Description
South African education does not lack law, policy, or intention.
It has a Constitution that is clear.
It has frameworks that are established.
It has leaders who are committed.
Yet the system continues to experience tension between what is promised and what is delivered.
This work begins with a simple observation:
many of the challenges in education are not only problems of resources or policy.
They are problems of judgment.
Specifically, how we interpret and respond to obstacles.
Some obstacles reflect failure.
Others reflect constraint.
The difficulty lies in distinguishing between them.
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