Die bestuur en verandering vanaf 'n mono– na 'n multikulturele skool
De Beer, Andries Daniël
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The apartheid-era which preceded the democratisation in South Africa was not only the cause of the crisis in black education but also of the crisis in education as a whole. The elections in April 1994 brought about a new government that promised equality for all in the country. The government identified education as one of the starting points for the Reconstruction and Development Programme. "Education and training is one of the central activities of our society. It is of vital interest to every family and the health of our national economy. The government's policy for education and training is therefore a matter of national importance second to none" (Professor Bengu). This statement by the minister of Education is indicative of the importance of the success of the new education system. Unless everybody in the country has access to the same standard of education, the educationally deprived won't ever catch up to be useful to the national economy. In the beginning of 1995 schools started taking in children of all the cultural groups. The question that arises is whether these schools with their multi-cultural composition really cater for the children's needs according to the model of cultural pluralism? The study conducted proves the contrary. The headmaster who wishes to change his school from a mono- to a multi-cultural school will undoubtedly experience problems that he will find very daunting. The purpose of this study is to describe the management of change when a school changes from a mono-to a multi-cultural school. A field study has been conducted to determine whether there is a correlation between practice and literature. Recommendations have been made as to how this change process can be streamlined. These recommendations enable the headmaster who wants to implement change to work according to guidelines so that known pitfalls can be avoided.
- Education