Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The aim of this study is to research the establisment of a culture of learning in a childcare school. The appeal by the government of the establisment of a culture of learning, serves as background to this study. This appeal implies a change of attitude by both learners and educators with regard to the learning and teaching process. The objective of this change is to prioritize learning and teaching in schools. This will enable learners to effectively develope intelectually, personally and socially. The feasibility to transform the school to a learning organization , is being researched. In a learning organization , learning is being internalised. Transformation to a learning organization will ensure that the school keeps pace with, and make the neccesary adjustments relative to the change. In achieving the transformation to a learning organization, such a school can be sure that learning and teaching will remain a top priority. This study is a situational analysis of a childcare school, which requested to remain anonymous. This analysis clearly expose the lack of a culture of learning at this school, due to the cultural bagage of the learners, which are manifested in serious behavioral problems, and which in turn prevent an effective learning prosess. The behavioral problems impede an the educators abillity to teach effevtively. It leads to high stress levels and a low morale. It is very clear that this situation can only be remedied if the behavioral problems of the learners are effectively dealt with. The study begins with identifying the problems and setting the questions for research. In the ensuring chapters, a study of the literature, a situational analysis and proposed programme to establish a culture of learning, follows. The proposed programme, amongst others, put forward a strategy to eliminate the behavioral problems of learners as well as reducing the stress-levels of the educators. It uniformaly focusses on the role of the prinicipal in obviating the said encumbrances, and the transformation to a learning organization. The programme includes a comprehensive discussion of strategic planning as an instrument In establishing a culture of learning and transformation to a learning organization. The programme can possibly serve as a guideline for schools which accommodate large numbers oflearners with serious behavioral problems. / AFRIKAANSE OPSOMMING: Die vestiging van 'n leerkultuur in 'n kinderhuisskool is in hierdie studie ondersoek. Die studie is onderneem teen die agtergrond van die regenng se oproep om 'n leerkultuur in ons skole te vestig. Hierdie oproep impliseer 'n verandering in leerders en onderwysers se ingesteldheid ten opsigte van leer en onderwys. Hierdie verandering het dit ten doel dat leer en onderrig prioriteit in skole sal geniet. Die moontlikheid om die skool in 'n lerende organisasie te transformeer word ondersoek. In 'n lerende organisasie word leer geïnternaliseer. Transformasie na 'n lerende organisasie sal verseker dat die skool tred hou met verandering en die nodige koersaanpassings maak. Indien 'n skool daarin kan slaag om tot 'n lerende organisasie te transformeer sal dit verseker dat leer en onderrig altyd prioriteit by die skool sal bly. Hierdie studie is 'n situasie-analise van 'n kindershuisskool, wie op versoek anoniem wil bly. Vanuit die situasie-analise blyk dit duidelik dat daar nie 'n leerkultuur in die skool aanwesig is nie. Die leerders se kulturele bagasie, wat uitdrukking vind in ernstige gedragsprobleme, verhoed dat effektiewe leer plaasvind. Die gedragsprobleme kortwiek die onderwysers se werkverrigting aangesien dit aanleiding gee tot hoë stresvlakke en dus 'n lae moraal. Dit blyk baie duidelik dat dit slegs moontlik sal wees om 'n leerkultuur te vestig indien die leerders se gedragsprobleme effektief aangespreek kan word. Die studie begin deur die probleem en navorsingsvrae te stel. Die volgende hoofstukke behels 'n studie van die literatuur, die situasie-analise en 'n voorgestelde program om 'n leerkultuur in die skool te vestig. Die voorgestelde program doen, onder andere, strategieë aan die hand om die leerders se gedragsprobleme te elimineer en om die onderwysers se stresvlakke te laat daal. Dit fokus deurgaans op die prinsipaal se rol in die uitskakeling van bogenoemde hindernisse en sy rol in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie. Die program sluit 'n volledige bespreking van strategiese beplanning as instrument in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie in. Die program kan moontlik as riglyn dien vir skole wie groot getalle leerders met gedragsprobleme huisves.

