Educators and school governing bodies’ perceptions on rationalisation and redeployment in the Alfred-Nzo West District: advancing an argument for policy change

The focus of this study was to report on the exploration of educators and school governing body members’ perceptions on the aspects of rationalisation and redeployment in the Alfred Nzo West District. In 1996 the Department introduced a policy on rationalisation and redeployment of teachers, based on Resolution 3 of the Education Labour Relations Council (ELRC) with the aim of phasing in a learner – teacher ratio of 40:1 in primary schools and 35:1 in high schools. A case study design using a qualitative approach was adopted for the study. Data was gathered from ten purposively selected participants using semi-structured interviews, observations and documents reviews. A thematic approach was followed for the data analysis of this study. The overall findings of the study showed that the Department of Education followed a top-down approach with no interactive communication and consultation with school stakeholders during the implementation process of this policy. Participants cast doubt on principals’ understanding when implementing this policy, which inevitably leads to low morale, anxiety and uncertainty amongst teachers. It appears that this policy has not been internalized as an instrument to promote quality and access to schools, as it has been argued that the implementation thereof has resulted in lack of physical and human resources which is compromising the quality of teaching and learning. Moreover, participants were ambivalent about rationalisation and redeployment as an enabler and as a barrier to improvement as some participants view it as an alternative to retrenchment and a cost saving measure for the Department of Education. Given the aforementioned findings, it can be concluded that if the aims of rationalisation and redeployment are to be achieved, there is a need for policy chang