Policy intermediaries and the reform of e-Education in South Africa

Thirusellvan Vandeyar
  • British Journal of Educational Technology, January 2014, Wiley
  • DOI: 10.1111/bjet.12130

e-Education policy and systemic intermediaries

What is it about?

This study asks, how well are district and province’s e-learning officials equipped for the task of implementing the national e-Education policy? What are their roles in regard to the e-Education policy mandates? How well do they understand what is involved in supporting schools and teachers to implement policy? And, what needs to be done to develop capacity of policy intermediaries, so that they may function effectively as a crucial link between policy makers and policy intermediaries.

Why is it important?

First, in a developing country context, policy makers at national level must be aware of more effective methods with regard to the dissemination and communication of policy intent at the intermediary level. Secondly, intermediaries need to rethink their roles and become teachers of policy rather than mere policy regulators. Third, to build capacity of policy intermediaries, it is both necessary and crucial to develop their skills as appropriators, interpreters and learners of policy.

The following have contributed to this page: Dr Thirusellvan Vandeyar