Teacher governance reforms and social cohesion in South Africa: from intention to reality

Abstract

The governance of teachers during apartheid in South Africa was characterised by high levels of disparity in teacher distribution and in conditions of labour. In the postapartheid context policies and interventions that govern teachers are critical, and teachers can be seen to be placed in a central role as actors whose distribution, employment, recruitment and deployment can serve to redress the past, promote equity and build trust for social cohesion. In this context, this paper examines several teacher governance mechanisms and interventions, namely the post provisioning norm and standards (PPNs), the Funza Lushaka Bursary Programme (FLBP), and the South African Council of Educators. The analysis suggests that undifferentiated policy frameworks for teacher governance result in measures that weakly account for differing contextual realities and persistent inequality. Additionally, the emphasis on technocratic measures of accountability in teacher governance interventions constrains teachers' agency to promote peace and social cohesion.

“We can’t share things with our teachers”: Narratives of mistrust and disconnect between South African female learners and their teachers

“…In circumstances such as these, it is unlikely that teachers are able to provide the sufficient academic support to learners, let alone the kinds of psychosocial and emotional support that would help to foster teacher connectedness. It is unfair to lay the blame upon teachers for the student-teacher disconnect, as teachers in the South African state system lack the necessary support, training and capacity to enable them to build relationships of trust with learners ( Salmon and Sayed, 2016 ).…”

Advantages of Employment after Retirement – A Content Analysis Approach. What Is Academic Professional Experience Worth After Retirement Age?

“…In line, merit principles suggest that governments should prefer more experienced workers (Lewis, Boyd, & Pathak, 2018). Naturally, in teaching as well, experienced teachers are preferred (Salmon & Sayed, 2016).…”

Access and success in higher education: Disadvantaged students’ lived experiences beyond funding hurdles at a Metropolitan South African university

“…This loan aimed to cover underprivileged students with potential with tuition, food and accommodation (Langa et al 2017, 108). The Funza Lushaka Bursary Program is also a specific bursary scheme aimed at promoting the teaching profession in South Africa (Salmon and Sayed 2016). This program is focused on individuals who want to become teachers in priority areas such as mathematics, science, and technology (Salmon and Sayed 2016).…”