The struggle to reform the state of South Africa's education: the post-apartheid experience

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dc.date.accessioned 2022-08-17T15:43:39Z
dc.date.available 2022-08-17T15:43:39Z
dc.date.issued 2016-08-04 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/9972
dc.description.abstract The purpose of this chapter is to assess how well the country has managed since the advent of democracy in 1994. The contribution describes the apartheid educational legacy. It also briefly reviews the reforms introduces by the post-apartheid government and its partners in the non-governmental sector. The chapter concludes with an assessment of the impact of these efforts. The data on which the chapter draws includes reports generated by the government and studies undertaken in an outside of the university community, including commissioned reports on initiatives undertaken by research agencies. en
dc.format.medium Print en
dc.publisher Routledge en
dc.subject IDENTITY en
dc.subject JUSTICE en
dc.subject POST APARTHEID SOUTH AFRICA en
dc.title The struggle to reform the state of South Africa's education: the post-apartheid experience en
dc.type Chapter in Monograph en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.BudgetYear 2016/17 en
dc.ResearchGroup Office of the CEO en
dc.SourceTitle Social justice and transformative learning: culture and identity in the United States and South Africa en
dc.SourceTitle.Editor Tomlinson-Clarke, S.M. en
dc.SourceTitle.Editor Clarke, D.L. en
dc.PlaceOfPublication New York, USA en
dc.ArchiveNumber 9280 en
dc.PageNumber 72-91 en
dc.outputnumber 8107 en
dc.bibliographictitle Soudien, C. (2016) The struggle to reform the state of South Africa's education: the post-apartheid experience. In: Tomlinson-Clarke, S.M. & Clarke, D.L. (eds).Social justice and transformative learning: culture and identity in the United States and South Africa. New York, USA: Routledge. 72-91. http://hdl.handle.net/20.500.11910/9972 en
dc.publicationyear 2016 en
dc.contributor.author1 Soudien, C. en


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