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Action research on total quality education in a South African primary school.Hayward, Richard Pleydell Drury 06 1900 (has links)
The principles of Total Quality Management (TQM) have been used
in the business, commercial and industrial sectors to improve
both product and service. In a limited number of schools
worldwide, there have been attempts to adapt TQM theory and
practice to the educational management of institutions.
In this thesis there has been an attempt to adapt the TQM
philosophy to the field of educational practice. Quality tools
and techniques used in TQM organisations have been studied to
ascertain their applicability in schools. During the course of
the study, the researcher discerned the need to give TQM a
distinct identity within the domain of educational management.
In the management of schools, there are philosophies and
practices which are different from those encountered in noneducational
settings. The concept Total Quality Education (TQE)
was used to acknowledge this reality.
Action research was done over a three-year period at a South African co-educational public primary school. During the four
research cycles of looking, thinking and acting, TQE principles
were implemented in the school. Stakeholders such as parents,
learners and teachers identified areas for improvement of the
quality of education. Areas identified included the curriculum,
physical resources, extramural activities, staff development,
learning and financial management of the school. Quality tools
and techniques were applied by all stakeholders to effect the
desired improvements. In the fourth and last cycle of the
research a questionnaire was given to a sample of the parent
community. Progress made in the improvement of the quality of
education provided was noted and areas to be improved further
were identified.
The researcher submits that TQE can be meaningfully applied in South African schools. The various stakeholders can make
contributions to the betterment of schools. Through the
application of the principles of the TQE philosophy, it is
possible to transform South African schools into institutions where all learners can experience education of true quality. / Educational Leadership and Management / D. Ed. (Educational Management)
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Die invloed van die SA skolewet (1996) op dissipline in intermediêre skole in die Namakwa distrik van die Noord-Kaapprovinsie = The influence of the South African schools act (1996) on discipline in intermediate schools in the Namaqua district of the Northern Cape ProvinceHoorn, Lukas George 30 June 2006 (has links)
Die doel van hierdie studie van beperkte omvang is om inligting in te samel oor die probleem van dissipline soos dit manifesteer in Intermediêre Skole in die Namakwa Distrik van die Noord-Kaap Provinsie. Die aandag word toegespits op:
* wetgewing met betrekking tot dissipline in skole;
* soorte van probleme;
* faktore wat aanleiding gee tot probleme;
* maatreëls wat gebruik word om dissiplinêre probleme te hanteer en te voorkom.
Deur literatuurstudie word begrip en kennis verkry wat as agtergrond dien vir die kwalitatiewe ondersoek waardeur `n kontekstuele begrip verkry word van die ervaring van dissipline en probleme deur `n geselekteerde groep skoolhoofde van Intermediêre Skole in die Namakwa Distrik van die Noord-Kaapprovinsie. Ten slotte word voorstelle gemaak met die oog op die verbetering van `n komplekse situasie. / The aim of this study on a small scale is to gather information about the problem of discipline as manifested in Intermediate Schools in the Namaqua District of the Northern Cape Province. The attention is focused on:
* legislation in connection with discipline in schools;
* types of problems;
* factors that cause problems;
* measures to cope and prevent disciplinary problems. The study of literature provides understanding and knowledge that serves as background to the qualitative study by way of which a contextual understanding is developed of the experience of discipline and specific problems by a selected group of principals of Intermediate Schools in the Namaqua District of the Northern Cape Province. In conclusion proposals are made aimed at the improvement of a complex situation. / Educational Studies / M. Ed. (Educational Management)
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Sociální dovednosti učitelů angličtiny v edukačních interakcích na středních školách / Social Skills of English Teachers in Educational Interactions at Secondary SchoolsDvořák, Petr January 2014 (has links)
The aim of the dissertation is to define the requisite social skills of the English language teacher as a part of his/her professional competence, in the context of communicative language teaching in classroom interactions at secondary schools. The theoretical part is divided into four chapters. The first chapter addresses the processes involved in foreign language learning and acquisition. It first defines the linguo-didactic framework of the dissertation in terms of the functional communicative approach to language and communicative language teaching. The second chapter deals with the processes of interaction and communication at school with an emphasis on foreign language teaching. Attention is paid to functions and content of educational interactions as practised by the main stakeholders - the teachers and their adolescent pupils. The specifics of foreign language educational interaction and its social features are illustrated. The third chapter seeks to define social skills and their relationship to other skills in the professional competence of the English teacher. In the final chapter the theoretical discussion is summarized and social-skill aspects of foreign language educational interactions are defined. Specifically, these aspects are defined in terms of affect, classroom climate,...
