This study has fulfilled its aim to examine the extent of the implications of temporary contractual employment of expatriate educators in public secondary schools in the South African education system.
The following are potentially new areas of research which can be explored by researchers and educationists embarking upon further studies:
• The perceptions of expatriate educators in public secondary schools in the South African education system on the effects of contractual temporary employment on motivation.
• A comparative study of the experiences of contractual employment of expatriate educators in South Africa and those in the UK, China, Australia and Qatar.
• A comparative study of the experiences of expatriate educators in private and public schools regarding contractual employment.
5.6 CONCLUSION
It is evident that the current contractual employment of expatriate educators is problematic.
This study reveals that the exclusion of expatriate educators into permanent employment posts amounts to an unjust and unconstitutional deed. However, these problems can be addressed if the Department of Education is more open-minded and understanding towards migrants, and embraces the skills that immigrant educators bring to the South African education system. There needs to be a shift in the manner in which expatriates are perceived.
According to Vanderyar et al (2014), many South African citizens perceive immigrants to be in competition for existing employment within the limited resources in the country.
Conversely, expatriate educators provide indispensable service in spheres that are required by the education system (Singh, 2013).Thus, it would be prudent for the Department of Education to review its current employment policies that seek to exclude expatriate educators from permanent employment, and in doing so, develop more flexible policies that are inclusive and embrace diversity.
58 LIST OF REFERENCES
Algotsson, E., & van Garderen, J. (2001). Towards a Responsible Framework for the Arrest, Detention and Repatriation of Illegal Foreigners: A Human Rights Perspective of the
Immigration Bill.
Anganoo, L.D. (2014). Migrant teachers experiences of teaching in primary schools in Johannesburg.
Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: looking at Trustworthiness Criteria.
Blackbeard, A., Brouard, J., Gunter, A., Marchant, J., Mofokeng, M., & Oberholser, E.
(2012). Spot on Geography grade 10 learnersbook. Pearson
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Chimanikire, D. P. (2005). Brain Drain: Causes and Economic Consequences for Africa.
In 27th AAPAM Annual Roundtable Conference, Livingstone, Zambia. Retrieved from h ttp://unpan1. un. org/intradoc/groups/public/documents/AAPAM/UNPAN025752. pdf.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Crush, J., Williams, V., &Peberdy, S. (2005). Migration in Southern Africa. A paper prepared for the Policy Analysis and Research Programme of the Global Commission on International Migration. Geneva: Global Commission on International Migration.
Deacon, J. (2013). Are fixed-term school governing body employment contracts for educators the best model for schools?. De Jure, 46(1), 63-75.
De Villiers, R. (2007). Migration from developing countries: The case of South African teachers to the United Kingdom. Perspectives in Education, 25(2), 67-76.
De Villiers, & Weda, Z. (2017). Zimbabwean teachers in South Africa: A transient-greener-pasture. South African Journal for educators.
Dinbabo, M. F. & Nyasula, T. (2015). Macroeconomic Immigration Determinants: an Analysis of ‘Pull’ Factors of International Migration to South Africa
Fredland, M. (2005). The personal employment contract. OUP.
59
Gawanas, B. (2009). The African Union: Concepts and implementation mechanisms relating to human rights. na.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-606.
Government Gazette. Republic of South Africa regulation gazette no:10199 vol 587 Pretoria 22 May 2014 no 37679 immigration Act, 2002 immigration regulations
Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. Sage.
Hull, G., Lefko-Everett, K. & Njozela, L., (2018). Defining Social Cohesion. (No 216).
Southern Africa Labour and Development Research Unit, University of Cape Town.
Kalitanyi, V., &Visser, K. (2010). African immigrants in South Africa: job takers or job creators?. South African Journal of Economic and Management Sciences, 13(4), 376-390.
Keevy, J., Green, W., &Manik, S. (2014). The status of migrant teachers in South Africa:
Implications for policy, research and practice. Pretoria: SAQA.
