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 :
- Admission policy for ordinary public schools. Government Notice 2434, Government Gazette, vol. 400, No. 19377 of 19 October 1998.
- 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.
- Chisholm, L. (2017). Between Worlds: German missionaries and the transition from mission to Bantu Education in South Africa. Johannesburg: Wits University Press.
- Christie, P. (2021). Colonial palimpsests in schooling: Tracing continuity and change in South Africa. Postcolonial Directions in Education, 10(1), 51-79.
- Department of Planning, Monitoring and Evaluation (DPME) (2014). Overview Paper: What is Evidence-Based Policy-Making and Implementation?
- Head, P. (2013). Evidence-Based Policymaking – Speaking Truth to Power. Australian Journal of Public Administration, 72(4), 397-403.
- Jansen, J.D., & Sayed, Y. (2001). Implementing educational policy: The South African experience. Cape Town: University of Cape Town Press.
- Mainardes, J. (1999). Grade retention and non-retention policies: an overview.
- 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.
- National policy pertaining to the programme and promotion requirements (NPPPR) of the National Curriculum Statement (NCS) Grade R-12.
- Parkhurst, J. (2016). The politics of evidence-based policy to the good governance of evidence. Routledge Studies in Governance and Public Policy.
- Republic of South Africa (1996). The Constitution of the Republic of South Africa, Pretoria.
- Roberts, J. (2021). Power in pedagogy: Legacies of apartheid in a South African school. Whiteness and Education, 1-15.
- Sibiya, T. (2017). Key stakeholders’ experiences and perspectives on the role of South African Democratic Teachers Union (SADTU) in education.
- South African Schools Act (SASA), Act No. 84 of 1996. Government Gazette, No. 17579.
- 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.