Abstract
This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible models for governance of teaching schools. The article recommends two models that fit the mandate of teaching schools as envisioned in the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011–2025: 1) a model that provides for teaching schools as a school type at national (not provincial) level, and 2) the independent school model
Highlights
This article emanates from the ‘Integrated Strategic Planning Framework for Teacher Education and Development in South Africa: 2011-2025’1 (RSA Department of Basic Education (DBE) & Department of Higher Education and Training (DHET) 2011)
The Framework proposes that teachers at teaching schools will be developed as mentors for student teachers and will be able to teach subject methodology courses at the teacher education institution
Based on the work University of Johannesburg (UJ) had already done at its school, the Department of Higher Education and Training (DHET) commissioned researchers from this university to conduct research on teaching schools for South African teacher education
Summary
This article emanates from the ‘Integrated Strategic Planning Framework for Teacher Education and Development in South Africa: 2011-2025’1 (RSA DBE & DHET 2011). In this Framework, the development of teaching schools in South Africa is envisaged to strengthen “the teaching practice/school experience component of teacher education programmes through the development of Teaching Schools and Professional Practice Schools” (ibid:). Based on the work UJ had already done at its school, the Department of Higher Education and Training (DHET) (supported by European Union funding) commissioned researchers from this university to conduct research on teaching schools for South African teacher education.
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