Development Policy and Science Education in South Africa: reflections on post-Fordism and praxis

Abstract

South African science education is in a state of flux as the new government embarks on a process of renewal and redress in education policy. Existing curricula reflect priorities that are not relevant to new needs, patterns of participation testify to systematic neglect of the science education of the mass of the population under apartheid. The paper argues that the first step in developing new policy is to understand the links between science and technology based development strategies and investment in science education. It then offers an analysis of innovations in production technology associated with 'best practice'; post-Fordist production methods and flexible specialisation that seem likely to have direct implications for the education system. The influence of these on the reform of science education is discussed in some detail. Finally, some reflections on the problems that arise when implementing educational innovations in conditions of rapid change are identified and explored.