There is now little respect for teachers as well as education
authorities. Even where it is warranted - and sometimes it is not warranted - many
teachers have given up trying to survive in the classroom. Those who try to impose
punishment, are threatened or assaulted by students. Teachers, on the other hand, are also
insubordinate to their immediate superiors or authorities. Lawlessness is the order of the
day in the schools. Departmental professional supervision is meagre and some schools are
"no-go areas" for departmental officials and inspectors of education.
A further disturbing factor is the influence in education of the young people not in school.
The drop-outs become street children who engage themselves in criminal activities such
as burglary, car hijackings, alcohol and drug abuse. The generally negative image of the
teacher, held even among teachers themselves, contributes to the breakdown of the
positive learning environment. They are under pressure, criticised from all sides for
inadequacies or inefficiency - for which they are often not to blame - and treated by the
government not as professionals, but instruments of policy.
It is not surprising, therefore, that the morale, confidence and self-image of many are at
low ebb. Both public and civil servants, including teachers, are from time to time engaged
in strikes or meetings during school hours, hence the pupils' interest in school attendance
and learning has lessened. The impact of the transformation process is confusing the
minds of educators, pupils, the general public and the authorities.
Pupils do not regard their teachers as their leaders and educators anymore, but as
government stooges. Teachers, on the other hand, are also negative towards the
authorities, because their plight for recognition as professionals is not addressed or
receiving immediate attention. They are continuously demanding, amongst other things,
autonomy in. their teaching profession, like all other professions. Furthermore, the
conditions of service do not motivate teachers to dedicate themselves to their work.
The enrolment in the schools had risen tremendously after the general elections of 1994,
due to the free education call campaign made by the new government (see Table 5). The
facilities available can therefore not cope with the demands of the resultant overcrowding.
The schools are now understaffed, overcrowded, there are shortages of learning materials,
furniture, classrooms and teaching aids (see Table 4). The culture of teaching and learning
is far from being restored, if till to date some pupils are taught in the open air or in shacks.
The teacher-pupil ratio is abnormally high, it ranges from 1:50 to 100 in most of the rural
schools. As a result, teachers resort to teaching without evaluating pupils regularly.
Both the national and provincial education departments' authority and influence are from
time to time challenged by community groupings, teachers' associations, students'
organisations, young people outside the schools, parents, churches, trade unions, the
business community, political parties and economic forces. There is a growing realisation
that there is no certainty that the democratic changes in government and political
structures would necessarily lead to democracy in education. Broad agreement has to be
sought and negotiated in South Africa and a commitment found to a common purpose in
education and society. Without this, questions of control, power and excess ideological
baggage, will continue to dominate education to its detriment and that of its users.
In spite of all the circumstances and difficulties described above, the education authorities,
parents, political parties and the general public expect good results at the end of every
academic year. The people who are to produce good examination results are the
educators and teachers whose status and professionalism have collapsed completely.