Assessment of Education Policy in the New South Africa
| dc.contributor.author | Salatial, Chikwema | |
| dc.date.accessioned | 2024-09-30T17:02:04Z | |
| dc.date.available | 2024-09-30T17:02:04Z | |
| dc.date.issued | 2003 | |
| dc.description | Masters Thesis | |
| dc.description.abstract | Since the inception of democracy in 1994, there has been a concerted effort to redress the inequalities of the chequered past in South Africa under the banner of transformation. Transformation can be defined as a process whereby the form, shape or nature of something is completely changed or altered (Makgoba, 1998:p.58). In the White Paper on Transformation of the Public Service, transformation is regarded as a dynamic, focused and relatively short term on going process designed to fundamentally reshape, to change the way in which the primary function of an institution is utilised (White Paper on Transformation of Pubic Service, 1995:p.11). From the foregoing definitions and in the South African context, there is an indication that transformation is a process involving change and reorientation to reconstruct and develop all spheres of public life so as to establish enabling conditions for a flourishing democracy in South Africa (Enslin and Pendlebury, 1998). The relative short term nature gives us the grounds to evaluate transformation in South African education eight years after apartheid. | |
| dc.identifier.citation | Salatial,C.(2003).Assessment of Education Policy in the New South Africa.Alice. University of Fort Hare | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/2484 | |
| dc.language.iso | en | |
| dc.publisher | University of Fort Hare | |
| dc.subject | SOCIAL SCIENCES::Social sciences::Education | |
| dc.title | Assessment of Education Policy in the New South Africa | |
| dc.type | Thesis |