Education Policy Development in South Africa's Democratic Transition

Education is expected to play a key role in South Africa's overall transition from apartheid to full democracy over the next few decades. Contemporary education policy discourse in the country reflects the complexity involved in giving effect to this reconstruction agenda. While the trajectory of change in education was unexpected, the dynamics of policy development is largely misunderstood. Engagement in educational politics and policy processes necessitates greater understanding of these dynamics. The main aim of this book is to provide an analysis of education policy development in South Africa between May 1994 and mid-1997. The focus is on the post-apartheid state's policy vision for the reconstruction of an equitable and united education system. The book provides an understanding of the nature of policy that underpinned the government's efforts to lay the basis for a reconstructed education system.

Autorentext

Aslam Fataar is an academic in the Department of Education Policy Studies, Faculty of Education, Stellenbosch University in South Africa. He publishes in the area of Sociology of Education with a focus on education policy and politics, and educational subjectivities in the post-apartheid city.

Klappentext

Education is expected to play a key role in South Africa's overall transition from apartheid to full democracy over the next few decades. Contemporary education policy discourse in the country reflects the complexity involved in giving effect to this reconstruction agenda. While the trajectory of change in education was unexpected, the dynamics of policy development is largely misunderstood. Engagement in educational politics and policy processes necessitates greater understanding of these dynamics. The main aim of this book is to provide an analysis of education policy development in South Africa between May 1994 and mid-1997. The focus is on the post-apartheid state's policy vision for the reconstruction of an equitable and united education system. The book provides an understanding of the nature of policy that underpinned the government's efforts to lay the basis for a reconstructed education system.