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 postapartheid 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.
This work is part of ‘Engaging teachers in peacebuilding in postconflict contexts: evaluating education interventions’ project supported by the Economic and Social Research Council (ESRC) and the UK Department for International Development.
Salmon, Thomas, Sayed, Yusuf. (2016). Teacher governance reforms and social cohesion in South Africa: from intention to reality. Education as Change, 20(3), 38-56. https://dx.doi.org/10.17159/1947-9417/2016/1516
Teacher governance reforms and social cohesion in South Africa: from intention to reality