Case study on information utilization in South Africa.

Autor/in	Claassen, J. C.
Titel	Case study on information utilization in South Africa.
Quelle	Aus: Rokicka, Wanda (Hrsg.): Educational documentation, research and decision-making. National case studies. Paris: Unesco (1999) S. 275-298Verfügbarkeit
Beigaben	Glossar
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsforschung; Entscheidung; Bildungssystem; Bildungspolitik; Bildungsinformation; Gesellschaftssystem; Politikberatung; Transformation; Informationsvermittlung; Südafrika (Staat)
Abstract	This case study ... is intended as an illustration of the relationship between research and policy decision-making in education in South Africa. The research project selected in this case study is the National Teacher Education Audit (NTEA) and the policy based on this research is the National Policy on Teacher Supply, Utilization and Development (TSUD). The context of this research and policy is the political transition towards representative democracy in South Africa in 1994, which has brought about a substantial transformation of society, both at the private and public level.... The case study is structured on guideline provided by the International Bureau of Education, which commissioned the study. Part one deals with educational information at national level, part two describes education policy-making from the decision-makers' perspective and part three from the researchers' perspective. In part four the personal observations of the author are expressed. He says that the reform process studied is a good example of using information in education to take better decisions. All the persons questioned by him agreed that no process had ever taken place before in South Africa where research an policy development have been so closely linked. However, this enthusiasm is tinged with a few reservations. The author highlights one problem first of all, which he thinks is a recurring feature, namely the bureaucratic inertia that systematically delays the introduction of new policies. Moreover, while the audit (NTEA) supplied to the Ministry contains a whole series of practical recommendations, the same is not true of the first implementation document (TSUD), which is full of commonplace remarks. The author expresses the fear, therefore, that this TSUD will lead only to political documents (such as a white paper, a bill or an act), which will have no effect on educational practice in the field. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)