Quality Education and Professionalism in South African Public Education – an Education Law Perspective

Quality education and professionalism in South African public education – an Education Law perspective N. Liwane Student No. 12966444 ORCiD: 0000-0001-8092-9116 Thesis submitted in fulfillment of the requirements for the degree Philosophiae Doctor in Education Law at the Potchefstroom Campus of the North-West University Supervisor: Prof J.P. Rossouw Co-supervisor: Dr I. van Deventer October 2017 Declaration DECLARATION I the undersigned, hereby declare that the work contained in this dissertation / thesis is my own original work and that I have not previously in its entirety or in part submitted it at any university for a degree. Signature Date 3 May 2017 Copyright©2017 North-West University (Potchefstroom Campus) All rights reserved i Acknowledgements I hereby acknowledge and express my sincere gratitude to: • The Holy Trinity; God the Father, God the Son and God the Holy Spirit for granting me the opportunity to make this contribution towards the body of knowledge and for my health and the ability to undertake this doctoral research journey. • My beloved family who believed in me even when I did not believe in myself during this arduous doctoral journey. They continued to support me and tolerated my conspicuous absence and my deafening silence at times. Ndiyanithanda futhi ndiyabulela boMadiba, boYem-yem, boZondwa zintshaba zingazunenza nto, boNgqolomsila, boSophitsho, Bathemb’ ababhuzu-bhuzu... I undertook the doctoral journey in honour of my late parents: Silwanyana Richard Liwane and Nomnini Maria Liwane. • Prof. J.P. Rossouw, my study promoter and Dr I. van Deventer, my co-promoter for sharing their knowledge and time generously, for encouraging me, for their patience and for respecting my ideas. Through their excellent and brilliant academic guidance, their unwavering beliefs in my abilities and positive attitude towards education and life generally, they enabled me to assemble a document of this nature. Completing this thesis whilst life went on was a tremendous challenge... Reaching the destination of this doctoral research journey in the midst of a harrowing schedule and daunting challenges at work was quite astounding. I am fortunate to have worked with academics of their calibre. • The district directors who allowed me to conduct interviews in their schools; this study would not have been possible without their permission. I am grateful to the school principals and educators for their willingness to participate in this study. • Ms Jackie de Vos; for performing the language editing within limited time. • Mr Kirchner van Deventer; for checking citations and references as well as the final formatting of my thesis with expertise. • The North West University (Potchefstroom Campus) for providing financial support throughout my study period. • To all who assisted in the execution of tasks especially Ms Lynette Diedericks who performed countless administrative duties like scheduling appointments, my administration assistants, Ms Maritha Badenhorst, Ms Nandi Mazabane and Mr Asiphe Zide, for their willingness to assist me when I needed assistance and for alleviating my workload. I humbly acknowledge that without the support and encouragement from all these wonderful people, this product of love, ambition and passion would not have been successfully delivered. This is a confirmation that no achievement is possible without the support of others. Taking a cue from the South African concept of ubuntu: I am because you are. ii Language editor’s certificate iii Summary Thesis title: Quality education and professionalism in South African public education – an Education Law perspective. The search for quality education has been a major focus of the post-apartheid South Africa, and also a major part of the robust academic, school governance, public and political debates in South Africa for the past two decades, and it still is today. The Department of Basic Education (DBE) is aware that despite exerting joint efforts with business and industry and all key stakeholders, it is not succeeding in providing quality education for all learners. From the transformation process and the legislative framework utilised to transform and democratise education, the South African public education system should have yielded quality outcomes by now. The democratic transformation led to upholding fundamental rights of all citizens and new progressive developments were implemented in the school system. Despite the promulgation of the Constitution of the Republic of South Africa Act 108 of 1996, the National Education Policy Act 27 of 1996 (NEPA), the South African Schools Act 84 of 1996 (SASA), the Employment of Educators Act 76 of 1998 (EEA), and the South African Council for Educators Act 31 of 2000 (SACE