Abstract
South Africa’s first democratic election was a watershed in the country’s educational history. In the first instance, it signalled a move away from the determination of policy by a white minority state for a black majority; in the second, official state education policy, historically geared towards building a united white nation, was now re-oriented to redressing inequalities and ‘nation-building’ between white and black; in the third, instead of being predicated on exclusion and denial of rights, social, political and educational policy became based on the principles of inclusion, social justice and equity. Finally, the economic argument for the reform of education was based on the need not for unskilled, but for skilled labour and professional and managerial expertise.
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Notes
Philip W. Jones, World Bank Financing of Education: Lending, Learning and Development (London and New York: Routledge, 1992) provides a useful historical account of changing emphases in and conflicts between education policies of the World Bank and UNESCO. Its introduction is an epiphany of the centrality of schooling to the modernist impulse: ‘Education — and mass schooling in particular — is a phenomenon that unites the world, in the sense that it is a key aspect of that steady process whereby a global technological civilisation is being forged. All around the world, the variety and the dynamics of local culture have collided with the steady transformation of societies along the lines implied by modernisation’, p. xiii.
Jonathan Hyslop, ‘School Student Movements and State Education Policy: 1972–1987’ in William Cobbett and Robin Cohen (eds), Popular Struggles in South Africa (London: James Currey, 1988), p. 184.
David Harvey, The Condition of Post-modernity: An Enquiry into the Origins of Cultural Change (Oxford: Basil Blackwell, 1989), p. 344.
Macroeconomic Research Group, Making Democracy Work; and M. Lipton and C. Simkins (eds), State and Market in Post-Apartheid South Africa (Johannesburg: Witwatersrand University Press, 1993).
NEPI, Framework Report (Cape Town: Oxford University Press, 1992), p. 24
ANC Education Department, Policy Framework for Education and Training: Draft Discussion Document (Johannesburg, 1994), p. 2.
S. Lall, ‘What will Make South Africa Internationally Competitive?’ and A. Joffe et al., ‘Meeting the Global Challenge: A Framework for Industrial Revival in South Africa’ in P.H. Baker, A. Boraine and W. Krafchick (eds), South Africa and the World Economy in the 1990s (Cape Town: David Philip, 1993), pp. 54 and 214.
National Education Policy Investigation (NEPI), Education Planning, Systems and Structure Final Report (Cape Town: Oxford University Press, 1992), p. 3.
CM. Rogerson, ‘Flexible Production in the Developing World: The Case of South Africa’ in Geoforum, 25, 1 (1994), 1–17.
Stephen Gelb, South Africa’s Economic Crisis (Cape Town: David Philip, 1991)
see also Andre Kraak, ‘Human Resources Development and Organised Labour’ in G. Moss and I. Obery (eds), South African Review 6 (Johannesburg: Ravan Press, 1992).
Alessandro Triulzi, ‘Decolonising African History’ in R. Samuel (ed.), People’s History and Socialist Theory (London: Routledge & Kegan Paul, 1981), p. 290.
Jorge Larrain, Theories of Development: Capitalism, Colonialism and Dependency (Cambridge: Polity Press, 1989)
Martin Bienefeld, ‘Dependency Theory and the Political Economy of Africa’s Crisis’, in Review of African Political Economy, 43 (1988).
See, for example, B. Lingard, J. Knight and P. Porter (eds), Schooling Reform in Hard Times (London: Falmer Press, 1993).
Sarah Graham-Brown, Education in the Developing World: Conflict and Crisis (London: Longman, 1991)
see also Joel Samoff, ‘The Intellectual/ Financial Complex of Foreign Aid’, Review of African Political Economy, 53 (1992), 70, and
Judith Marshall, ‘Structural Adjustment and Social Policy in Mozambique’, Review of African Political Economy, 47 (1990).
Kairu Kinyanjui, ‘African Education: Dilemmas, Challenges and Opportunities’ in U. Himmelstrand, K. Kinyanjui and E. Mburugu, African Perspectives on Development (London: James Currey, 1994), p. 285.
Shaun Johnson, ‘“The Soldiers of Luthuli”: Youth in the Politics of Resistance in South Africa’ in Shaun Johnson (ed.), South Africa: No Turning Back (Basingstoke: Macmillan, 1988)
P. Kallaway (ed.), Apartheid Education (Johannesburg: Ravan Press, 1984)
J. Muller, ‘Peoples’ Education and the National Education Crisis Committee’ in G. Moss and I. Obery (eds), South African Review 4 (Johannesburg: Ravan Press, 1987)
M. Nkomo (ed.), Pedagogy of Domination: Toward a Democratic Education in South Africa (Johannesburg: Africa World Press, 1993)
See Philip W. Jones, World Bank Financing of Education: Lending, Learning and Development (London: Routledge, 1992).
For a critique, in relation to education, see for example, G. Jeppie, ‘Second Chances in Formal Education: Towards a New Adult Curriculum’ (London: University of London, Institute of Education, MA, 1994).
A. Donaldson, ‘Financing Education’ in A. and R. McGregor (eds), McGregor’s Education Alternatives (Cape Town: Juta, 1992), pp. 304–10
‘Basic Needs and Social Policy: The Role of the State in Education, Health and Welfare’ in M. Lipton and C. Simkins (eds), State and Market in Post-Apartheid South Africa (Johannesburg: Witwatersrand University Press, 1993), pp. 271–321.
P. Pillay, ‘Reassessing Strategies for Financing Education in South Africa’, Social Dynamics, 15, 2 (December 1989), 25–39
P. Pillay, ‘Financing Educational Transformation in South Africa’ in E. Unterhalter et al. (eds), Education in a Future South Africa: Policy Issues for Transformation (London: Heinemann, 1991).
Macroeconomic Research Group, Making Democracy Work: A Framework for MacroEconomic Policy in South Africa (Centre for Development Studies, University of the Western Cape, 1993).
J. Hofmeyr, C. Simkins, H. Perry and R. Jaff, ‘Restructuring Teacher Supply, Utilisation and Development (TSUD): Report for IPET Task Teams’ (Johannesburg: EDUPOL, Urban Foundation, 1994).
L. Chisholm and B. Fine, ‘Context and Contest in South African Education Policy: Comment on Curtin’, African Affairs, 93, 371 (April 1994), 233–48.
J. Lauglo and M. McLean, The Control of Education: International Perspectives on the Centralisation-Decentralisation Debate (London: Heinemann, 1991) and
Robert F. Amove, Philip G. Altbach and Gail Kelly (eds), Emerging Issues in Education: Comparative Perspectives (New York: SUNY, 1992).
National Education Policy Investigation, Governance and Administration Final Report (Cape Town: Oxford University Press, 1992), pp. 6–7.
For fuller discussion, see P. Buckland and J. Hofmeyr, ‘Governance Working Paper’ (Johannesburg: Urban Foundation, 1992) and
E.G. Malherbe, Education in South Africa, vol. 2 (Cape Town: Juta, 1968).
For the argument, see A. Donaldson, ‘Financing Education’ in R. and A. McGregor (eds), McGregor’s Education Alternatives (Cape Town: Juta, 1992), p. 311.
See also P. Pillay, ‘Reassessing Strategies for Financing Education in South Africa’, Social Dynamics, 15, 2 (December 1989), 25.
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Chisholm, L. (1996). The Restructuring of South African Education and Training in Comparative Context. In: Rich, P.B. (eds) Reaction and Renewal in South Africa. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-24772-1_8
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