D02K03

Post date: Sep 27, 2016 5:32:5 AM

Epistemological access and basic education

Presenter

Heinie Brand started his initial professional training at the Paarl Training College obtaining a PED and HED. He continued his academic training at the University of Stellenbosch completing a BA.; B.Ed.; M.Ed. and Doctorate in Educational Philosophy with a focus on the role of self-education in establishing a democratic culture within the school milieu. 

Brand held the positions of Principal at Paarl Gymnasium and Eversdal Primary School, as well as part-time lecturer at Stellenbosch University. He became Director of Metro North Education District in 2012 before taking up the position of Director: Teacher Professional Development in 2016. 

Abstract

The early phases of the post - 1994 era in South Africa were marked by initiatives which focused primarily on reflecting on formal and informal access of learners and students to education. 

Changes resulted in reasonable levels of achievements amidst the existing socio-economic realities.  However, existing inequalities re-inforce the critical importance of providing learners with not only formal, but also epistemological access.   

In the Basic Education Sector, access is created primarily via the implementation of a curriculum which went through different stages of improvement in response to the needs of teachers and the system.  It is also mandatory that at the heart of considered developments, decisions and formulated policies, the provision of epistemological access needs to be secured. 

This presentation highlights a variety of key implementation imperatives towards improved epistemological access. It is true that impacting variables such as the status of the curriculum, bureaucratic levels, regulatory policy and resulting practices have the potential to impact on the daily delivery of basic education in the province. Specific role-players are challenged, however they are driven by the responsibility to deliver and secure spheres of learning and enable access. The presentation also attempts to highlight current innovative initiatives and successes to promote epistemological access.  

Finally, it is fundamental to this discourse, that at the deepest level, education and schooling takes place as a true humane engagement. Learners bring their own socio-capital to the classroom and may expect authentic guidance and support through unfiltered access. This human dimension is often recognised insufficiently. 

Presentation & Resources