Factors affecting South African district officials' capacity to provide effective teacher support
SOURCE: Creative Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): B.D.Bantwini, N.Diko
KEYWORDS: CURRICULUM, EDUCATIONAL REFORM, SCHOOL DISTRICT OFFICIALS, SCHOOLS, SCIENCE ACHIEVEMENT
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6993
HANDLE: 20.500.11910/3629
URI: http://hdl.handle.net/20.500.11910/3629
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): B.D.Bantwini, N.Diko
KEYWORDS: CURRICULUM, EDUCATIONAL REFORM, SCHOOL DISTRICT OFFICIALS, SCHOOLS, SCIENCE ACHIEVEMENT
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6993
HANDLE: 20.500.11910/3629
URI: http://hdl.handle.net/20.500.11910/3629
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The role of district officials as education reform agents is undeniable. Through perspectives analyses, we explore factors that affected the capacity of eight South African districts to provide effective teacher support during the last implementation of natural science reforms. We argue that district officials' capability and reality issues are some of the factors that are likely to determine the success or failure of reforms. Further, they have the gravity to nullify the efforts to improve school performances. Lastly, we propose ways to bridge the gap between theory and practice and strategies to promote partnership between district officials and schools.-
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- Book review: Harber, C. (2000) State of transition: post-apartheid educational reform in South Africa (Monographs in international education) Walligford, Oxford: Symposium Books. ISBN 1 873927 19 3