Thesis (MEd)--University of Stellenbosch, 2004 / ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education in primary government schools of Lesotho has the potential to be thickly democratic. I hold that the Free and Compulsory Primary Education (2000) policy is a less democratic project because it is characterised by principles of thin democracy. My claim is that free and compulsory primary education in Lesotho can be more democratic if there is balance in the demand for equity of access in the FPE (2000) project. I hold that in order to succeed in further democratising the Free and Compulsory Primary Education (2000) programme, the whole process, but primarily the structures of education, should be anchored within thick democratic principles. Although primary education is regarded to have changed, this change has been illusory or superficial (meaning that it is still essentially the same as the colonial one), as it did not affect the structure and value systems governing the delivery of education. The reported conflicts that have come to the fore after independence have been mostly on matters of strategy rather than differences in terms of the values that drive the delivery of education in Lesotho. The focus of Lesotho's education has remained on an elitist and outwardly looking minority. This powerful minority remains geared towards the acquisition of a Western type of education driven by Western values. Lessons and opportunities that could have been learnt from Sotho (pre-colonial) educational experiences and which were regarded as democratic have been lost. I contend that a democratically driven education system has to draw its inspiration from the principles of thick democratic education. An effective and transformational educational system requires the commitment of those in political leadership as well as those in charge of education. This commitment must include a desire to implement an education system that transforms people's worldview qualitatively to put them at the service of their nation. I hold that the value of education in Lesotho can be successful when it is capable of producing men and women of the highest integrity, honesty, tolerance, responsibility and accountability. The education system should produce individuals who are hard working, patriotic, well mannered and committed to serving their society. Education should be able to equip each and everyone to contribute meaningfully to the development of the nation. Finally, the teaching of thick democratic attributes must be founded on the bedrock of a successful education system in Lesotho from the lowest classes or grades. KEYWORDS: Free and compulsory education, democratic education, quality education, equality in education, thick and thin democracy in Lesotho. / AFRIKAANSE OPSOMMING: Die belangrike vraag in hierdie tesis is of gratis en verpligte primêre onderwys in primêre skole in Lesotho die potensiaal het om "dik" demokraties te is. Myns insiens is die beleid van gratis en verpligte primêre onderwys (2000) 'n minder demokratiese projek aangesien dit deur die beginsels van onvoldoende ("dun") demokrasie gekenmerk word. Ek voer aan dat gratis en verpligte primêre onderwys in Lesotho meer demokraties kan wees indien daar 'n balans in die vraag na gelyke toegang in die Gratis Primêre Onderwys-projek (2000) bestaan. Ek meen verder dat die hele proses, maar hoofsaaklik die onderwysstrukture, in demokratiese beginsels veranker behoort te wees ten einde die verdemokratisering van die program vir gratis en verpligte primêre onderwys (2000) suksesvol deur te voer. Alhoewel daar gereken word dat primêre onderwys verander het, was hierdie verandering denkbeeldig of oppervlakkig (waarmee bedoel word dat dit steeds wesenlik dieselfde is as die koloniale onderwysstelsel), aangesien dit nie 'n invloed gehad het op die struktuur en waardestelsel wat die lewering van onderwys beheer nie. Die konflikte wat aangemeld is ná onafhanklikwording het meestal te make gehad met kwessies ten opsigte van strategie eerder as verskille met betrekking tot die waardes wat die lewering van onderwys in Lesotho beheer. Die fokus op onderwys in Lesotho het gerig gebly op 'n elitistiese en uitwaartse invloedryke minderheid wat ingeskakel het by die verwerwing van 'n Westerse soort onderwys wat deur Westerse waardes gedryf word. Lesse en geleenthede wat uit prekoloniale Sothoonderwyservaringe geleer kon word en wat as demokraties beskou kon word, het verlore gegaan. Myns insiens moet 'n demokraties-gedrewe onderwysstelsel sy inspirasie uit die beginsels van demokratiese onderwys kan put. 'n Doeltreffende en transformasionele onderwysstelsel vereis die verbintenis van diegene aan die roer van sake ten opsigte van leierskap in die gemeenskap sowel as diegene in beheer van onderwys. Hierdie verbintenis moet getemper word deur 'n behoefte aan die implementering van onderwys wat mense se wêreldbeskouing op kwalitatiewe wyse transformeer ten einde hulle in diens te stel van hulle nasie en die mense. Die waarde van onderwys in Lesotho kan slegs gesien word wanneer dit in staat is om mans en vroue van die hoogste integriteit, eerlikheid, verdraagsaamheid, verantwoordelikheid en aanspreeklikheid te lewer - hardwerkende, patriotiese, goedgemanierde mense wat daaraan toegewy is om hulle samelewing te dien. Onderwys behoort in staat te wees om 'n ieder en 'n elk toe te rus om op betekenisvolle wyse tot die ontwikkeling van die nasie by te dra. Laastens, die onderrig van "dik" demokratiese eienskappe moet gebou word op die basis van 'n suksesvolle onderwysstelsel in Lesotho vanaf die laagste klasse of grade. SLEUTELWOORDE: Gratis en verpligte onderwys, demokratiese onderwys, kwaliteit onderwys, gelyke onderwys, "dik" en "dun" demokrasie in Lesotho.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Literary and Cultural Studies / Master / Master of Arts

