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Appears in:
Pages: 5320-5329
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

SCHOOL EVALUATION TECHNICAL CAPACITY CRISIS: THE SOUTH AFRICAN EXPERIENCE

N. Govender, B. Grobler, R. Mestry

University of Johannesburg (SOUTH AFRICA)
Within the South African public school context, school evaluation is an example of a top-down school improvement mechanism which has been imposed by the post-apartheid government since 2001. The National Policy on Whole-school Evaluation (WSE Policy) mandates different education role-players to implement complementary internal and external whole-school evaluation processes culminating in the design of a compulsory school improvement plan (SIP). Although school evaluation is given a favourable policy implementation platform within the transforming public education landscape, several implementation difficulties perpetuate ―one key challenge being a lack of adequate technical evaluation capacity to undertake effective school evaluation. Technical evaluation capacity is understood as a set of interrelated data specific knowledge and skills ranging from a clearly articulated theory of change to rigorous data analysis and reporting. To this end, this study investigated the current technical evaluation capacity of school-based teaching and management staff to conduct effective school evaluation concurrently understanding how technical evaluation capacity manifests as a non-monolithic attribute across diverse school milieus in one of South Africa’s provinces, the Gauteng province. Using a qualitative study, the researchers explored, explained and interpreted the phenomenon of school evaluation, its processes, perspectives and experiences of a sampled group of school-based participants in relation to understanding the reciprocal implementation trajectory between technical evaluation expertise and school improvement dimensions. An interpretivist, non-probability sampling was used to select socially and culturally diverse cases from public secondary schools adhering to the research traditions underpinning focus-group and individual interviews. One of the main findings of the study revealed that there was a multi-layered deficiency of rigorous technical evaluation capacity across the public secondary school structure of the Gauteng province of South Africa. This technical capacity deficit contributed to school evaluation being fundamentally practised as a superficial once-off activity across diverse school milieus predominantly in support of compliance mandates, thus negatively impacting the relationship between school improvement policy and practice.
@InProceedings{GOVENDER2015SCH2,
author = {Govender, N. and Grobler, B. and Mestry, R.},
title = {SCHOOL EVALUATION TECHNICAL CAPACITY CRISIS: THE SOUTH AFRICAN EXPERIENCE},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {5320-5329}}
TY - CONF
AU - N. Govender AU - B. Grobler AU - R. Mestry
TI - SCHOOL EVALUATION TECHNICAL CAPACITY CRISIS: THE SOUTH AFRICAN EXPERIENCE
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 5320
EP - 5329
ER -
N. Govender, B. Grobler, R. Mestry (2015) SCHOOL EVALUATION TECHNICAL CAPACITY CRISIS: THE SOUTH AFRICAN EXPERIENCE, ICERI2015 Proceedings, pp. 5320-5329.
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