Abstract
The primary aim of the study is to describe an initiative to effect organisational change at a previously disadvantaged school in South Africa’s Gauteng Province. Qualitative methods were used to collect and analyse data on the social process of change in the school. Essays of role players in the change process on their experiences led to important insights. This exploratory study points to a process that was effective in bringing about change at a school and holds promise for constructing a theoretical model of how change could be effected in ineffective schools. OpsommingDie primêre doel van die studie is die beskrywing van ’n organisatoriese verandering by ’n voorheen benadeelde skool in Suid-Afrika se Gauteng Provinsie. Kwalitatiewe metodes is gebruik om data oor die sosiale proses te genereer en te analiseer. Opstelle van betrokkenes by die veranderingsproses oor hulle ervarings het tot belangrike insigte gelei. Hierdie verkennende studie dui op ’n proses wat suksesvol gewerk het om verandering te weeg te bring en hou belofte in vir die ontwikkeling van ’n teoretiese model van hoe verandering in oneffektiewe skole bewerkstellig kan word.
Highlights
The primary aim of the study is to describe an initiative to effect organisational change at a previously disadvantaged school in South Africa’s Gauteng Province
It is not surprising that the extensive legislative, societal and cultural changes that have characterised the educational environment since the late 1980s have significantly affected both the operational and developmental activities of previously disadvantaged schools in South Africa
The budget allocation ratio for white to bantu education was 4:1. This coupled with other racial policies led to the provision of inadequate resources and infrastructure and poorly qualified teachers, and resulted in a mass of disadvantaged and poorly educated South Africans
Summary
The primary aim of the study is to describe an initiative to effect organisational change at a previously disadvantaged school in South Africa’s Gauteng Province. It is not surprising that the extensive legislative, societal and cultural changes that have characterised the educational environment since the late 1980s have significantly affected both the operational and developmental activities of previously disadvantaged schools in South Africa. The South Africa Schools Act 84 of 1996 brought changes in the school environment especially in as far as funding and school governance are concerned. The aim of this Act was to eradicate all disparities of the apartheid years. The budget allocation ratio for white to bantu education was 4:1 This coupled with other racial policies led to the provision of inadequate resources and infrastructure and poorly qualified teachers, and resulted in a mass of disadvantaged and poorly educated South Africans. According to Gray and Wilcox (1995, p. 6), education internationally and in South Africa is driven by common concerns: the spiraling costs of mass education and the consequent emphasis on value for money, the belief that education is an essential condition for achieving a competitive edge in the global economy, the need to meet the greater educational expectations of parents, and the growing awareness that the school remains the only institution for moral socialisation
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