Education in Post-apartheid South Africa

Some lessons from Zimbabwe

Dados Bibliográficos

ID11893752
AutoresAnthony Lemon (autor correspondente)
Ano1995
Volume31
Fascículo1
Páginas101-114
Data de publicação1995-03-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoComparative Education (JOURNAL)
Identificadores do periódicoISSN: 0305-0068 • E-ISSN: 1360-0486
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03050069529236
OpenAlexW2053458593
IdiomaEN
Citações recebidas7
Referências citadas2

The racial inequalities of the Rhodesian education system are outlined. The paper then assesses the conservativereforms of the transitional governmentof 'Zimbabwe-Rhodesia' (1978-80), and the more radical approach pursued since independence. A case study is made of nine secondary schools in Harare. The policies pursued are compared with the interim measures of the South African government since 1990, and lessons derived from the Zimbabwean experience are applied to the situation which will be inherited by the first post-apartheid government in South Africa. A new education strategy must seek to avoid the replacement of racial divisions with class divisions. It will need to re-think what the State can provide, and formulate strategies for funding what the State cannot provide, in order to minimise inequalities of opportunity

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