Act), professionalisation of education and regulating unionism to adapt to progressive mechanisms and democracy have been atrociously neglected. The character of South African public education has not changed much, except for educators’ registration with SACE, which is a legislated prerequisite for entrance into the teaching profession. The key stakeholders in education do not adequately fulfil their roles as stipulated in the statutes above. This study investigated factors that might be deterrence towards quality education attainment, professionalism and failure to implement legislation. The investigation brought the theories of structure and agency into the education sphere. The underlying normative issues of structure versus agency have set up the framework of power – agential and structural powers – and the power struggle and influence of such powers have on quality education, professionalism versus unionism, and the interpretation and application of statutes. Educators are valuable human capital for the total development of learners; yet they are subjected to bureaucratic and labour structures that deny them their agency and professional autonomy as they practise their constitutional right of choice of a profession. Quality education begins with educators who should be autonomous when exercising their rights in the classroom. This study has indicated that some educators are aware of their agential powers, but various external and internal factors influence their ability to utilise them iv effectively. Parents have a limited understanding of the concept of power and their children are perpetual victims of the two bullies, namely bureaucratic structures and labour structures. Quality must define the constitutional right to a basic education. The state has reneged on its obligation to allocate adequate human and material resources to enhance quality delivery of education. The post provisioning model (PPM) which is underpinned by the stipulations of subject weighting norms in the EEA is an instrument designed to distribute educator posts to public schools. The study revealed that the PPM is a major deterrent towards quality education nationally. Education is an essential fundamental right and every pertinent aspect of it demands the attention of all stakeholders. The study adjourns by suggestions that stringent measures that determine who enters the profession and who does not ought to be applied by SACE and DBE. Investing and valorising in current legislation will improve quality education in South African public schools. Keywords: quality education, transformation, professionalism, unionism, legislation, structure, agency, power relations, constitutional rights v Opsomming Titel: Gehalte-onderwys en professionalisme in die Suid-Afrikaanse openbare onderwys – ŉ Onderwysregtelike perspektief Die soeke na gehalte-onderwys is ŉ hooffokus van post-apartheid Suid-Afrika, en is die afgelope twee dekades en vandag steeds ook ŉ vernaamste deel van die robuus akademiese, skoolbeheer-, openbare en politieke debatte in Suid-Afrika. Die Departement van Basiese Onderwys (DBO) besef dat hul nie daarin slaag om gehalte-onderrig aan alle leerders te verskaf nie ondanks die gesamentlike pogings tussen die besigheidswêreld en industriële sektor, asook alle sleutelbelanghebbendes. Uit die transformasieproses en die wetgewende raamwerk wat gebruik word om onderwys te transformeer en te demokratiseer, moes die Suid- Afrikaanse openbare onderwysstelsel teen dié tyd gehalte-uitkomstes opgelewer het. Die demokratiese transformasie het gelei tot die handhawing van fundamentele regte van alle burgers en nuwe progressiewe ontwikkelings is in die skoolstelsel geïmplementeer. Ondanks die promulgering van die Grondwet van die Republiek van Suid-Afrika 108 van 1996, die Wet op Nasionale Onderwysbeleid 27 van 1996, die Suid-Afrikaanse Skolewet 84 van 1996 (SASA), die Wet op Indiensneming van Opvoeders 76 van 1998 en die Wet op die Suid- Afrikaanse Raad vir Opvoeders 31 van 2000 (SARO-wet), is die professionalisering van onderwys en die regulering van vakbondwese om by progressiewe meganismes en demokrasie aan te pas, erg afgeskeep. Die karakter van Suid-Afrikaanse openbare onderwys het nie veel verander nie, behalwe vir registrasie by SARO, wat ŉ wettige voorvereiste vir toelating tot die onderwysberoep is. Die sleutelbelanghebbendes in die onderwys voer nie hul rolle voldoende uit soos in die bostaande statute bepaal nie. Hierdie studie het ondersoek ingestel na faktore wat die bereiking van gehalte-onderwys kan ontmoedig, professionalisme en versuim om wetgewing te implementeer. Die ondersoek het die teorieë van struktuur en agentskap in die onderwyssfeer ingebring. Die onderliggende normatiewe kwessies van struktuur versus agentskap het die magsraamwerk daargestel –

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