Elaine Browne.pdf - Nelson Mandela Metropolitan University

previously disadvantaged schools, predominantly as a result of the teachers’ inability to
implement the learning area.
Several stakeholders, authors and researchers reiterate the fundamental role of the teacher as
the core agent during any educational transformation process (Pudi 2006, 100; Fullan 1991,
117). Hence, this research study corroborates Rogan and Grayson’s claim (2003, 1172) that the
policy makers’ initial ‘good intentions’ did in fact not materialise, because insufficient attention
was given to the process of transformation itself, in other words, equipping the teachers to
implement the required changes. Whilst the policy makers focused on the ‘what’ of education
change, they neglected the ‘how’ (Rogan & Grayson 2003, 1172).
As such, this study questions the success of educational transformation in South Africa, sixteen
years after the demise of apartheid.
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