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An ambiguous, contested terrain: governance models for a new South African education system
ARTICLE

International Journal of Educational Development Volume 22, Number 6 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper reviews the development of education governance in South Africa during the 1990s. It outlines ambiguities within and between competing policies, tracing the historical trajectory and explaining its outcome. Apartheid governance, the attempts to reform it, policy options originating within the anti-apartheid movement, and the law passed in 1996 by the new Parliament, are discussed. Trends in South Africa during this decade have been consistent with trends in international education: decentralization, ‘rolling back the state’, privatization, increased class and/or regional disparities, and greater parental governance responsibilities.

Citation

Weber, E. An ambiguous, contested terrain: governance models for a new South African education system. International Journal of Educational Development, 22(6), 617-635. Elsevier Ltd. Retrieved March 28, 2024 from .

This record was imported from International Journal of Educational Development on February 20, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(01)00031-1

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