Planning educational reforms in Bophuthatswana : an evaluation
Abstract
This study is concerned with the bold attempt by the government
of the new Republic of Bophuthatswana to reform the entire
educational system to be in line with the identified needs and
noble aspirations of the new nation. This task began in 1979
based on the recommendations of the National Education Commission
report which was tabled in August 1978.
Considering the elaborate planning and preparation that must
precede any educational change, innovation and reform, the
contention is that not much attention and time was given to the
planning process per see Most of the recommended changes were
implemented immediately, some piece-meal and others in an uncoordinated
manner.
The study discusses some of the developments within the broad
educational spectrum, indicating noteworthy achievements and
accompanying problems. Some of the problems can be traced to the
lack of clearly articulated reform goals and objectives: the
absence of a national planning unit to co-ordinate the envisaged
reforms in line with the overall national development plan. This
would ensure that educational reforms are not seen in isolation
but as part of other overall socio-political and socio-economic
developments. The absence of a change agent to manage the change
process, to sensitize the communities to the need for change and
to get them to participate fully in the reform process, was
partly responsible for some of the identified problems. Also the
lack of a well-conceived model and strategy for planning
educational reforms as well as a built-in mechanism to monitor
progress and provide feedback are highlighted.
Finally, the study indicates how some aspects of the educational
system were remarkably improved inspite of the perceived lack of
proper planning. A stable educational system evolved based on
the new philosophy of education for Popagano. The formal school
system experienced remarkable growth resulting partly from the
committed involvement by the communities in providing classroom
accommodation and the funding of educational projects where the need arose. The child-centred approach revolutionized teaching
in the primary school and its successful implementation will
serve as a model for neighbouring countries. The ten-year period
under review also saw the upgraded professional training of
teachers and the establishment of a uni versi ty for which the
communities voluntarily donated cash or in kind and which was a
major milestone in the educational development of the country.
In conclusion, a model for planned educational reform is proposed
as a mechanism that will bring most of the envisaged improvements
in the educational system to fruition.
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- Education [1663]