The issues and challenges in the management of the redeployment of educators in the Mafikeng region
Seakamela, Caroline Mpho
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The ushering in of the new democratic order in South Africa in 1994 brought with it far-reaching changes that impacted on the lives of every citizen. South Africa was faced with the task of translating the dreams of its citizens into reality. To do so, the state, through its various departments had to revisit it approach to service delivery. this led to the extensive restructuring processes that characterised the first decade of democratic rule in this country. The changes that occurred and are still occurring in education are remarkable and commendable. Post 1994, the Ministry of Education had to dismantle the apartheid structure and create a unified education system. During apartheid there were 19 Education Departments, which had to be amalgamated into one National Department, which is further divided into nine Provincial Education Departments (Hofmeyer, 2000:2). this was to create a more equitable system of financing in a context of the huge demand on the limited financial resources and to create a policy framework, which gave concrete expression to the values, which underpinned the post apartheid state. The first five years of reconstruction were dedicated towards the dismantling of apartheid, and the creation of structures and procedures. This included transfers of staff, offices, records, assets and more than ten million learners and educators into the new system without compromising service delivery. Educators are central to educational change, the policy on norms and standard for educators were introduced in 2000 (Robinson, 2003:19). This policy created the framework and procedures for the approval of teacher education programmes and outlined the kinds of qualifications that the Department of Education would consider for funding and for employment. The policy provides an outline of the knowledge, skills and values that are seen as the hallmarks of a professional and competent educator (Robinson, 2003:21 ).