​Overcoming Bantu Education in Post-Apartheid South Africa 

Since the end of apartheid in 1994, the bulk of educational reforms have stemmed from the 1996 Constitution, which requires education to be transformed and democratized in accordance with the values of human dignity, equality, human rights and freedom, non-racism and non sexism, and guarantees the right to basic education for all. It also guarantees the right to further education, which the state, through reasonable measures, must make progressively available and accessible (Joubert 80). The constitution brought the previous eighteen racially-divided education departments under one central department in order to efficiently address reform.

 

South African Schools Act 

 

The South African Schools Act of 1996 was one of the first steps toward concrete education reform. Becoming law in November 1996, its preamble explains the purpose of SASA: 

 

“…this country requires a new national system for schools which will redress past injustices in educational provision, provide an education of progressively high quality for all"  (qtd in Joubert 83). 

 

It also strives to "advance the democratic transformation of society, combat racism and sexism and all other forms of unfair discrimination and intolerance, contribute to the eradication of poverty and the economic well-being of society, and protect and advance our diverse cultures and languages" (qtd. in Joubert 83). 

 

The problem with this act came with financial constraints and bueracratic implementation: "implementing the provisions on school funding in the SASA has left the schools (especially the disadvantaged ones) destitute in their eagerness to match policies with practice" (Joubert 87). Furthermore, the act placed sole responsibility on governing bodies (which often consist of parents) to raise money, prepare an annual budget, enforce school payment fees and keep records. Because there is a high illiteracy rate among parents, the actual success of SASA remains unfounded (Joubert 88). 

 

In other words, although SASA set out to give power to school principals through democratic elections, many managers found themselves unable to put the law's resolutions into practice. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum 2005 and the Revised National Curriculum Statement 

 

A more recent attempt at post-apartheid education reform came with Curriculum 2005. This system was introduced as a way to move away from the repressive and discriminatory curriculum and instead adress skills, knowledge and values (Mouton, Louw, Strydom 1212). The curriculum, launched in 1997, had three underlying foundational principles: "firstly it was outcomes based, secondly it was located in the notion of integrated knowledge system and the third feature was the promotion of a learner-centred pedagogy" (Mouton, Louw, Strydom 1214). It also ensured that learners could get access to the curriculum that this new system specifically outlined subjects, assessment guidelines, performance indicators -- all of which rejected former policy. 

 

in 1999, the new minister of education instituted a review of Curriculum 2005, which became the Revised National Curriculum Statement. He found the following problems with C2005: 

• An overly complex curriculum policy 

• Inadequate management and coordination 

• Insufficient staff and finance 

• Inadequate teacher development 

• Limited curriculum development for teachers

(Mouton, Louw, Strydom 1215). 

 

These problems have resulted in continually dismal education statistics in South Africa today. For example, "in 2011, 65% of Grade 3s are not competent in literacy, 72% are not meeting the standard in languages and 70% are not able to do basic mathematics" (Mouton, Louw, Strydom 1215). 

 

Numbers like these validate arguments for further reform in post-apartheid South Africa.