A critical analysis of problem representations in basic education policy in the democratic South Africa

[摘要] ENGLISH ABSTRACT: The thesis critically analyses problem representations identified within basic education policydocuments, dated between 1995 and 2015. These policy documents are identified in the thesisas: the White Paper on Education and Training of 1995, the Plan of Action: Improvingaccess to free and quality basic education for all, and lastly, the Action Plan to 2019:Towards the realisation of schooling 2030. Problem representations, in the thesis, refer to theexplicit and implicit representations of problems, as termed by Bacchi (1999). Bacchi's(2009) 'What's the problem represented to be? (WPR) approach is the foundation and theanalytical tool utilised within the thesis, and is set apart from conventional forms of policyanalysis. Part of its unconventional approach to policy analysis is its post-structuralismphilosophy, which also underpins the direction of this thesis.The thesis considers global trends in approaching policy analyses, and then focuses more onthe South African context. An in-depth analysis of literature reveals dominant themes andapproaches in education policy analysis in South Africa, which also indicates that the WPRapproach has never before been applied to education policy in South Africa. The WPRapproach in the thesis is the analytical tool that is applied, and it supports the qualitativeapproach undertaken in the research.The explicit and implicit representation of problems reveal patterns that are observed acrossall three policy documents, namely; the provision of physical infrastructure, compulsory andfree educations, management of the system and learner performance, early childhooddevelopment, teacher training and job satisfaction, and finally, the legacy of the past andinequality. Identification of problem representations and the application of the WPRapproach show the underlying assumptions made by policy documents that are embeddedwithin the explicit and implicit representations of problems. These assumptions bring aboutdifferent meanings and interpretations of what is classified as the 'problem'. The thesisemphasises the legacy of apartheid within the education system, and concludes that thedemocratic system expects learners who were previously disadvantaged – through the systemof apartheid – and who are disadvantaged now – through socio-economic inequalities – toachieve the same learner performance outcomes as those who do not experiencedisadvantages in any of these forms.

[发布机构] Stellenbosch University