ABSTRACT
In both Chapters 1 and 2 the concept of reform was examined in order to differentiate it from renewal as a change paradigm. Chapter 5 revisits the concept of reform by examining system level reforms as possible catalysts for a school’s renewal endeavours.
In this chapter the authors maintain that it is important to shy away from a templated school system where everything looks the same with very little real choice offered to parents in terms of programme alternatives, to a System of Schools, where each school is able to build its own unique character as a response to local community aspirations and expectations. A school where all stakeholders are bound together by a common set of social values and educational beliefs about quality learning and teaching to which they aspire.
We know that one template of schooling will not, and should not, fit all schools. Unfortunately, some educators are comfortable in allowing the locus of control to reside outside the school as it provides the opportunity to blame “the system”. However, such an orientation is disempowering and lends itself to the creation of teaching toxic cultures which are explained in later chapters. The argument is made here that enhanced community perceptions about the value of learning and teaching will be enhanced when schools are empowered with the authority to make decisions that more directly reflect the needs and aspirations of its stakeholders.