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Education policy implementation in a society in transition : a multivariate systems approachRameshur, Harrilal. 01 1900 (has links)
At the best of times, education policy implementation is a difficult and
uncertain process. Taking this as a point of departure, the researcher
advanced the hypothesis that education policy implementation in a society
in transition:
is accompanied by a fragmentation of the pre-transition coherence in
interpersonal relations among policy actors;
is affected by a heightening of value conflicts and the emergence of
competing interpretive schemes;
is influenced by the perceived self-interest of policy actors;
is affected by changing power relationships and structural
adjustments; and
reflects a general weakening of interpersonal, cultural, and
structural linkages that had evolved in pre-transition years.
The Indian education system in South Africa was studied as an exemplar
of a system located in a society in transition.
The data collated by means of three research strategies - historical report, questionnaire, and structured interview - gave strong support to
the hypothesis. In addition, they pointed to the significance of
variables such as policy content and policy quality, political interference and pressure, bias and favouritism among senior officials,
religious, sectional, and language loyalties of participants, and loss
of job satisfaction and morale among policy actors.
These findings were discussed against the background of relevant
literature. This concluded in the development_gf a theoretical model to
explain education policy implementation in a society in transition.
Basically, the model suggests that socio-political struggles in the
larger society tend. to be replicated in the micro-contexts of the education system, producing fundamental alterations in the interpersonal,
cultural, and structural aspects of the system, a general weakening of
system linkages, and a progressive de-coupling of system components. All
these changes recursively impact on and are impacted on by policymaking
and policy implementation processes and outcomes. These impacts,
however, tend to occur in a non-standard, nonlinear manner. The
theoretical underpinnings of the model emerge from general systems
theory, modern social systems theory, chaos/ complexity theory, conflict
theory, structuration theory, organisation change theory, and loosely
coupled systems theory.
Finally, the study concludes with general propositions relating to
education policy implementation in a society in transition and a set of
research and management-oriented recommendations. / Educational Leadership and Management / D. Ed. (Educational Management)
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Veranderende rol van die skoolhoof in die staatsondersteunde (Model C-) skool in die RSARossouw, J. P. (Johannes Petrus), 1953- 06 1900 (has links)
Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot
mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van
staatsondersteunde (Model C-) skole.
In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die
bestuur van die personeel en die gemeenskapsbetrokkenheid.
bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level.
In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement
of schools, namely the management of state-aided (Model C) schools,
are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have
been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement
The research concluded with the following findings: A participatory, transparent management style is the key to effective and
successful self-management of schools. Financial management has caused the biggest single change in the task of the
principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school.
The principal, management body and parents ought to ensure that a
partnership is developed in which there is openness, mutual trust and
collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively.
The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.
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Educational change : the case of NewfoundlandVan Schalkwyk, Maria Catharina Dirkschen 11 1900 (has links)
Text in English, abstract in English and Afrikaans / Dramatic changes in Newfoundland's environment and global developments during the
past decade, significantly influenced growing demands for restructuring the education
system of Newfoundland. Responding to these demands, Newfoundland educators
succeeded in creating a single unified non-denominational education system which
became fully operational at the beginning of the 1998/99 school year. This
achievement has been hailed by the majority of Newfoundlanders as a monumental
landmark in the provinces' lengthy experience with denominational education. As well,
it is viewed as pivotal in achieving educational excellence and ensuring that children
receive a relevant education that will prepare them for the demands of the next century.
The former education system (which consisted of four separate denominational school
systems operated jointly by the church and the state) had become too cumbersome and inefficient, thus adversely affecting the quality of education. This thesis looks in particular at the contextual realities and perspectives that
influenced the demands for changing the system. Such factors as the declining school
population, economic conditions, technological developments, as well as legal and
political issues have distinctly changed the Newfoundland society during the past
number of years, hence the necessity to restructure the education system. The thesis
furthermore discusses the proposed government model for restructuring the system and
highlights the proposals for improving education. It also focuses briefly on the minority
rights issue in Canada, as this has bearing on the legal rights of the church to educate in Newfoundland and its current role within the new structure. An evaluation of Newfoundland's educational reform initiatives (which includes the
views of key educators in Newfoundland on these issues), deals with some of the
problem areas which currently exist within the new system. However, the focus centres
mainly on the obvious improvements in such areas as management, organization,
parent involvement, curriculum development, educational achievement and
accountability. The impact of these reforms on the social, educational and political
dimensions of the Newfoundland society will only become evident in time, yet they hold
the promise of having a lasting impact on educational achievement. The remarkable
feature of the whole reform process is, that it was achieved from within. / Die ingrypende veranderings wat die Newfoundlandse gemeenskap oor die afgelope
dekade ondergaan het, tesame met ontwikkelings op wereldvlak, het aanleiding gegee
tot toenemende eise om die onderwysstelsel van Newfoundland te herstruktureer.
