From Apartheid Education to the Revised National Curriculum Statement: Pedagogy for Identity Formation and Nation Building in South Africa

Abstract

The transition from apartheid education to the present education system in South Africa has not been without problems. Debates on educational issues are always contentious because they involve many stakeholders such as politicians and ordinary communities. In the past, South African education reflected the fragmented society in which it was based, and it hardly created conscientious, critical citizens. Education as a means of undemocratic social control created individuals who were not only short changed but were also compartmentalised along racial and cultural lines. The system also failed to address the democratic principles based on access, full participation and equity. Currently, however, education is seen as a weapon of transformation. The Revised National Curriculum Statement (RNCS) sees education as a tool that could root the South African values enshrined in the Constitution. Democracy, social justice, non-racism, equality and reconciliation are among the fundamental values of the South African education system. On the one hand, market requirements emphasise the need to empower learners in the sciences as this has the potential to improve the economy. On the other hand, education needs to empower learners for effective citizenship and individual enrichment. In this paper, we trace the historical foundations of formal education. Thereafter, the focus falls on how the current RNCS enhances the meaningful participation of learners in society. We look at the potential of education for nation-building. It is also crucial to look at models that could magnify the value of education in post-apartheid South Africa.