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Bongani D. Bantwini 《Education 3-13》2019,47(6):717-729
The provision of quality basic education is essential as it can ensure that all learners have an equal opportunity to succeed in life. This paper discusses district officials’ perspectives regarding some factors that impede the achievement of quality basic education in schools under their jurisdiction. Data were collected through semi-structured interviews conducted with district officials in eight districts in one province of South Africa. Data analysis followed the iterative approach. Findings reveal that district officials viewed the state of education in their districts and circuit as unsatisfactory due to: low teacher morale, schools’ lack of confidence in their districts and the perceived neglect of the General Education and Training Band. It is argued that improved teacher working conditions, use of better service delivery model by the districts and education department, and full prioritisation of the GET Band are needed in these districts. In conclusion, to achieve social justice in education, corrective measures should be premised upon the understanding of the social and contextual issues as these represent the crippling factors in the province. 相似文献
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Bongani D. Bantwini Moeketsi Letseka 《Educational Studies A Journal of the American Educational Studies Association》2016,52(4):329-345
In this article, we explore the impact of the nation-building and global demands on teachers’ work and how they survive the pressure of, and reconcile, these various demands that impact their work. We draw on two separate data sets that emerged from studies undertaken in the Eastern Cape Province (EC), South Africa. Findings reveal a rift between the nation-building and global mandates. Most intended changes assumed that teachers are ready and prepared for whatever changes that are introduced. Consequently, teachers are in a constant struggle to come to terms with them, thus resulting in slow implementation or the nonimplementation of reforms in classrooms. We argue that recognition and acknowledgment of existing realities, classroom cultures, and implementation requirements or support should be the first step in improving education. Also, a strong visionary leadership becomes pivotal to achieve the desired reform success. Additionally, policy development and programs need to recognize the country's history and the murky terrain that still has to be navigated to ensure successful curriculum reform implementation. 相似文献
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Bongani D. Bantwini 《Teacher Development》2019,23(2):213-232
This article discusses the views of natural science teachers on their culture of collaboration and learning as a continuous professional development approach. It included the support received from their school leadership. The data were collected in a large province in South Africa by means of interviews and a questionnaire. Findings indicate contradictory results between interviews and questionnaires. The interviews reveal that many of the teachers did not collaborate with their colleagues while in the questionnaires they claim that they did. Also evident is that though some teachers do collaborate, the culture of learning is not formalised and not frequent. Further, there were shortfalls regarding the support provided by the school leadership. Thus, the author argues that collaboration has the potential to provide teachers with opportunities for professional growth within a school environment, thereby ultimately increasing their confidence in their teaching abilities. 相似文献
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How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa 总被引：1，自引：0，他引：1
The meanings that a teacher attaches to the new curriculum reforms act as his or her map on the curriculum implementation journey, and these usually determine the success of the education reforms. This research article explores the meanings attached to the new Science curriculum reforms by primary school teachers in a school district in South Africa, where the perceived meanings emanated from, as well as the role they played in the implementation of the reforms in the classroom. It is argued that new curriculum reforms have to take place concurrently with other changes in order for them to have a significant and long-lasting effect. Three possible ways will be suggested that will help the teachers to avoid formulating reform meanings that are not aligned with the vision and goals of the new curriculum. 相似文献
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Bongani D. Bantwini Nosisi N. Feza 《International Journal of Leadership in Education》2017,20(3):312-327
This case study explores the plight of some farm schoolteachers in a school district in the Eastern Cape province, South Africa and their feelings of neglect in the new democratic society. Through interviews and a teaching observation analysis, this article focuses on five teachers and discusses resource and infrastructure challenges, lack of vision and educational value, lack of parental involvement and role models. It is concluded that farm schools are still neglected, and it is thus imperative that the new educational policies should be implemented fairly across the various types of schools existing in South Africa. 相似文献
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