This study explores the necessity of stakeholder inclusivity, particularly the inclusivity of teachers, in the development of the national policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12 in the Department of Basic Education. Through the qualitative exploration of data drawn from in-depth interviews, the study found that bureaucracy and a top-down approach drives policy development in the basic education system of South Africa. While most of the stakeholders indicated that they are only consulted at a public comment phase of the policy development, they viewed this as asking for their endorsement as opposed to genuine and constructive inputs. As such, educational policy developer’s end up missing an opportunity to engage and learn from stakeholders and ultimately the policy reaches the implementation phase with loopholes. Therefore, adopting a consultative approach throughout the life cycle of the policy development with not only the body of stakeholders who have a say by virtue of their power, but also with those whose say was initially restricted as a result of having less influential power in the formulation of educational objectives, might be the breakthrough being strived for in developing policies that will lead to the achievement of quality learner outcomes.
Mini Dissertation (MPhil)--University of Pretoria, 2017.