This study was designed to investigate the current policies and practices of secondary school governance in Eritrea. There is a basic need to investigate the nature of parental involvement in school governance, particularly in relation to policies enshrined in the Parent Teacher Association (PTA) guidelines. The study examined the parents' commitment to execute their school governance role properly and to determine their capacity to fulfil their responsibilities with respect to the powers and functions vested in them. Education was merely the domain of the school and parents were discouraged from interfering in matters of school governance, therefore parental participation has been very limited. Thus, the focus of the study was to investigate the prevailing problems that curtail parental involvement and identify appropriate strategies for improving and strengthening school governance.

This study was designed to investigate the current policies and practices of secondary school governance in Eritrea. There is a basic need to investigate the nature of parental involvement in school governance, particularly in relation to policies enshrined in the Parent Teacher Association (PTA) guidelines. The study examined the parents' commitment to execute their school governance role properly and to determine their capacity to fulfil their responsibilities with respect to the powers and functions vested in them. Education was merely the domain of the school and parents were discouraged from interfering in matters of school governance, therefore parental participation has been very limited. Thus, the focus of the study was to investigate the prevailing problems that curtail parental involvement and identify appropriate strategies for improving and strengthening school governance.

This qualitative inquiry explores a community-based art partnership called the semester programs that took place between Artpace San Antonio and Louis W. Fox Academic and Technical High School from 2004 until 2006. This narrative inquiry used interviews with artists and former Fox Tech art students involved in our program, along with my teacher/ researcher reflections, to make meaning from the data. The artists involved in the semester programs were Gary Sweeney, Daniel Guerrero, David Jurist, and Ethel Shipton. Former students interviewed include Eloy McGarity, Rosa Leija, John Contreras, and Jennelle Gomez, while I, Maria Leake represent the voice of the art teacher. Our stories of experience were analyzed and connections between situated learning theory, creativity theories, community-based art education, and memory research were all recognized as being exhibited during our community partnership programs. There were seven patterns and themes that were noted as occurring within each semester program, as well as notable distinctions. The patterns and themes from the data analysis suggest that our community partnership reflected the following: learning and creative expression went beyond the individual; networks of support and communication were available to all participants; challenges were acknowledged; empathy between participants was an unintentional outcome; working together as a community of practice facilitated personal interactions and connections; learning and creative expression went beyond the traditional curriculum; and educational benefits were realized by all participants.

Multi-standard classrooms are a distinctive feature of many South African farm schools. This study adopts an ethnographic approach in order to explore how classroom life in one particular Eastern Cape multistandard farm school classroom is shaped by a set of circumstances which influence the nature of teaching and learning in that classroom. The research focuses on the extent to which the difficulties associated with teaching a multi-standard class dictate the teacher's approach to lesson planning and style of teaching and how the resultant pattern of interaction influences language learning within a second language context. Data from a variety of sources, obtained primarily through classroom observations, interviews and questionnaires, is presented. Findings tend to indicate that the demands made on the teachers and pupils in terms of large, multi-standard classes, second language medium of instruction and lack of teaching aids, encourages the use of rote learning techniques which are not conducive to language learning. The pattern of interaction that predominates is a teacher-led series of questions and prompts followed by a chorus response from the pupils. This pattern tends to undermine the communicative aspects of language learning by reducing natural interaction and results in pupil passivity as language learners.

Significant changes have taken place in recent years in leadership theory and practice world wide. Theorizations of effective leadership have evolved from being authoritarian and task-centered to a model in which leaders are encouraged to look beyond their self-interest and prioritize the interests of the group. This study investigates the development of an alternative form of leadership through community building in two male school boarding houses. It attempts to ascertain whether students are able to work collaboratively towards developing an environment conducive to servant leadership. Structured according to the transformative research paradigm, this action research study was conducted in an independent school, Kingswood College, in Grahamstown, South Africa. The College is a traditional independent co-educational school that prides itself on producing leaders. As the school was in the process of reviewing its leadership system, it became an appropriate site to investigate the development of community and to explore possibilities for the emergence of an alternative form of leadership that would reflect the attributes of servant leadership. The participants in the study were volunteers from two boarding houses, who agreed to reflect on their perceptions and experiences of the way in which their houses functioned. My research findings show that through their willingness to engage in moral dialogue, students can transform their boarding houses into closely-knit communities bound together by shared values and beliefs. Closer relationships make for better understanding. As the leaders take on the responsibility of caring for their juniors, a moral obligation begins to manifest itself. Leaders will display the attributes of servant leadership if they are prepared to acknowledge in practice this moral obligation to serve others.

