Tensions in the quality assurance processes in post‐apartheid South African schools

Bibliographic Data

ID11920388
AuthorsBarath Biputh (Durban University of Technology), Sioux Mckenna (0000-0002-1202-5999, University of KwaZulu-Natal, corresponding author)
Year2010
Volume40
Issue3
Pages279-291
Publication date2010-05-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057920902955892
OpenAlexW2019274426
LanguageEN
Citations received1
References cited11

This paper tracks the development of the Integrated Quality Management System in South African schools after the dismantling of apartheid in 1994. We argue that the quality processes that are now in place emerged in response to the autocratic school inspection systems that preceded them but did not sufficiently address the impact of educators’ experiences of the preceding systems. In the new democratic environment, it was important that new systems recognized the need for educator and school development. But given the breakdown of the culture of teaching and learning in South African schools, it is also not surprising that there was a concern that the new systems should ensure accountability. We analyse interviews with teachers to argue that the new system presents a tension between accountability and development processes which results in surface compliance rather than genuine engagement

Accountability · Autocracy · Business · Compliance (psychology · Democracy · Epistemology · Pedagogy · Political science · Public relations · Quality (philosophy · Quality assurance · School system · Service (business · Sociology · Educational Assessment and Improvement · Evaluation and Performance Assessment · Law · Psychology · Social Psychology · Teacher Education and Leadership Studies · Marketing

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