SADTU News - Model C Schools
- SADTU
- Authors: SADTU
- Date: 1995
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/161012 , vital:40580
- Description: Model C Schools have created great controversy in recent educational policy debate. SADTU has joined the fray in opposition to the retention of these schools. Model C is a particular type of state aided school which is different to state aided schools like the farm schools that came under the authority of the former black Department of Education and Training (DET). The latter schools were mostly poorly resourced and inadequately staffed. Model C schools are state aided schools that have governing bodies elected by the parents, with power over a number of key functions of the school. These include control over admissions policy, the power to charge compulsory school fees and to raise funds by other means (e.g. renting out the school's property), the power to decide how the school's money is to be spent (e.g. school maintenance, the hiring of additional teachers and other staff, the buying of books and equipment, and the power to exercise influence over the hiring and disciplining of teachers). The system is unique among state- aided schools in that Model Cs are all former state schools in the privileged white school system. Nearly all inherited a sound infrastructure provided largely by the state in the form of school buildings, grounds, libraries, laboratories etc. They also inherited a well qualified teaching staff, whose training (the best in the country) was also partly the result of public subsidies. Model C has several strengths which has led to the ongoing controversy. Parental participation in the schooling of their children has been mobilised. The governing bodies actually have power over important aspects of the school in contrast to the old comparatively toothless management councils. This, it appears, has ensured that parents, whether they approve of Model C or not, take them much more seriously since the governing bodies can take decisions which materially affect them and their children's education. In addition, this model has mobilised private resources for education and ensured that a relatively high level of provision can be maintained while state funding is decreased. Money thus saved by the state - reportedly about R1 billion - can be diverted to redressing the inadequacies of African education.
- Full Text:
- Date Issued: 1995
- Authors: SADTU
- Date: 1995
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/161012 , vital:40580
- Description: Model C Schools have created great controversy in recent educational policy debate. SADTU has joined the fray in opposition to the retention of these schools. Model C is a particular type of state aided school which is different to state aided schools like the farm schools that came under the authority of the former black Department of Education and Training (DET). The latter schools were mostly poorly resourced and inadequately staffed. Model C schools are state aided schools that have governing bodies elected by the parents, with power over a number of key functions of the school. These include control over admissions policy, the power to charge compulsory school fees and to raise funds by other means (e.g. renting out the school's property), the power to decide how the school's money is to be spent (e.g. school maintenance, the hiring of additional teachers and other staff, the buying of books and equipment, and the power to exercise influence over the hiring and disciplining of teachers). The system is unique among state- aided schools in that Model Cs are all former state schools in the privileged white school system. Nearly all inherited a sound infrastructure provided largely by the state in the form of school buildings, grounds, libraries, laboratories etc. They also inherited a well qualified teaching staff, whose training (the best in the country) was also partly the result of public subsidies. Model C has several strengths which has led to the ongoing controversy. Parental participation in the schooling of their children has been mobilised. The governing bodies actually have power over important aspects of the school in contrast to the old comparatively toothless management councils. This, it appears, has ensured that parents, whether they approve of Model C or not, take them much more seriously since the governing bodies can take decisions which materially affect them and their children's education. In addition, this model has mobilised private resources for education and ensured that a relatively high level of provision can be maintained while state funding is decreased. Money thus saved by the state - reportedly about R1 billion - can be diverted to redressing the inadequacies of African education.
- Full Text:
- Date Issued: 1995
SADTU's third national congress
- SADTU
- Authors: SADTU
- Date: Jul 1995
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134562 , vital:37178
- Description: The Third Biennial Congress of the South African Democratic Teachers Union (Sadtu) is one of the most important national events in the short but eventful history of this giant teacher union. This Congress takes place against the backround of unprecedented political transformation which was ushered in by the dawn of a new democracy in April 1994. History will proudly record Sadtu as one of those pioneering allies who fought resiliently to liberate the masses of our people and to eradicate Apartheid education and all its vestiges. This Congress, scheduled to be convened during the period 11-13 July 1995, will be graced by the presence of more that 700 accredited Sadtu delegates, 100 national observers and 20 international guests. This, in fact, will be the largest assembly of delegates at a Sadtu Congress since inception. Since its inception in 1990 Sadtu has been steadfast and persistent in its resolve to transform the education system in our country. The early 1990’s were an era of heightened levels of teacher consciousness which highlighted the plight of the South African teacher. It was during this period and thereafter that thousands of teachers swelled the ranks of Sadtu as it was viewed as a champion of teacher rights and an ideal vehicle for transformative changes as espoused by the teacher at the grassroots level. This significant shift of membership from established teacher associations disturbed the balance of power in the education terrain. In grasping the strategic initiative Sadtu was able to earn an enviable position in educational struggles.
- Full Text:
- Date Issued: Jul 1995
- Authors: SADTU
- Date: Jul 1995
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134562 , vital:37178
- Description: The Third Biennial Congress of the South African Democratic Teachers Union (Sadtu) is one of the most important national events in the short but eventful history of this giant teacher union. This Congress takes place against the backround of unprecedented political transformation which was ushered in by the dawn of a new democracy in April 1994. History will proudly record Sadtu as one of those pioneering allies who fought resiliently to liberate the masses of our people and to eradicate Apartheid education and all its vestiges. This Congress, scheduled to be convened during the period 11-13 July 1995, will be graced by the presence of more that 700 accredited Sadtu delegates, 100 national observers and 20 international guests. This, in fact, will be the largest assembly of delegates at a Sadtu Congress since inception. Since its inception in 1990 Sadtu has been steadfast and persistent in its resolve to transform the education system in our country. The early 1990’s were an era of heightened levels of teacher consciousness which highlighted the plight of the South African teacher. It was during this period and thereafter that thousands of teachers swelled the ranks of Sadtu as it was viewed as a champion of teacher rights and an ideal vehicle for transformative changes as espoused by the teacher at the grassroots level. This significant shift of membership from established teacher associations disturbed the balance of power in the education terrain. In grasping the strategic initiative Sadtu was able to earn an enviable position in educational struggles.
