Thesis (masters)--University of South Africa, 2001.

Inclusion has been adopted by the South African Department of Education as the policy for special needs· learners. This study explores the role of education managers in independent Christian schools in implementing this policy. A literature review and data gathered from interviews with principals of Christian schools which practise inclusion reveal that education managers have a vital role to play by offering leadership and vision to the inclusive school. They control the human and material resources required to bring about change towards greater inclusivity. Their accepting attitudes communicate to the community that all learners can belong in a school willing to accommodate them. The Biblical values that give the Christian school its reason for existence makes reaching out to those with special needs an imperative. Practical strategies for implementing inclusion are discussed in the context of organisational development and the management of change. / Educational Leadership and Management / M. Ed. (Education Management)

The history of South African education should not be swept under the carpet when contemporary matters on education are discussed. Public education was brought to life in order to perpetuate the ideals of separate education and apartheid. the school manager was essentially an extension of the ruling party. He or she had to inform his or her subordinates what the authorities demanded to be done in educational circles. The 1996 Constitution (Act 108 of 1996) effectively assured a democratic order which would guarantee the removal of Acts which were discriminatory in nature. The 1996 Constitution lay the foundation for a democratic and open society which has high regard for human rights, childrens' rights and in particular the right of learners to education. The public school must implement the stipulations of the Constitution and of the South African Schools Act (Act 84 of 1996) which aspire to be in line with international human rights documents like the 1948 Declaration of Human Rights and the 1989 Convention on the Rights of the Child. This study is essentially about learner's right to education and the role of the public school in assisting learners to realise this right. All considerations are based on the democratic constitutional dispensation in South Africa after 1994. The study finally illuminates the level of preparedness of the parent community in forming a partnership with the public school so that learners can be assisted in realsing their rights to education. / Educational Studies / M.Ed. (Education Management)

South African universities have embarked upon a wide range of initiatives to foster and acclimatise to new social development needs of the society. A significant area of change involved implementation of employment equity. This study investigated the manner in which universities manage employment equity.The composition of staff in higher education institutions fails to reflect the demographic realities of South Africa.As a result, black people and women are still severely under-represented, especially in senior academic management positions. Universities are slowly, but steadily redirecting their student bodies and staff to reflect the demographics of South African society applying fragmented effort and piecemeal approach. The “as is” statistical reports obtained from the Department of Labour were used to substantiate the progress being made in the selected universities. Quantitative research methods were employed to collect data. University of Pretoria, University of Witwatersrand, and Free State University were selected as the population and the academic managers (Heads of Departments, Directors of Schools, and Deans of Faculties) as the sample of the study. The study finds that white males still dominate in the universities and white females are adequately represented, particularly in the professional and academic categories. The academic managers responded less positively on retention strategies for academic staff, especially for the designated groups and the functionality of employment equity awareness campaigns. The study also outlined the success of employment equity factors that the academic managers indicated, such as their loyalties to the institutions, prospects of career development, and collegial relations. The study recommended proficient leadership to drive the employment equity process, development of employment equity strategy with reasonable goals, diversity management, retention strategy, and vigorous employment equity awareness. / Educational Leadership and Management / D. Ed. (Education Management)

Inclusion has been adopted by the South African Department of Education as the policy for special needs· learners. This study explores the role of education managers in independent Christian schools in implementing this policy. A literature review and data gathered from interviews with principals of Christian schools which practise inclusion reveal that education managers have a vital role to play by offering leadership and vision to the inclusive school. They control the human and material resources required to bring about change towards greater inclusivity. Their accepting attitudes communicate to the community that all learners can belong in a school willing to accommodate them. The Biblical values that give the Christian school its reason for existence makes reaching out to those with special needs an imperative. Practical strategies for implementing inclusion are discussed in the context of organisational development and the management of change. / Educational Leadership and Management / M. Ed. (Education Management)

The history of South African education should not be swept under the carpet when contemporary matters on education are discussed. Public education was brought to life in order to perpetuate the ideals of separate education and apartheid. the school manager was essentially an extension of the ruling party. He or she had to inform his or her subordinates what the authorities demanded to be done in educational circles. The 1996 Constitution (Act 108 of 1996) effectively assured a democratic order which would guarantee the removal of Acts which were discriminatory in nature. The 1996 Constitution lay the foundation for a democratic and open society which has high regard for human rights, childrens' rights and in particular the right of learners to education. The public school must implement the stipulations of the Constitution and of the South African Schools Act (Act 84 of 1996) which aspire to be in line with international human rights documents like the 1948 Declaration of Human Rights and the 1989 Convention on the Rights of the Child. This study is essentially about learner's right to education and the role of the public school in assisting learners to realise this right. All considerations are based on the democratic constitutional dispensation in South Africa after 1994. The study finally illuminates the level of preparedness of the parent community in forming a partnership with the public school so that learners can be assisted in realsing their rights to education. / Educational Studies / M.Ed. (Education Management)

South African universities have embarked upon a wide range of initiatives to foster and acclimatise to new social development needs of the society. A significant area of change involved implementation of employment equity. This study investigated the manner in which universities manage employment equity.The composition of staff in higher education institutions fails to reflect the demographic realities of South Africa.As a result, black people and women are still severely under-represented, especially in senior academic management positions. Universities are slowly, but steadily redirecting their student bodies and staff to reflect the demographics of South African society applying fragmented effort and piecemeal approach. The “as is” statistical reports obtained from the Department of Labour were used to substantiate the progress being made in the selected universities. Quantitative research methods were employed to collect data. University of Pretoria, University of Witwatersrand, and Free State University were selected as the population and the academic managers (Heads of Departments, Directors of Schools, and Deans of Faculties) as the sample of the study. The study finds that white males still dominate in the universities and white females are adequately represented, particularly in the professional and academic categories. The academic managers responded less positively on retention strategies for academic staff, especially for the designated groups and the functionality of employment equity awareness campaigns. The study also outlined the success of employment equity factors that the academic managers indicated, such as their loyalties to the institutions, prospects of career development, and collegial relations. The study recommended proficient leadership to drive the employment equity process, development of employment equity strategy with reasonable goals, diversity management, retention strategy, and vigorous employment equity awareness. / Educational Leadership and Management / D. Ed. (Education Management)

Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the country present as some of the challenges for educators. This qualitative study deals with the subjective experiences of educators in primary schools. The research indicates that when these challenges are addressed educators will be both, better supported and disposed, towards the implementation of inclusive education idealised as the panacea for social transformation in South Africa. / Educational Studies / M. Ed.

Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the country present as some of the challenges for educators. This qualitative study deals with the subjective experiences of educators in primary schools. The research indicates that when these challenges are addressed educators will be both, better supported and disposed, towards the implementation of inclusive education idealised as the panacea for social transformation in South Africa. / Educational Studies / M. Ed.