Transforming teacher education in South Africa for the democratic era

Abstract

Teacher education in South Africa is undergoing a process of transformation at present. This must be considered in the context of broader changes - both political, economic and social -taking place throughout the country, and also the restructuring of the education system as a whole. In the past an imbalance has been apparent in South Africa’s education and training system, with a small segment of the population receiving well-developed and well-equipped services, and millions of others being functionally illiterate. Global forces have begun to have an impact on education reforms within South Africa, however, with globalisation, technological change, and new forms of work organisation influencing changes in higher education. This has seen employers and policy-makers calling for a transition from academic education to an emphasis on essential skills needed for the modern market place. It is recognised that these skills are different from those that were needed in the industrial era, with an increased proficiency required in adaptability, interpersonal and communication skills, creativity, problem-solving and a competence in teamwork. Other developments seen in South Africa have been an increasingly outcomes-based approach, a recognition of the importance of lifelong learning and progress made in the area of interdepartmental co-operation. These all have implications for teacher education programs in South Africa, as an improvement in the quality of education and training calls for an improvement in the quality of teacher education. It will be necessary for teachers to have: a solid foundation in the basic skills; a working knowledge of national standards; a strong science and technology orientation; a supportive attitude towards vocationally and skills-orientated education; a view of themselves as lifelong learners; and a strong international orientation.