This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.

This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.

This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.

This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.

This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.

This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.

No description available.

<p>The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo / s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo / s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo / s education in South Africa are also considered as they play major roles in women&rsquo / s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.</p>

More girls into science and technology have been a repeated goal in Swedish school politics for some decades. It has been called the gender equality issue. However, neither the ideas associated with science education nor the ideas associated with gender are obvious. The aim of the thesis is to analyse different views of gender, science and technology in Swedish educational policy, as they appear over time in the preparatory documents of the curricula of the nine year comprehensive compulsory school. The purpose is thus to understand the recurrent theme of “girls and science and technology”. The study is a text analysis and the empirical material consists of commission reports, government proposals, motions and minutes of the ensuing parliamentary debates. In the earliest documents girls and boys were described as opposites and their differences were emphasised. However these ideas were not unchallenged. Gender differences were toned down, variations within the genders were emphasised, and it was pointed out that boys and girls are not uniform groups. It was argued that calling areas and tasks female and male are conventions that can be broken. Proposals were made implying a breaking up of the strict boundary between girls’ and boys’ respective spheres of activity. Later a lot of the old ideas were recurring although society had changed. However clear attempts to break the gender borders were also repeated. In this ambition technology was central. From the early 1960s a girl choosing technology stands out as a symbol of a pupil making a gender-crossing choice.

This dissertation focuses on the municipality (the local authority) as a participant in Swedish educational policy. The reform of school governance in the 1990s, gave municipality wider authority in the educational field and a greater responsibility for education. Discussions about the equivalence of education were a key aspect in decentralising school governance and responsibility for education, and questions were raised about how equivalence would be affected by increased local influence on education. Since the meaning of equivalence had become contested in educational policy, the answer differed. In the dissertation, political discussions about the municipality and about equivalent education are merged, and together form a base for the main question: In what different ways are the municipality constructed as a participant in educational policy? The analysis is undertaken within a curriculum theory tradition and from a discourse theory perspective that focuses school and education as situated in a field of tension determined by social and political struggle. The research interest is directed to the world as constructed in language and communication. The empirical material studied in the dissertation consists of national political texts, texts from the National Agency for Education and interviews with local politicians (local authority committee members). From the analysis, three discourses about the municipality as a participant in educational policy are identified. These are: The municipality as responsible for performance, which centres the construction of the municipality on a responsibility for educational performance. All actions undertaken by the municipality are in the discourse defined within a framework of goal achievement and results. The municipality as a non-participant, where the municipality has no place in educational policy or realisation of the educational system. Education is considered as a matter between the state, the professionals and the families. The municipality as a political-ideological actor, where the municipality is constructed as a participant with scope to organise school on the basis of certain political and ideological principles. The ideological stance adopted by the political majority guides the municipality’s actions in the educational field. The discourses have tangible consequences for the shape which school education assumes on a day-to-day basis in municipalities. Depending on which discourse that dominates a municipality’s understanding of its own role, the actions undertaken by that municipality will be more or less directed towards education performance, and more or less ideologically based. / Avhandlingen fokuserar kommunen som en part i Svensk utbildningspolitik. När styrningen av skolan reformerades i 1990-talets början fick kommunerna ett ökat ansvar för skolan, och större möjligheter och befogenheter att fatta beslut om hur den egna skolan ska organiseras. Diskussioner om utbildningens likvärdighet utgjorde en nyckelaspekt för den decentraliserade styrningen av och ansvaret för skolan, och frågan restes om hur likvärdigheten skulle påver-kas av ett ökat lokalt inflytande över utbildningsområdet. Eftersom betydelsen av likvärdighet hade blivit omstridd i den utbildningspolitiska debatten, fick frågan olika svar beroende på vilken innebörd som gavs begreppet likvärdighet. I avhandlingen förs de politiska diskussio-nerna om kommunens ansvar för skolan och om likvärdig utbildning samman, och dessa te-man utgör en helhet som ligger till grund för avhandlingens huvudfråga: På vilka olika sätt framträder kommunen som en part i utbildningspolitiken? Avhandlingens ansluter sig till en läroplansteoretisk tradition, och till ett diskursteoretiskt perspektiv där utbildningen och dess innehåll betraktas befinna sig i ett spänningsfält ytterst bestämt av sociala och politiska krafter i kamp. Forskningsintresset riktas mot världen som konstruerad i språk och kommunikation. Avhandlingens empiriska material består av natio-nella politiska texter, Skolverkstexter, kommunalpolitiska texter och intervjuer med kommu-nala skolpolitiker. Utifrån analysen kan tre diskurser om kommunen som en part i utbildningspolitiken identifie-ras. Dessa är: Kommunen som resultatansvarig, där konstruktionen av kommunen centreras kring ett ansvar för utbildningens resultat. Alla kommunens handlingar definieras i diskursen inom detta ram-verk av måluppnående och utbildningsresultat. Kommunen som icke-part, där kommunen inte ses ha någon uppgift i utbildningspolitiken eller skolans genomförande. Utbildning betraktas i diskursen som en angelägenhet mellan staten, skolans professionella och familjerna. Kommunen som politisk-ideologiskt handlande, där kommunen konstrueras som en part med utrymme att organisera skolan utifrån specifika politiska och ideologiska principer. De ideo-logiska ställningstaganden som görs av kommunens politiska majoritet är kraftigt vägledande för kommunens handlingar på utbildningsområdet och påverkar hur utbildning organiseras i kommunen. De olika diskurserna får påtagliga konsekvenser för hur den konkreta skolverksamheten tar form i en kommun. Beroende på vilken av diskurserna som dominerar en kommuns uppfatt-ning om sin egen roll, så kommer kommunens handlingar att vara mer eller mindre inriktade mot utbildningsresultat, och mer eller mindre politiskt-ideologiskt präglade.