Teacher Learning in a Community of Practice: A Case Study of ...

1.3.1 A brief outline of policy development in teacher education since the mid­
nineties
Policy development in teacher education has been prolific since the mid 1990s. While
Welch is ofthe view that efforts to base educational policy in South Africa on sound
research especially with regard to curriculum has at times been 'visionary' (Welch 2002),
Harley and Wedekind argue that the most influential and radical policy, namely, "...
C200S did not arise from a 'situational analysis' ofexisting realities. Teachers, and
probably most teacher educators, simply found themselves in a new curriculum world"
(Harley and Wedekind 2004: 199). Sayed (2004) concurs that South African education
policy comprises symbolic gestures and government initiatives that are out ofsync with
the 'realities on the ground' . He describes educational policy change in South Africa as
'symbolic rhetoric' (ibid.).
In 1994, the newly-elected government created one national and nine provincial
education departments, in terms ofthe interim constitution. The interim constitution
made provision for the establishment ofnew structures with legislative authority, such as
the Education Labour Relations Council (ELRC), South African Qualifications Authority
(SAQA), and the South African Council for Educators (SACE). In 1995, a significant
development in education legislation was the establishment of SAQA and the NQF
(National Qualifications Framework). Several policy documents emerged, including
White Papers 1 and 2, and the NCHE (National Council for Higher Education) report.
The National Education Policy Act and the South African Schools Act set out the
objectives, roles and responsibilities for the national and provincial departments, and
other education stakeholders. During this period, while broader structural and policy
formulation had progressed quite quickly, the quality ofeducation at the level ofschools
and classrooms remained unchanged (Parker 2002).
Nine new provincial government departments came into being in 1994. One ofthe first
initiatives ofthe national DoE was to commission a national Teacher Education Audit.
The focus ofthe audit was to analyse teacher demand, supply and utilisation, so as to
15