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ERIC Number: EJ922098
Record Type: Journal
Publication Date: 2006-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0258-2236
Well-Grounded and Prepared New Teachers: Reflecting on the Promise of Learnerships. Research Article
Karlsson, Jenni; Berger, Michele
Perspectives in Education, v24 n1 p53-64 Mar 2006
The first decade of democracy in South Africa ushered in dramatic social policy reforms. One innovation in initial teacher education emerged through the skills development policy, which introduced learnerships to address South Africa's human resource development needs. South Africa's learnerships have been adapted from countries such as the United Kingdom, and this article focuses on the first registered learnerships for those entering the teaching profession. The article argues that these learnerships cut across concerns and responsibilities of the Ministries of Labour and Education, and challenge long-established ways of offering and undertaking initial teacher education. They sharply focus political and systemic difficulties of straddling two national ministries, and logistical and coordination challenges involving schools, training institutions and provincial education bureaucracies. But learnerships also offer opportunities for economically disadvantaged school-leavers to become skilled and qualified professionals. The article positions these learnerships within South Africa's post-apartheid education policy landscape and describes their three-year pilot. The article also questions South Africa's borrowing policy from countries with relatively uniform social conditions, and considers the challenges and enabling conditions when implementing policy within a dynamic policy environment such as that in South Africa.
Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A