A review of SADTU Congress
- SADTU
- Authors: SADTU
- Date: 1995
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134551 , vital:37177
- Description: The Third SADTU Congress, held at the World Trade Centre in Kempton Park, was attended by over 800 delegates, representing 100 000 teachers country-wide. Delegates were elected at Branch level, ensuring grass roots participation in the highest decision making body of the Union. The Congress served to confirm SADTU’s position as the largest teacher Union in the country, and demonstrated a strongly unified focus around the theme: “Unionise and Reconstruct for Teacher Empowerment”. The success of any Congress must be measured against the aims it sets itself. Our Congress had two aims: to elect new leadership for the next two years, and to adopt resolutions which would inform the direction and programmes of the Union in this period. While we successfully completed the former task, we could only make a start on the second aspect - confirming the fact that the period we are entering is far more complex than before, and in need of extensive analysis and debate. We therefore mandated the SADTU National Council to formalise the adoption of resolutions arising from the reports. A Special National Council was convened on 25/26 August, with extended participation by regions, and the Congress report can now be finalised.
- Full Text:
- Date Issued: 1995
- Authors: SADTU
- Date: 1995
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/134551 , vital:37177
- Description: The Third SADTU Congress, held at the World Trade Centre in Kempton Park, was attended by over 800 delegates, representing 100 000 teachers country-wide. Delegates were elected at Branch level, ensuring grass roots participation in the highest decision making body of the Union. The Congress served to confirm SADTU’s position as the largest teacher Union in the country, and demonstrated a strongly unified focus around the theme: “Unionise and Reconstruct for Teacher Empowerment”. The success of any Congress must be measured against the aims it sets itself. Our Congress had two aims: to elect new leadership for the next two years, and to adopt resolutions which would inform the direction and programmes of the Union in this period. While we successfully completed the former task, we could only make a start on the second aspect - confirming the fact that the period we are entering is far more complex than before, and in need of extensive analysis and debate. We therefore mandated the SADTU National Council to formalise the adoption of resolutions arising from the reports. A Special National Council was convened on 25/26 August, with extended participation by regions, and the Congress report can now be finalised.
- Full Text:
- Date Issued: 1995
SADTU News - A review of SADTU Congress
- SADTU
- Authors: SADTU
- Date: 1995
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/118030 , vital:34586
- Description: The Third SADTU Congress, held at the World Trade Centre in Kempton Park, was attended by over 800 delegates, representing 100 000 teachers country-wide. Delegates were elected at Branch level, ensuring grass roots participation in the highest decision making body of the Union. The Congress served to confirm SADTU’s position as the largest teacher Union in the country, and demonstrated a strongly unified focus around the theme: “Unionise and Reconstruct for Teacher Empowerment”. The success of any Congress must be measured against the aims it sets itself. Our Congress had two aims: to elect new leadership for the next two years, and to adopt resolutions which would inform the direction and programmes of the Union in this period. While we successfully completed the former task, we could only make a start on the second aspect - confirming the fact that the period we are entering is far more complex than before, and in need of extensive analysis and debate. We therefore mandated the SADTU National Council to formalise the adoption of resolutions arising from the reports. A Special National Council was convened on 25/26 August, with extended participation by regions, and the Congress report can now be finalised.
- Full Text:
- Date Issued: 1995
- Authors: SADTU
- Date: 1995
- Subjects: SADTU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/118030 , vital:34586
- Description: The Third SADTU Congress, held at the World Trade Centre in Kempton Park, was attended by over 800 delegates, representing 100 000 teachers country-wide. Delegates were elected at Branch level, ensuring grass roots participation in the highest decision making body of the Union. The Congress served to confirm SADTU’s position as the largest teacher Union in the country, and demonstrated a strongly unified focus around the theme: “Unionise and Reconstruct for Teacher Empowerment”. The success of any Congress must be measured against the aims it sets itself. Our Congress had two aims: to elect new leadership for the next two years, and to adopt resolutions which would inform the direction and programmes of the Union in this period. While we successfully completed the former task, we could only make a start on the second aspect - confirming the fact that the period we are entering is far more complex than before, and in need of extensive analysis and debate. We therefore mandated the SADTU National Council to formalise the adoption of resolutions arising from the reports. A Special National Council was convened on 25/26 August, with extended participation by regions, and the Congress report can now be finalised.
- Full Text:
- Date Issued: 1995
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
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