Kostoulas, A. (2014). Designing Better Questionnaires: Demographic Data. available from:
http://achilleaskostoulas.com/2014//01/28/designing-better-questionnaires-demographic-data/
(accessed: 23 October 2015)
Kuzituka, D. H. J. M. (2009). National identity and immigration from Africa: relationships between black South Africans and African immigrants in Yeoville, Johannesburg (Doctoral dissertation).
Larbi-Odam v. MEC for Education (North-West Province) and Another. Constitutional Court. 26 November 1997.
Lincoln, Ys and Guba E.G (1985). Naturalistic Inquiry: Newburry Park,. CA: Sage Publications
Maree, K. (2007). First steps in research. Van Schaik Publishers.
Marishane, R.N., & Botha, R.J. (2012). School Leadership A Changing Context: A case for school-based management. Van Schaik, Pretoria
McGregor, M., Dekker, A. H., Budeli, M., Manamela, E., & Tshoose, C. I. (2012). Labour law rules. Siber Ink, Cape Town, South Africa, Pages, 78.
60
McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry.
Pearson. New Jersey.
Moyo, I. & Nicolau, M. D. (2016). Remittances and development: Zimbabwean migrant teachers in South Africa and their impact on their Zimbabwean families. University of South Africa
Naidu, A. (2008). Education management and leadership: a South African perspective.
Oxford University Press.
Ngomane, T. S. (2010). The socio-economic impact of migration in South Africa: a case study of illegal Zimbabweans in Polokwane Municipality in the Limpopo Province (Doctoral dissertation).
Oosthuizen, I. J., & Botha, P. (2009). Aspects of education law. Van Schaik Publishers.
Ooshuizen, T. (2010). Management Success: A task focus. Future Vision Business Consultants Publishers
Perumal, J. C. (2015). Critical pedagogies of place: Educators’ personal and professional experiences of social (in) justice. Teaching and Teacher Education, 45,25-32.
Phethini v. Minister of Education and Others. Supreme Court of Appeal.27 May 2005 Rani, K., & Batool, Z. (2016). Impact of Political Instability and Foreign Direct Investment on Economic Development in Pakistan. Asian Economic and Financial Review, 6(2), 83-89.
Rasool, F., Botha, C. J., & Bisschoff, C. A. (2012). Push and pull factors in relation to skills shortages in South Africa. Journal of Social Sciences, 30(1), 11-20.
Republic of South Africa. (1996) Constitution of the Republic of South Africa. Pretoria:
Government Printer.
Republic of South Africa. (1996). The South African Schools Act, 84 of 1996. Pretoria:
Governement Printer.
Republic of South Africa. (1998). Employment of Educators Act. Act 76 of 1998. Pretoria:
Government Printer.
Republic of South Africa. (1995). Labour relations Act 66 of 1995. Pretoria: Government Printer
61
Republic of South Africa. (2008). National Qualifications Framework Act. Act 67 of 2008.
Pretoria: Government Printer.
Singh, S. K. (2013). Zimbabwean Teachers’ Experiences of Xenophobia in Limpopo Schools. Love thy Neighbours, 51.
Sinha, B. R. K. (2005). Human migration: concepts and approaches. Foldrajzi Ertesito, 3-4.
South African Council For Educators. (2011). Teacher Migration in South Africa: Advice to the Ministries of Basic and Higher Training
South Africa. (1999). Personnel Administration Measures. Government Notice 222 of 1999.
Government Gazette No. 19797, 18 February 1999. Pretoria: Government Printer.
South Africa. Department of Education. (2000). Criteria for the Recognition and Evaluation of Qualifications for Employment in Education based on the Norms and standards for educators. Pretoria: DOE
South Africa. Department of Education. (1995). Terms and conditions of employment of Educators.
South Africa. Department of Basic Education (2013) Guidelines for the filling of Vacancy Circulars: Educators Therapist and CS Promotions Posts.
