An analysis of the nature and function of the education policies at colleges of education in the National States in South Africa

Abstract

The purpose of this study was to investigate how the educational policies formulated by the Department of Education and Training as well as the Departments cf Education and Culture, influence the functioning of the colleges of education in the National States in South Africa. It was also to determine the extent to which policies, evolved within the colleges themselves, are-af-feeted—by—interventions from the various Departments and political movements.

Methods of research included, among others, interviews of college rectors, lecturers and students, serving teachers and some educators attached to the Departments of Education and Culture. This researcher intended to establish how these people perceive the influence and impact of these policies on the selected sample of Colleges of Education in the National States.

The literature review revealed that policy serves as a guide and a source of reference in any given venture, involving a choice amongst a wide range of alterntives; and that it provides a reasonable guarantee that there will be consistency and continuity in the decisions that are made. This investigation demonstrated, however, that there is a stigma attached to policies formulated by the Education Departments in the National States. This is due to the negative perception that the National States are illegitimate administrative structures created to perpertuate apartheid policies. The policies which are formulated by the Department of Education and Training are also challenged by the students in particular, and lecturers in general, who argue that these policies are oppressive and therefore unacceptable.

The negative perception held by students and lecturers on the current educational policies manifests itself in the emerging college culture of violence which is characterised by the rejection of current authority structures. Students seem to rely on coercion and intimidation as means of problem solving instead of the use of negotiation tactics. College policies therefore do not always serve as guides and thus cannot guarantee any consistency and continuity in the decisions that are made. In this way education policies do not empower the college authorities to be fully in charge of their institutions.

Emerging from these findings are the following recommendations: * that education policy makers should consider various options which will encourage a wider spectrum of consultation and involvement of interest groups, including Thompson's model of policy development and redefinition cycle (in Monahan, 1982), Muschkat1 s (1986) morphological model and those of Saran and Kogan.

that policy makers formulate policies which are based en the rule of law and on the principles of justice and fairness.

It is hoped that this research will be a source of reference for further research in policy studies undertaken -especially— for postgraduate studies. It will also serve as a useful source material for educational policies in South Africa, especially with regard to colleges of education.