This study explores educational leadership development and social change strategies pioneered by one programme, the Educational Leadership Management and Development (ELMD) programme of the University of Fort Hare. The programme seeks to model a way of doing social and educational transformation through educational leadership development. Conceptually, the model was meant to draw together a number of education stakeholders operating at various levels of the schooling system to undergo the same programme of leadership development. The programme participants, who included district education officials, schools principals, members of school management teams, educators and members of School Governing Bodies, were to enrol as teams. They would work on learning tasks that were both academic and practical in nature, with an emphasis on experiential learning that leads to the creation of district and community networks of partners, development teams or forums and communities of practice, as well as the production and implementation of district and school development plans. Informed by this conceptual position, the study was structured by two underlying questions. First, whether the ELMD was re-inventing educational leadership beyond the traditional focus on principalship towards one that is inclusive of other education stakeholders. Second, how leadership development as a vehicle for social and educational change can be carried out. The research process was guided by a multi-paradigm perspective which drew heavily on the interpretive and critical science orientations. This led to the crafting of research methods that looked for data that would assist in an understanding of what was happening in the programme, as well as what power dynamics were at play and with what consequences for innovation. The evidence emanating from the study suggests a number of possibilities for consideration by future leadership development programme designers. First, the ELMD programme delivery design shows what can be done to draw participants from various levels of the schooling system, district, school and community and teach them educational leadership together in a mode that mobilizes them for change. Second, how social distance separating different levels of the education hierarchy and status consciousness may disappear gradually as people are brought together to work on tasks of mutual concern. Third, after a year of engagement with ELMD ideas and approach, the participants in the programme appeared to have started a journey of selftransformation towards becoming qualitatively different people who saw themselves as teams capable of tackling education and social problems in their schools and communities. These participants had begun to forge working networks, but the extent to which these could be characterized as knowledge ecosystems and communities of practice remains a question to explore. Fourth, that the current higher education accreditation policies and practices do not accommodate innovative learning approaches of the kind that the ELMD is developing. In this regard, the ELMD experienced difficulties in coming up with an assessment policy and practices which meet the academic as well as the practical developmental concerns of the programme. Fifth, programme instrumentalities and mandates that are put in place do not, in themselves, bring about change. The actual change comes about through the actions of human leadership capable of navigating between structural enablers and constraints.

In Namibia, parents are mainly responsible for the establishment of preschools in their communities. However, many preschools in rural areas are beset by problems such as poor basic infrastructure and a shortage of trained staff. In light of evidence that parent involvement in Early Childhood Development (ECD) programmes is beneficial, this study includes a literature review of parent involvement in rural preschools as well as the place and role of parents in BCD provision in Namibia. A qualitative investigation of parent involvement in four rural preschools in the Kavango region was conducted. The data were analysed, discussed and synthesised. Among others it was found that preschools do not have a clear policy on parent involvement and that both parents and teachers lack knowledge on home-school partnerships. Poor socioeconomic circumstances and a lack of leadership exacerbates the problem. Based on the findings, guidelines for improving home-school relationships are proposed. / Educational Studies / M.Ed (Comparative Education)

