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Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case

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dc.contributor.advisor Lekonyane, B. C. Moropa, Malakia Shere 2017-10-18T09:42:03Z 2017-10-18T09:42:03Z 2016-11
dc.identifier.citation Moropa, Malakia Shere (2016) Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case, University of South Africa, Pretoria, <>
dc.description.abstract This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the 2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era. This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult. Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the recommendations into account. en
dc.format.extent 1 online resource (viii, 106 pages)
dc.language.iso en en
dc.subject Assessment body en
dc.subject Cascade model en
dc.subject Curriculum Assessment Policy statement en
dc.subject Department of Education en
dc.subject Examination en
dc.subject National Curriculum statement en
dc.subject Outcomes-based assessment en
dc.subject Policy and stakeholder en
dc.subject.ddc 379.68
dc.subject.lcsh Education, Higher -- Curricula -- Political aspects -- South Africa
dc.subject.lcsh High schools -- South Africa -- Admission
dc.subject.lcsh Higher education and state -- South Africa
dc.subject.lcsh Educational change -- South Africa
dc.subject.lcsh Curriculum evaluation -- South Africa
dc.subject.lcsh Curriculum planning -- South Africa
dc.subject.lcsh Competency-based education -- South Africa
dc.subject.lcsh South Africa -- Department of Education
dc.subject.lcsh South African Certification Council
dc.subject.lcsh Education, Higher -- South Africa -- History
dc.subject.lcsh Education, Higher -- South Africa -- Administration
dc.title Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case en
dc.type Dissertation en
dc.description.department Public Administration and Management M.Admin. (Public Administration)

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