Evidence and Stakeholder Analysis of Education Policy: Progression School Policy in South Africa


Authors : Dr. Mabihi Shuping

Volume/Issue : Volume 9 - 2024, Issue 12 - December

Google Scholar : https://tinyurl.com/5vzknxp2

Scribd : https://tinyurl.com/4dmr494a

DOI : https://doi.org/10.5281/zenodo.14533919

Abstract : This paper aims to investigate the evidence and stakeholder analysis related to the progression policy within South Africa's school education framework. It begins with an overview of the policy, followed by a discussion of other relevant educational policy documents that provide a historical context for its development. The evolution of school education policies in South Africa is traced from the colonial era to the post-colonial period. Subsequently, a political evidence-based analysis is conducted, framing the policy's objectives around issues of redress and transformation. The discussion then shifts to a stakeholder analysis utilizing an appropriate framework. It is posited that while the progression policy's goals are well-intentioned and justifiable, the entrenched inequalities within South African schools complicate its potential for success, highlighting the necessity for thorough policy examination. Finally, alternative policy options are explored, including models drawn from the Chinese vocational education system.

Keywords : Progression Policy, Redress, Colonial, Post- Colonial, Transformation.

References :

  1. Admission policy for ordinary public schools. Government Notice 2434, Government Gazette, vol. 400, No. 19377 of 19 October 1998. 
  2. Brugha, R., & Varvasovszky, Z. (2000). How to do (or not to do) a stakeholder analysis: a review. Health policy and planning, 15(3), 238-345. 
  3. Chisholm, L. (2017). Between Worlds: German missionaries and the transition from mission to Bantu Education in South Africa. Johannesburg: Wits University Press. 
  4. Christie, P. (2021). Colonial palimpsests in schooling: Tracing continuity and change in South Africa. Postcolonial Directions in Education, 10(1), 51-79. 
  5. Department of Planning, Monitoring and Evaluation (DPME) (2014). Overview Paper: What is Evidence-Based Policy-Making and Implementation? 
  6. Head, P. (2013). Evidence-Based Policymaking – Speaking Truth to Power. Australian Journal of Public Administration, 72(4), 397-403. 
  7. Jansen, J.D., & Sayed, Y. (2001). Implementing educational policy: The South African experience. Cape Town: University of Cape Town Press. 
  8. Mainardes, J. (1999). Grade retention and non-retention policies: an overview. 
  9. Mlachila, M., & Moeletsi, T. (2019). Struggling to make the grade: A review of the causes and consequences of the weak outcomes of South Africa’s education system. IMF Working Paper WP/19/47. 
  10. National policy pertaining to the programme and promotion requirements (NPPPR) of the National Curriculum Statement (NCS) Grade R-12. 
  11. Parkhurst, J. (2016). The politics of evidence-based policy to the good governance of evidence. Routledge Studies in Governance and Public Policy. 
  12. Republic of South Africa (1996). The Constitution of the Republic of South Africa, Pretoria. 
  13. Roberts, J. (2021). Power in pedagogy: Legacies of apartheid in a South African school. Whiteness and Education, 1-15. 
  14. Sibiya, T. (2017). Key stakeholders’ experiences and perspectives on the role of South African Democratic Teachers Union (SADTU) in education. 
  15. South African Schools Act (SASA), Act No. 84 of 1996. Government Gazette, No. 17579. 
  16. Wang, L. (2009). Basic Education in China. Zhejiang University Press.

This paper aims to investigate the evidence and stakeholder analysis related to the progression policy within South Africa's school education framework. It begins with an overview of the policy, followed by a discussion of other relevant educational policy documents that provide a historical context for its development. The evolution of school education policies in South Africa is traced from the colonial era to the post-colonial period. Subsequently, a political evidence-based analysis is conducted, framing the policy's objectives around issues of redress and transformation. The discussion then shifts to a stakeholder analysis utilizing an appropriate framework. It is posited that while the progression policy's goals are well-intentioned and justifiable, the entrenched inequalities within South African schools complicate its potential for success, highlighting the necessity for thorough policy examination. Finally, alternative policy options are explored, including models drawn from the Chinese vocational education system.

Keywords : Progression Policy, Redress, Colonial, Post- Colonial, Transformation.

Never miss an update from Papermashup

Get notified about the latest tutorials and downloads.

Subscribe by Email

Get alerts directly into your inbox after each post and stay updated.
Subscribe
OR

Subscribe by RSS

Add our RSS to your feedreader to get regular updates from us.
Subscribe