The struggle to reform the state of South Africa's education: the post-apartheid experience
SOURCE: Social justice and transformative learning: culture and identity in the United States and South Africa
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2016
TITLE AUTHOR(S): C.Soudien
SOURCE EDITOR(S): S.M.Tomlinson-Clarke, D.L.Clarke
KEYWORDS: IDENTITY, LAW AND JUSTICE, POST APARTHEID SOUTH AFRICA
DEPARTMENT: Office of the CEO (ERM), Office of the CEO (OCEO), Office of the CEO (IL), Office of the CEO (BS), Office of the CEO (IA)
Print: HSRC Library: shelf number 9280
HANDLE: 20.500.11910/9972
URI: http://hdl.handle.net/20.500.11910/9972
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2016
TITLE AUTHOR(S): C.Soudien
SOURCE EDITOR(S): S.M.Tomlinson-Clarke, D.L.Clarke
KEYWORDS: IDENTITY, LAW AND JUSTICE, POST APARTHEID SOUTH AFRICA
DEPARTMENT: Office of the CEO (ERM), Office of the CEO (OCEO), Office of the CEO (IL), Office of the CEO (BS), Office of the CEO (IA)
Print: HSRC Library: shelf number 9280
HANDLE: 20.500.11910/9972
URI: http://hdl.handle.net/20.500.11910/9972
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The purpose of this chapter is to assess how well the country has managed since the advent of democracy in 1994. The contribution describes the apartheid educational legacy. It also briefly reviews the reforms introduces by the post-apartheid government and its partners in the non-governmental sector. The chapter concludes with an assessment of the impact of these efforts. The data on which the chapter draws includes reports generated by the government and studies undertaken in an outside of the university community, including commissioned reports on initiatives undertaken by research agencies.-
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