Gevolglik onderneem die Newfoundlandse regering 'n omvattende herondersoek van
die onderwys wat lei tot die vorming van 'n enkele, openbare, ge'integreerde
onderwysstelsel wat aan die begin van die skooljaar 1998/99 in werking tree. Hierdie
prestasie word as 'n besondere keerpunt in die onderwys deur Newfoundlanders
beskou, aangesien die behoud en vooruitgang van die Newfoundlandse gemeenskap
en onderwys daardeur verseker word. Voorheen het die onderwysstelsel uit vier
afsonderlike kerkskoolstelsels bestaan wat gesamentlik deur die staat en kerk op alle
vlakke beheer en bestuur is. Hierdie eiesoortige struktuur het die onderwys al hoe meer belemmer en opvoedkundiges genoodsaak om dit te hersien. Hierdie studie kyk eerstens na die vergestaltende faktore en lewensbeskouings wat die
onderwys in Newfoundland ten diepste raak. Faktore soos dalende geboortegetalle,
ekonomiese toestande, tegnologiese en staatkundige ontwikkelings dra veral by tot die
veranderde leefwereld van die Newfoundlander en noop die regering om die
onderwysstelsel daarby aan te pas en 'n onderwysmodel vir die toekoms te ontwerp.
Hierdie onderwysmodel wat alle komponente asook die struktuur van die
onderwysstelsel aanraak, word vervolgens ontleed. Aandag word ook gewy aan die
kwessie van minderheidsregte in Kanada, omdat dit die kerk se reg om onderwys in
Newfoundland te bedryf, raak. Laastens word die onderwyshervormings vanuit sekere
perspektiewe in oenskou geneem en die standpunte van sommige Newfoundlandse
opvoedkundiges word gestel. In die slotbeskouing word ook enkele probleme
ge'identifiseer. Die bespreking word egter hoofsaaklik gewy aan aspekte van die
onderwys wat alreeds verbetering toon soos onder andere onderwysbeheer en
onderwysorganisasie, ouerbetrokkenheid, curriculumontwikkeling en onderwyskundige ontwikkeling. Die toekoms sal bepaal hoe hierdie omvangryke en omvattende onderwysveranderings
die sosio-kulturele dimensies van die Newfoundlandse gemeenskap sal be'invloed,
terwyl dit die belofte inhou om 'n dinamiese verbetering te bewerkstellig. / Educational Studies / D. Ed. (Comparative Education)
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Action research on total quality education in a South African primary school.Hayward, Richard Pleydell Drury 06 1900 (has links)
The principles of Total Quality Management (TQM) have been used
in the business, commercial and industrial sectors to improve
both product and service. In a limited number of schools
worldwide, there have been attempts to adapt TQM theory and
practice to the educational management of institutions.
In this thesis there has been an attempt to adapt the TQM
philosophy to the field of educational practice. Quality tools
and techniques used in TQM organisations have been studied to
ascertain their applicability in schools. During the course of
the study, the researcher discerned the need to give TQM a
distinct identity within the domain of educational management.
In the management of schools, there are philosophies and
practices which are different from those encountered in noneducational
settings. The concept Total Quality Education (TQE)
was used to acknowledge this reality.
Action research was done over a three-year period at a South African co-educational public primary school. During the four
research cycles of looking, thinking and acting, TQE principles
were implemented in the school. Stakeholders such as parents,
learners and teachers identified areas for improvement of the
quality of education. Areas identified included the curriculum,
physical resources, extramural activities, staff development,
learning and financial management of the school. Quality tools
and techniques were applied by all stakeholders to effect the
desired improvements. In the fourth and last cycle of the
research a questionnaire was given to a sample of the parent
community. Progress made in the improvement of the quality of
education provided was noted and areas to be improved further
were identified.
