Tensions in the Quality Assurance Processes in Post-Apartheid South African Schools

Autor/inn/en	Biputh, Barath; McKenna, Sioux
Titel	Tensions in the Quality Assurance Processes in Post-Apartheid South African Schools
Quelle	In: Compare: A Journal of Comparative and International Education, 40 (2010) 3, S.279-291 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Racial Segregation; Quality Control; Inspection; Accountability; Educational Quality; Compliance (Legal); Interviews; Teacher Attitudes; Educational Policy; Policy Analysis; Educational Change; Phenomenology; Conflict; Social Change; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Rassentrennung; Qualitätskontrolle; Prüfverfahren; Verantwortung; Quality of education; Bildungsqualität; Interviewing; Interviewtechnik; Lehrerverhalten; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsreform; Phenomenological psychology; Phänomenologie; Psychologie; Konflikt; Sozialer Wandel; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper tracks the development of the Integrated Quality Management System in South African schools after the dismantling of apartheid in 1994. We argue that the quality processes that are now in place emerged in response to the autocratic school inspection systems that preceded them but did not sufficiently address the impact of educators' experiences of the preceding systems. In the new democratic environment, it was important that new systems recognized the need for educator and school development. But given the breakdown of the culture of teaching and learning in South African schools, it is also not surprising that there was a concern that the new systems should ensure accountability. We analyse interviews with teachers to argue that the new system presents a tension between accountability and development processes which results in surface compliance rather than genuine engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10