Learner integration in former Model C schools in Johannesburg

• Main Author: Radebe, Mdudzi Casper
• Format: Others
• Language: en
• Published: 2015
• Online Access: http://hdl.handle.net/10539/19191

Thesis (M.M.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Public and Development Management, 2015. === The purpose of this study was to explore the integration of learners in public high schools in Johannesburg previously classified as Model C schools. For this purpose, the researcher studied conceptual and empirical on the deracialisation of former white only schools and the consequences thereof. To establish the advancement and challenges with learner integration, data was collected from three former Model C high schools in the north, west, and south of Johannesburg. The data collection involved interviews with school principals, focus group discussions with teachers, learners and School Governing Body members, and the review and analysis of school documents. The major findings of the study are: The level of equality in the former Model C schools in Johannesburg is commendable. However, the advancements of integration was found to be deeply challenging to the schools due to external social factors such as the effects of the socioeconomic backgrounds of learners and the failure of government in providing sufficient leadership, oversight and support such as training and development of all stakeholders, including the SGB, principals, teachers, and RCLs. The study therefore recommends that: The Department of Education ought to actively provide leadership, support and oversight to former Model C schools’ adherence to the provisions of the South African Schools Act (SASA) of 1996, with the core objective of promoting integration for purposes of achieving equitable quality education.