The researcher submits that TQE can be meaningfully applied in South African schools. The various stakeholders can make
contributions to the betterment of schools. Through the
application of the principles of the TQE philosophy, it is
possible to transform South African schools into institutions where all learners can experience education of true quality. / Educational Leadership and Management / D. Ed. (Educational Management)
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Psycho-educational intervention to improve the behaviour of children with attention-deficit/hyperactivity disorderClark, Mavis 11 1900 (has links)
Much has been said and written over recent years about Attention-Deficit/Hyperactivity
Disorder. There is a certain amount of confusion as to what exactly the condition
constitutes and controversy continues to rage regarding treatment.
A significant number of children appear to be affected. Previously, parents and teachers
·were blamed for failing to discipline effectively. Often, the difficulties remained
undiagnosed and untreated. Thanks to the wisdom of so many experts who have
generously shared their knowledge and considerable expertise, there is an increased
awareness of ADHD. Although there is no cure, there are ways to manage the difficulties.
However, early diagnosis and intervention is critical. Since many different symptoms are
associated with the disorder, a multi-modal treatment plan has been found to lead to a
better outcome.
For the purpose of this study, a multi-modal programme was planned to address the
needs of a small group of children with ADHD and their parents. The intention was to
empower the parents, within a supportive group environment, by providing them with
knowledge about the disorder and guidelines for managing the difficult behaviour. In
addition, an attempt was made to change the negative behaviour patterns of the children
through the medium of story-telling. It was hoped that by reducing the levels of parental
stress, parents would be more competent to cope with their educational demands, so that
their children could be guided more positively towards adulthood.
The results of the programme were positive. Teachers and parents reported better
behaviour by the children. The parents' stress levels were reduced. The parents
expressed greater understanding about the disorder and a hopefulness that they could
better manage their children. They felt they had benefitted from the advice given by other
parents who were facing similar challenges. However, they felt that a short-term
programme was insufficient to address all their needs and they expressed a need for ongoing
support. In view of the chronicity of the disorder and the constantly changing needs
of the child on his journey towards adulthood, cognisance was taken of the fact that longterm
intervention is essential. / Psychology of Education / D.Ed. (Psychology of Education)
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Psycho-educational intervention to improve the behaviour of children with attention-deficit/hyperactivity disorderClark, Mavis 11 1900 (has links)
Much has been said and written over recent years about Attention-Deficit/Hyperactivity
Disorder. There is a certain amount of confusion as to what exactly the condition
constitutes and controversy continues to rage regarding treatment.
A significant number of children appear to be affected. Previously, parents and teachers
·were blamed for failing to discipline effectively. Often, the difficulties remained
undiagnosed and untreated. Thanks to the wisdom of so many experts who have
generously shared their knowledge and considerable expertise, there is an increased
awareness of ADHD. Although there is no cure, there are ways to manage the difficulties.
However, early diagnosis and intervention is critical. Since many different symptoms are
associated with the disorder, a multi-modal treatment plan has been found to lead to a
better outcome.
For the purpose of this study, a multi-modal programme was planned to address the
needs of a small group of children with ADHD and their parents. The intention was to
empower the parents, within a supportive group environment, by providing them with
knowledge about the disorder and guidelines for managing the difficult behaviour. In
addition, an attempt was made to change the negative behaviour patterns of the children
through the medium of story-telling. It was hoped that by reducing the levels of parental
stress, parents would be more competent to cope with their educational demands, so that
their children could be guided more positively towards adulthood.
The results of the programme were positive. Teachers and parents reported better
behaviour by the children. The parents' stress levels were reduced. The parents
expressed greater understanding about the disorder and a hopefulness that they could
better manage their children. They felt they had benefitted from the advice given by other
parents who were facing similar challenges. However, they felt that a short-term
programme was insufficient to address all their needs and they expressed a need for ongoing
support. In view of the chronicity of the disorder and the constantly changing needs
of the child on his journey towards adulthood, cognisance was taken of the fact that longterm
intervention is essential. / Psychology of Education / D.Ed. (Psychology of Education)
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Management of the migration process of a TVET college to the Department of Higher Education and TrainingLa Cock, Wium 05 1900 (has links)
The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa.
A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality.
Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions.
The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented. / Educational Leadership and Management / M. Ed. (Education Management)
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