Original Research

‘Not waiting for the initiative to arrive’: Teachers promoting and sustaining reading

Monica Hendricks
Reading & Writing | Vol 4, No 1 | a24 | DOI: https://doi.org/10.4102/rw.v4i1.24 | © 2013 Monica Hendricks | This work is licensed under CC Attribution 4.0
Submitted: 14 June 2012 | Published: 15 April 2013

About the author(s)

Monica Hendricks, Institute for the Study of English in Africa, Rhodes University, South Africa


The phases of post-apartheid curriculum reform starting with Curriculum 2005, to the revisions ushered in by the National Curriculum Statements and the recent Curriculum and Assessment Policy Statements display a trend toward increasing prescription in terms of content to be taught and allocation of curriculum time per subject, both of which are useful. In order to prepare school teachers for these ongoing curriculum reforms and an increased assessment burden, the national and provincial Education Departments have held regular workshops and provided bursaries for teachers to embark on academic studies in their teaching field. In addition, estimates are that non-governmental sources have spent R1 billion annually since 1994 on school improvement and teacher development programmes.


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Crossref Citations

1. Let them speak: using reception analysis to understand children's relationship with fiction
Cathy O'Shea
Southern African Linguistics and Applied Language Studies  vol: 33  issue: 2  first page: 217  year: 2015  
doi: 10.2989/16073614.2015.1061894