Parental involvement (PI) greatly benefits learners of all ages. The implementation of a PI programme would provide an effective and affordable means to address the needs of learners in Swaziland. The purpose of this study was to develop a PI programme for urban primary education in Swaziland. The literature revealed that while comprehensive PI programmes are most effective, PI in learning activities in the home and an appropriate parenting style are particularly beneficial and correlate more closely with learning success than family background factors. Nevertheless, a relationship between family background factors and PI exists. Furthermore there are numerous barriers to PI. However, the most important determinant of PI is the effort of teachers to involve parents. PI is particularly important at senior primary level, the level at which PI drops off spontaneously. In order to gain a more complete understanding of PI in this community, which would form the basis for an effective PI programme, a combined quantitative and qualitative approach was undertaken. A parental questionnaire was used to test quantitatively the affects of family background factors on three measures of PI and to determine the ways in which parents were involved, their attitudes to the schools, and the schools' efforts to involve them. Teacher and parent interviews and focus discussions were conducted following a qualitative ethnographic approach. The integrated quantitative and qualitative findings revealed a low level of PI. As a result of a lack of relevant policy, Swazi teachers had very little understanding of PI or their role in establishing it. Thus, schools generally practiced Swap's Protective Model such that parents had very few opportunities, and little encouragement, to become involved. Consequently, parents did not fully appreciate the importance of their involvement and did not always choose to become involved. The study revealed a number of barriers that further interfered with their involvement. The implications of the findings were discussed and recommendations for a PI programme that harnesses the strengths and addresses the weaknesses of this community were made. In order to improve educational practice, recommendations targeted each role player and type of PI separately. / Educational Studies / D.Ed.(Psychology of Education)

This study on parent involvement in Early Childhood Development in KwaZulu Natal investigates the experiences of educators and parents of the different types of parent and community involvement as set out in the Epstein typology. In order to investigate this phenomenon a thorough background of the theory and practice of the Epstein model has been provided. In addition the work of other researchers that support the Epstein typology of parent involvement forms an integral part of the discussions. As parent involvement is the key focus of the study, parent involvement in education before and after 1994 are discussed. In this regard relevant educational policy and legislation that are designed to increase the role of parents and the community in Early Childhood Development are highlighted. Parents' role in the provision of Early Childhood Development is explored. The provision of Early Childhood Development in KwaZulu Natal, which provides a backdrop for the investigation, is explained. In addition contextual factors that influence parent involvement in KwaZulu Natal are provided. The research methodology and the research design used in this study are described in detail. By means of a qualitative approach the experiences of a small sample of educators and parents in Early Childhood Development are explored using the six types of parent involvement that include parenting, communicating, volunteering, learning at home and collaborating with the community as set out in Epstein's comprehensive model. The experiences of educators and parents of Grade R learners of the six types of involvement have been included. Although all schools engage in some form of parent involvement, it is evident that not all schools involve parents in all types of parent involvement to the same extent. The study concludes with recommendations for developing strategies to involve parents more effectively in Early Childhood Development in KwaZulu Natal. / Educational Studies / D. Ed. (Comparative Education)

This research is undertaken in Vhembe region in Limpopo Province. Many researchers, on the subject of ‘parent involvement’, have conducted in-depth research; this means parental involvement is not a new term. According to St John and Griffith (1997:48-52), there are important benefits that teachers, learners and parents derive from parents’ participation in school programmes and activities such as healthy communication, generation of interest and building positive self-esteem and confidence, to mention but a few while their children attending school during pre-primary, primary and secondary level. The purpose of this study was to investigate whether parents in Vhembe District involved themselves in the education of their children. The population of a study included three schools in Vhembe, six parents from each sampled schools, six teachers from sampled schools and each principal from sampled schools. The purposeful sampling technique was used to select the participants. The findings are briefly that: -Few parents indicated their appreciation of parental involvement by suggesting ways in which they could become involved, it was clear that a developmental programme should be introduced to motivate parental involvement; -It also came to the attention of the researcher that most of the parents did not attend school meetings because of lack of proper communication; -Parents were silent about the monitoring and supervision of their children’s work while they are at home, which can result in better academic performance. Parents should have high expectations for their children’s future and academic achievement. -It emerged from the interviews that many factors present barriers to parental involvement; like parents’ limited education, economic status, lack of a school policy, poor communication and teachers’ attitude towards parents. Recommendations -From the conclusions drawn above, it is recommended that parental involvement workshops be organised for school managers, school teachers and parents. -To improve parents’ attendance of school meetings, teachers should provide them with an opportunity to communicate their expectations and concerns. -In relation to parents’ role in their children’s education, parents should be motivated to ensure that their children accomplish their goals. -Parents should be empowered with skills of self-confidence, so that they will realise that their children have potential. -Schools should encourage parents to play an important role as partners in their children’s education. / Educational Leadership and Management / M. Ed. (Educational Management)