Educational Studies / MED (EDUC MANAGEMENT)

The aim of this research is to establish the extent to which principals of schools in Gauteng are implementing co-operative school governance. The shift to co-operative governance is a result of new legislation, and in particular the South African Schools Act 84 of 1996, which aims at redressing the inequalities of past legislation. To determine the extent, to which principals are engaged in co-operative governance, a questionnaire was designed to elicit essential information as to how co-operative governance has been practically implemented. The research attempted to evaluate the commitment and dedication of principals to the process of shared decision-making; decentralisation and accountability; to engendering healthy relations with governors; to ensure that legislation is complied with as regards the composition of governing bodies; and to encourage governors to attend training. / Educational Studies / M.Ed. (Education Management)

Rural education in South Africa, particularly within the black communities, has suffered neglect under Apartheid education policies. This has resulted in an array of problems which continue to beset the country's education system. The community, through its various institutions, has a major role to play in the whole education renewal process. The business sector is one such a community institution, which is directly affected by the quality of school education. Countries such as Britain and the U.S. provide excellent examples of close co-operation between business and schools in an effort to prepare pupils in accordance with the needs of the workplace. The qualitative study conducted in schools, within the Dzumeri community, showed that there is a dire need for business involvement with schools in order to address important areas of mutual concern. It is finally recommended that the government must formulate enabling policies, which will promote business education partnership activities and ensure proper coordination at all administrative levels / Educational Studies / M.Ed. (Comparative Education)

D.Ed. / The aim of this research is to explore affective, historical, social and educational factors that led to poor management or the break-down in school management due to local interest group structures in the Kathorus area. In order to achieve the designated goal the following aspects will be investigated: the opinion of members of variotis local interest group organisational structures regarding the role of school management in Kathorus; the level of commitment of these structures in school management/administration to achieve the culture of teaching and learning; identification of a suitable, practical strategy for overcoming the problems caused by the local interest group organisational structures at schools and local levels.

M.Ed. (Educational Guidance) / Truancy is a grave problem because truants are wasting their opportunities and are in danger of not becoming productive members of society. Teachers, parents, peers, psychologists, psychiatrists and other important people (see Chapter 5) can play a decisive role in preventing truancy. The literature study states that peer group pressure is one of the main causes of truancy (see Chapter 2) . An empirical research study has been done at Mamelodi high schools. Certain criteria were followed in order to identify truants (see Appendix B). Chapter 4 shows clearly the results of the research project. The significant findings are as follows : more truants are among std 9 than std 8 more truants than non-truants have failed three times or more more truants than non-truants expect to obtain lower marks in the coming examination ; more friends of truants than those of non- truants expect them to obtain lower marks in the coming examination ; truants have less friends than non-truants who are at school ; truants have less friends than those of non-truants who think they are good in their school work.

M.Ed. (Community Education) / The use of the school to address problems in society is accepted to an increasing extent. In this study it was endeavoured to establish whether the school could successfully be used as a changing agent. Determining factors which could exert an influence on the successful achievement of this objective were examined and a theory was developed for future use. It was established that the school could foster change in society through its educational and schooling functions. It is however also true that these changes are not initiated by the school. The school is in an unique position to accelerate the changes which have already taken place in society through an evolutionary process. The most important factors which can influence the successful use of the school as a changing agent are the following: The attitude of the Governing Authority in respect of the anticipated changes. The form of state and education systems. The availability of qualified teachers with a specific and unique combination of invaluable characteristics. The change orientated curriculum. The absence of any of these factors will delay or even wreck the use of the school as a changing agent. The presence, on the other hand, of the right attitude and form of government with an education system to enhance change will enable dedicated teachers to achieve the desired objective through a curriculum aimed at change. The theory formulated in this study could be used as a guideline in cases where the school could deliberately be used to promote specific changes in society.

