governing teacher education colleges in south africa

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2 TABLE OF CONTENTS ACKNOWLEDGEMENTS 4 ACRONYMS 6 GOVERNING TEACHER EDUCATION COLLEGES IN SOUTH AFRICA: THE CASE OF THE GAUTENG PROVINCE 7 1. Introduction 7 2. Methodology 8 3. Overview of the current teacher education sector in Gauteng 10 3.1. College restructuring in the Gauteng Province 10 4. Competing discourses of governance 12 4.1. GEAR and Norms and Standards for Educators: implications for college governance 14 4.2. Governance in a context of conflict 15 4.3. Putting accountability on the agenda 15 4.4. Leadership and governance 16 5. The nature and purpose of teacher education colleges 18 6. State, social responsibility and institutional autonomy 21 6.1. Authority and accountability 22 7. Institutional governance 23 8. Structures of governance 26 8.1. Council versus college administration 26 8.2. The role of the rectorate 28 8.3. The administrative structure 28 8.4. Institutional administration vis-à-vis versus faculty 29 8.5. Faculty participation in college governance 31 8.6. Students and governance 32 9. The role of partnerships in college governance 33 10.1. College vis-à-vis surrounding community 35 10.2. Colleges vis-à-vis schools 37 10. Governance quality control procedures 38 11. Improving governance capacity: Common strategies 38 12. “Getting rid of dead wood and growing our own timber” 40 13. Conclusions and emerging trends 41 2
3 14. Bibliography 43 3
Page 1: GOVERNING TEACHER EDUCATION COLLEGE
Page 5 and 6: 5 meetings with representatives of
Page 7 and 8: GOVERNING TEACHER EDUCATION COLLEGE
Page 9 and 10: 9 issues and targets for the study.
Page 11 and 12: 11 central in determining the subsi
Page 13 and 14: 13 governance is not just a matter
Page 15 and 16: 15 There is increasing realisation
Page 17 and 18: leadership and governance with a fo
Page 19 and 20: 19 their mission and goals. 27 As C
Page 21 and 22: 21 may work, demand autonomy in the
Page 23 and 24: 23 relationship between the rector
Page 25 and 26: 25 (provincial matter) with its cen
Page 27 and 28: 27 The council was frequently refer
Page 29 and 30: 29 departmentalisation has however
Page 31 and 32: 31 authority structure” so that c
Page 33 and 34: 33 However, there is no ideal model
Page 35 and 36: 35 Linkages and partnerships are no
Page 37 and 38: 37 who were there to support them.
Page 39 and 40: 39 and ensure higher level of effic
Page 41 and 42: 41 Students and faculty argue that
Page 43 and 44: 43 The debate on affirmative action
Page 45 and 46: 45 Graystone J et al, "The new gove
Page 47: 47 Community College Review, 12(2).

governing teacher education colleges in south africa

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