South Africa. Department of Basic Education. (2016). Circular 02/2016 on the Guidelines for the employment of Foreign Educators.
South Africa. Department of Higher Education and Training. (2011). Policy on minimum Requirements for Teachers Education Qualifications. Pretoria: DHET
South Africa. Department of Higher Education and Training. 2013. Policy on Professional Qualifications for Lectures in Technical and vocational Education and Training. Pretoria.
DHET
South Africa. Department of Higer Education and Training. (2016). List of occupations in High demand: 2015. Retrieved May 20, www.dhet.gov.za/Gazette
South Africa. Department of Home Affairs. (2015). Statement by Minister Gigaba, during the debate on the recent outbreak of violence against foreign nationals in the National Assembly , Cape Town, on 16 April 2015 Retrieved May 20,
http//www.home- affairs.gov.za/index.php/statements-speeches/597-statement-on-the-recent-outbreuk-of-violence-against-foreign-nationals-in-the-national-assembly-cape-town-on-17-april-2015
62
South Africa. Department of Home Affairs. (2016). Different types of Work visas for South Africa. Retrieved July 8, from http://immigrationssa.com/2016/03/different-types-of-work-visas-for-south -africa/
South African Human Rights Commission (SAHRC). (2014). Retrieved from:
http://www.sahrc.org.za/home/index.php?ipkContentID=1
Stols, G. (2013) An investigation into the opportunity to learn that is available to Grade 12 mathematics learners. South African Journal of Education vol 33 n1 Pretoria
Thet, K. K. (2014). Pull and Push Factors of Migration: A Case Study in the Urban Area of Monywa Township, Myanmar. News from the World of Statistics.
Tati, G. (2008). The immigration issues in the post-apartheid South Africa: Discourses, policies and social repercussions. Espacepopulationssociétés. Space populations societies, (2008/3), 423-440.
Vandeyar, S. (2014). Student experiences of immigrant teachers in South Africanschools. Strategic Review for Southern Africa, 36(2), 156.
Vandeyar, S., Vandeyar, T., &Elufisan, K. (2014). Impediments to the successful reconstruction of African immigrant teachers' professional identities in South African schools. South African Journal of Education, 34(2), 01-20.
Weda, Z. L. (2012). Factors influencing the migration of teachers from Zimbabwe to South Africa.
63
APPENDICES
64 APPENDIX A
65
66 APPENDIX B
SECTION D: Signatures required for consent/assent
Project Title:
An analysis of the implications of the temporary contractual employment of expatriate educators in the South African Education system
Investigator: Moyakazi Evelyn Mthimkulu Masters
Date:
19 September 2017
I agree to be involved as a participant in the above research project.
I have read the research information sheet pertaining to this research project (or had it explained to me) and I understand the nature of the research and my role in it. I have had the opportunity to ask questions about my involvement in this study. I understand that my personal details (and any identity data) will be kept strictly confidential. I understand that I may withdraw my consent and participation in this study at any time without being penalised.
Name: _____________________________________________________________________
Surname: ___________________________________________________________________
67 APPENDIX C
Separate signatures are required for consent/assent to use video, audio or photographic recording.
(For all participants, parents, guardians and other stakeholders) Faculty of Education Research Ethics Committee
NHREC Reference Number REC-110613-036
VIDEO, AUDIO OR PHOTOGRAPHIC RECORDING
By law, separate consent or assent must be provided to indicate willingness to be video/audio recorded or photographed. Please provide your consent/ assent on this form:
Where applicable:
I willingly provide my consent/assent for using audio recording of my/the participant’s contributions.
I willingly provide my consent/assent for using video recording of my/the participant’s contributions.
I willingly provide my consent/assent for the use of photographs in this study.
Signature: ___________________________________________ Date: _____________
68 APPENDIX D
INTERVIEW QUESTIONS