TEACHER GOVERNANCE REFORMS AND SOCIAL COHESION IN SOUTH AFRICA: FROM INTENTION TO REALITY

• Main Authors: Thomas Salmon, Yusuf Sayed
• Format: Article
• Language: English
• Published: Unisa Press 2016-12-01
• Series: Education as Change
• Subjects: teacher governance; trust, accountability; social cohesion; education; teachers; post provisioning norms and standards (PPNs); Funza Lushaka Bursary Programme (FLBP); South African Council of Educators (SACE); Codes of Conduct
• Online Access: https://upjournals.co.za/index.php/EAC/article/view/1516
• ISSN: 1682-3206; 1947-9417

<p style="margin: 6pt 0mm;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">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 post-apartheid 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.</span></p>