Abstracts

95 political power within South Africa’s governing bodies. However, the linkage between SADTU and political parties is problematic for a host of reasons. Its political influence enables SADTU to resist accountability measures that could potentially keep the organization in check. SADTU frequently employs “cadre deployment” practices, in which they leverage their power and ability to offer loyal and active union members opportunities for higher-paying and more prominent positions, such as principals, school administrators, or DOE roles. According to City Press (May 2, 2014) “crooked SADTU officials are selling not only principals’ posts, but are manipulating the education system across provinces to control teachers’ appointments, retirement packages and transfers in return for bribes of as little as R6,500” (Volmink et al., 2016). SADTU has ensured that so long as you are a member, you can be appointed to whichever position you desire based on your militancy or the amount of money you pay upfront; selection for these important roles is not based simply on competence or professional suitability. These practices enable and perpetuate corruption within the education system, and, without significant change, they will continue to hinder any possible progress. The lack of accountability within SADTU relates to how they operate as an organization; SADTU has embraced the same model used by industrial unions, which is rare for teacher organizations in more developed countries. SADTU functions in a way that essentially treats its teachers as members of the working class who need protection from harsh working conditions. In many ways, this downgrades the idea of the teaching profession, making many teachers more vulnerable and the job itself less desirable. This model also increases tensions between SADTU and the DBE. SADTU sees DBE as a “capitalist exploiter of labour,” and the conflict between these two forces is not over policy and school rights but rather over power and control (Volmink et al., 2016). The relationship between SADTU and DBE is strictly conflictual, and therefore the real interests of both teachers and students are not being addressed properly; the consistent infighting and power struggles have not led and will not lead to real policy change. An industrial union model is not well suited to the best interests of teachers and students; instead, it prioritizes money and militant loyalty to the union. Available Options to Explore This section outlines a few suggestions for the South African DOE to consider in order to improve the education system. A shift toward the Collaboration Schools model, reorganized funding and a move away from trade unions, and implementation of a sustainable Teach For America (TFA)–style program in South Africa all could contribute to a more progressive and successful public education system. Collaboration Schools The future of South African education is not all bad, as many new initiatives are enriching the learning experience for children regardless of geographic location or socioeconomic status. Collaboration Schools are one example of a successful initiative. These schools were piloted in the Western Cape and are largely influenced by academies in England and charter schools in the United States. These schools are funded by the state but are run by independent operators (Ark Schools, 2020). SADTU strongly opposes Collaboration Schools; however, parents and teachers alike have been impressed with the results. Collaboration Schools inject much needed competition into the market while proving to be a stronger alternative to the current public educational system. They also serve as incubators for new approaches to teacher training and hiring, instructional practices, and curricular innovations. Other prominent examples include the SPARK School and the African School for Excellence, both located in Johannesburg. These schools operate as low-cost private schools, spending the same amount per pupil as the average public state school. Students enjoy longer class days, small classroom sizes, and a combination of whole- group instruction and targeted instruction in an effort to meet the needs of all children. SPARK Schools excel in numerous facets of the educational model; they rely heavily