- Full Text:
- Date Issued: Jul 1995
Message from the President - Mr. B B Mabandla
- SADTU
- Authors: SADTU
- Date: Jul 1994
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134573 , vital:37179
- Description: On behalf of SADTU I wish to thank teachers generally and members of the Union in particular, for their valuable contribution to the success of the recent elections, The Union’s stated commitment to educate the masses on voting was demonstrated by the large numbers of our members who were involved in voter education in their respective communities. In spite of the high rate of illiteracy, there was a negligible number of spoilt papers. I also wish to congratulate Professor S .M.E. Bengu on being appointed National Minister of Education. We assure him and his colleagues in the provinces of the Union’s support as long as their dealings with teachers is democratic and not patronising. To all our Comrades who made it to parliament - both regionally and nationally - Congratulations! It is with a sense of pride and achievement that we South Africans of all persuasions, were able to pull off this remarkable feat that has ushered in, what appeared to some, an unattainable dream.
- Full Text:
- Date Issued: Jul 1994
- Authors: SADTU
- Date: Jul 1994
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134573 , vital:37179
- Description: On behalf of SADTU I wish to thank teachers generally and members of the Union in particular, for their valuable contribution to the success of the recent elections, The Union’s stated commitment to educate the masses on voting was demonstrated by the large numbers of our members who were involved in voter education in their respective communities. In spite of the high rate of illiteracy, there was a negligible number of spoilt papers. I also wish to congratulate Professor S .M.E. Bengu on being appointed National Minister of Education. We assure him and his colleagues in the provinces of the Union’s support as long as their dealings with teachers is democratic and not patronising. To all our Comrades who made it to parliament - both regionally and nationally - Congratulations! It is with a sense of pride and achievement that we South Africans of all persuasions, were able to pull off this remarkable feat that has ushered in, what appeared to some, an unattainable dream.
- Full Text:
- Date Issued: Jul 1994
SADTU Western Cape Bulletin - Vol 1
- SADTU
- Authors: SADTU
- Date: 1993
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134655 , vital:37187
- Description: We are forced to acknowledge the major strides which SADTU has made as a union representing the interests of its members. But with equal sobriety and honesty, we have to take stock of the enormous challenges which lie ahead of a union, which is still relatively weak, both structurally and programmatically. Several branches have not been functioning effectively because of the inconsistency of leadership and grassroots members. The crisis of commitment is also reflected in the irregularity of union meetings at site and branch level and the crisis-related activities of SADTU. Because of our weakness in local structures, we are thus forced to respond in a knee-jerk manner to each specific crisis, without consolidating, the members(or non-members) in a union building process.
- Full Text:
- Date Issued: 1993
- Authors: SADTU
- Date: 1993
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134655 , vital:37187
- Description: We are forced to acknowledge the major strides which SADTU has made as a union representing the interests of its members. But with equal sobriety and honesty, we have to take stock of the enormous challenges which lie ahead of a union, which is still relatively weak, both structurally and programmatically. Several branches have not been functioning effectively because of the inconsistency of leadership and grassroots members. The crisis of commitment is also reflected in the irregularity of union meetings at site and branch level and the crisis-related activities of SADTU. Because of our weakness in local structures, we are thus forced to respond in a knee-jerk manner to each specific crisis, without consolidating, the members(or non-members) in a union building process.
- Full Text:
- Date Issued: 1993
SADTU the Biggest Teachers’ Organisation in South Africa
- SADTU
- Authors: SADTU
- Date: Oct 1991
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134695 , vital:37191
- Description: During the past 12 months the South African Democratic Teachers’ Union (SADTU) recruited 37 947 teachers to the union, making SADTU the biggest union in South Africa today. With completed membership forms in excess of 15 000 still to be collected, SADTU can talk of an effective membership of 50 000 teachers, the SADTU president, Shepherd Mdladlana said during his address to Congress at Nasrec, Johannesburg. The SADTU membership further consists of teachers from all departments all over the country, making SADTU the only unitary, non-racial teachers’ union in the country. In his report to Congress, SADTU General Secretary, Randall van den Heever, pointed out that the most progressive members of all erstwhile organisations - newly emergent as well as established - occupied leadership positions within the union’s branch and regional structures, making SADTU the most well represented union of teachers from all sectors.
- Full Text:
- Date Issued: Oct 1991
- Authors: SADTU
- Date: Oct 1991
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134695 , vital:37191
- Description: During the past 12 months the South African Democratic Teachers’ Union (SADTU) recruited 37 947 teachers to the union, making SADTU the biggest union in South Africa today. With completed membership forms in excess of 15 000 still to be collected, SADTU can talk of an effective membership of 50 000 teachers, the SADTU president, Shepherd Mdladlana said during his address to Congress at Nasrec, Johannesburg. The SADTU membership further consists of teachers from all departments all over the country, making SADTU the only unitary, non-racial teachers’ union in the country. In his report to Congress, SADTU General Secretary, Randall van den Heever, pointed out that the most progressive members of all erstwhile organisations - newly emergent as well as established - occupied leadership positions within the union’s branch and regional structures, making SADTU the most well represented union of teachers from all sectors.
- Full Text:
- Date Issued: Oct 1991
- «
- ‹
- 1
- ›
- »