Conversations about values in education in South Africa 2000 to 2005: A theoretical investigation

Abstract

The 'conversations' under investigation have all been initiated by the National Department of Education (DoE) and are identified in this thesis as the following: the Values Report (2000); Opening Pathways (2002), the Manifesto (2001); and the Baseline Report (2004). During 2000 the Minister of Education, who recognised the need for public discussion on values in education, appointed a working group to produce a document on values in education, namely the Values Report. That report proposed six values to be nurtured in schools. The DoE invited public comment on the Values Report and these comments were taken into account when a conference on values in education was held during February 2001, namely the Saamtrek Conference. Meanwhile, the DoE commissioned school-based research during 2000. The purpose of the research was to establish what meanings school communities assigned to the values that were proposed in the Values Report. The research findings were published in 2002, but an interim report, Opening Pathways, was published during 2001, and informed discussions at the Saamtrek Conference. The Manifesto was published later during 2001, and proposed ten values to be nurtured in schools. It also proposed sixteen educational strategies that could be employed to nurture these values. During 2004 the DoE again commissioned school-based research, the baseline research, which culminated in the Baseline Report. The purpose of the baseline research was to establish what were the perceptions and practices of school communities in respect of values and human rights. There was vigorous engagement with the issue of values in education during the first few years of the 21st century. During 2002 the DoE launched a Values in Education Programme of Action in order to promote the nurturing of values in education. One of the initiatives of this programme was the introduction of an Advanced Certificate in Education (ACE) programme aimed at practising teachers.