<p>During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions / amongst others is the training of human resource which is the most important of all.</p> <p>In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.</p>

This thesis investigated the relative extent to which traditional industrial arts objectives have been met in selected secondary schools in Delaware County, Indiana, as perceived by former secondary school industrial arts students.In addition, the thesis identified, based on the opinions of the respondents, which objectives should be emphasized in industrial arts at the secondary school level.A thirty-two-item questionnaire was used to collect data pertinent to the attainment of the objectives and their perceived order of importance. Tables were developed from the data analyzing the responses according to number and percentages on a four-point scale. Chi-square analysis was used to determine the significance of the findings at the .05 level.Over-all, the findings showed that the objectives studied had been met at acceptable, although varying, levels. Furthermore, the rank order of importance for the objectives as assigned by the respondents coincided very closely with their relative order of attainment as determined by the students' responses to the questionnaire.

The problem of this study was to describe a conceptual design for general education with interdisciplinary qualities leading to student self-understanding and continuous self-development. This study emerged out of the need to gain some insight into the causes of decline and/or abandonment of general education programs during periods of social disorganization, and to determine whether a relationship.exists between mounting social problems and the more intense kinds of problems experienced by college-age youth during these periods.

A Thesis presented for the Degree of Doctor of Philosophy in the University of the Witwatersrand, Johannesburg. December 1969, / No abstract

In a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study of entrepreneurial leadership to the education profession, examining the relationship between principal autonomy, a principal’s entrepreneurial orientation, school culture, and school performance. This study, supported by findings of numerous educational leadership studies, posits that a significant positive indirect relationship exists between a principal’s entrepreneurial orientation and school performance, with school culture as a mediating variable. It is proposed that a greater disposition to proactive and risky behaviors in pursuit of innovation will correlate with greater cultural innovativeness, leading to higher levels of school performance. The contribution this study makes is both theoretical and practical. Theoretically, it adds a new dimension to the educational leadership literature by investigating the potential effectiveness of entrepreneurial leadership in improving teaching and learning in American schools, and the impact of risk taking, innovativeness, and proactiveness as individual distinct determinants of school performance. Practically, the study could identify new dispositions valuable to principals in efforts to improve their school’s performance. The study uses a nonexperimental, quantitative research design to explore these relationships, using correlational and regression analyses. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape policy solutions from within and without government—try to break through the barriers of incremental politics. As important as this role is to the influencing and structuring of higher educational policy, it has not yet been explored. This study fills this gap in the extant literature by cataloging the characteristics and skills that enable higher education policy entrepreneurs at the state and national levels to persevere and accomplish sustainable and innovative higher education reforms over time. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection