Much has been said about rationalization and redeployment in socio-economic and
political circles in South Africa, with many of the associated problems inherited from the
apartheid government. These problems included, but were not limited to, the following:
lack of learner support materials (textbooks, desks), insufficient and overcrowded
classrooms, libraries and laboratories and human resources (insufficient trained teachers,
especially in mathematics and science in townships and rural schools of South Africa).
These problems have proved detrimental to effective teaching and learning and have
created almost impossible working conditions for the majority of teachers.
In order to comply with the Constitution of the country and the culture of human rights,
the achievement of equity in the education sector of South Africa became a central
component of attempts to restructure education in post- apartheid South Africa. It
remains one of the most pressing issues in the politics of educational reform.
To address years of imbalance in education, a number of policies were created and
implemented. One such policy was the rationalization and redeployment of teachers from
advantaged schools to previously disadvantaged schools. This policy was the principal
mechanism for achieving equity, both between and within provinces. The pupil- toteacher
ratio is one of the key indices of unequal per capita expenditure in schools in
different communities as well as an important determinant of quality in South African
education. It is a good policy on paper, but the implementation thereof has not been easy.
Many obstacles have been encountered in the process of implementation. These include:
(i) lack of a comprehensive teacher database which clearly indicates the number of
teachers to be redeployed, (ii) lack of clear and concise information for the general public
- absence of effective channels of information distribution and communication, (iii) lack
of motivation to co-operate for those who would be directly affected, (iv) lack of
decentralised decision making- processes, (v) the financial constraints experienced by the
provinces of South Africa during the process of implementation.
Regardless of the support policies enjoy from authorities, many policies do not receive
the support of the public, especially if they require unpopular action - a situation that
applies to the redeployment of teachers in South Africa. The involvement in and
acceptance of the policy by all stakeholders is crucial.
Research instruments such as face-to-face interviews were used to gather the data
presented in this research. Interviews were conducted to gain insight into the perceptions
of teachers of the rationalization and redeployment policy in selected schools in the Port
Shepstone/ Harding district. The research explored the contradictions and consequences
that underpinned the rationalization and redeployment of teachers in KwaZulu- Natal. / Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2005.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/1955 |
| Date | January 2005 |
| Creators | Tshabalala, Theresa Nthabiseng. |
| Contributors | Trotter, Kirsty. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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