NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ694980
Record Type: Journal
Publication Date: 2004-Mar
Pages: 16
Abstractor: Author
Reference Count: 21
ISSN: ISSN-0267-1522
Autonomy and Accountability in the Regulation of the Teaching Profession: A South African Case Study
Jansen, Jonathan D.
Research Papers in Education, v19 n1 p51-66 Mar 2004
This article examines the struggles of the South African government to establish school-wide evaluation policies within post-apartheid institutions. It is demonstrated that even when such evaluation policies promise teacher development and whole-school improvement, there is significant resistance to government intervention in the school environment. It is also shown that even when individual schools express a willingness to participate in such evaluation actions, they remain deeply suspicious of, and even subvert, the original goals of these policies. The explanation for such behaviour is lodged within the troubled history of the apartheid inspection system, on the one hand, and on the underestimation in policy design of the deep-rooted suspicions of state surveillance systems even under the terms of a new democracy. In conclusion, the article shows how this fierce -- though understandable -- contestation of school-level autonomy actually works against the long-term developmental interests of both teachers and learners in South Africa's 29,000 schools.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; South Africa