M.Ed. (Educational Management) / Marketing in historically black public secondary schools in Phuthaditjhaba was never used as a management strategy by school principals. However principals ofindependent schools in the same region are using marketing to promote the image of their institutions in order to increase the enrolment of learners. These principals hold discussions with business men who evaluate their school programmes with the purpose of Keeping pace with the external environment. The failure to market the public secondary schools has a negative impact on the image ofthese schools and on the attitude that the community adopts towards them. This attitude compels parents to remove their children from such schools and to relocate them to others where marketing of the institution is a daily process and where a sound relationship with both the private sector and the external community of the institution has been established...

D.Ed. (Educational Psychology) / Child-headed households are becoming increasingly prevalent in the absences of parents, especially in township and rural communities. Parents become absent for different reasons, such as needing to find employment away from home or falling ill and dying. Many extended families can no longer financially afford to care for the children within their own homes. Often different family members will take in siblings as they are unable to accommodate them all in their home due to lack of space or financial resources. As a result siblings would be scattered within the extended family. Child-headed households have become a solution whereby siblings could keep living together as a unit as well as staying within their known environment. Often, however, the responsibility of managing the households would be placed on the adolescent girls due to gender-role division. This could leave the girls vulnerable to the possibility of dropping out of school as managing a household, caring for younger siblings and keeping up with academic responsibilities places adolescent girls under intense pressure. The research focused on the gendered experiences of African adolescent girls from child-headed households in Orlando-West, Soweto. A qualitative research approach was used and the study was conducted by means of a hermeneutic phenomenological case study research design. Feminism, as a paradigm and main theoretical orientation, framed the study and findings. The data collection methods included two focus group interviews, one group of girls and one of boys. Three specifically selected girl participants living within the contexts of a child-headed home were selected. Over eight months and by means of individual interviews, the completion of a booklet and photo-voice activities the participants shared their gendered experiences with me within the contexts of a child-headed household. The findings of the data analysis indicated that adolescent girls from child-headed households specific to this study had to make meaning of their lives whilst still being influenced by patriarchal cultural practices and traditions from the past. The division of household chores in the home as modelled by parents was an instrumental factor in initiating gender inequality. The second theme related to the adolescent girls’ daily struggles in adverse circumstances as they had to make meaning and continually adjust to living arrangements that were not always stable. By virtue of their gender, dangers from the community were persistent. Living as a girl within a child-headed household also meant being confronted daily with the socio-economic hardships that influenced being able to attain academic support at school, and purchasing toiletries, food and daily necessities for their families.

M.Ed. / This study was undertaken out of concern for the many youths in the community of Lotus Gardens who were involved in deviant and delinquent behaviour in and out of school. The findings of the essay describe possible factors that placed these youth at risk of dropping out of school and impacts on their social and emotional development. Their views regarding out-of-school programmes were investigated, as well as the different types of community programmes that could be introduced for the remediation and support of at risk youth. The research was carried out with seven at risk youth from the Lotus Gardens Secondary School who also resided in Lotus Gardens. The seven participants were interviewed in a focus group as well as individually. The data collected was analysed through open coding. The analysis brought to the fore numerous insights. The first was, that various factors combined to place youth at risk of dropping out of school. These could be broadly related to the family, the school, the environment, and the influence of peers. The second important insight, was that the entire school system needed to change to effectively address the complex problems faced by at risk youth. This included a change in the attitude of teachers and an amendment to the curriculum. The school itself, in future, needs to become more community orientated and function as a community facility to eliminate some root causes which place youth at risk. Thirdly, the inquiry showed that there was overwhelming support for the idea of community education programmes, not only to support at risk youth, but to assist youth in general, and parents and the community as a whole. The study revealed that through these programmes, stronger family ties would develop, thereby laying the foundation for a sense of community. This would address some of the factors that place youth at risk and may even eliminate others. In the light of the above analysis it is recommended that, from a community education perspective, the concept of a core-plus school, be given serious consideration. If considered, it could guide the community in addressing some of the social problems faced by the community, which would encompass the problem of at risk youth. Furthermore, in the long term, it would empower the community to address other social problems they might face in today's decadent world.

Thesis (MEd (Special education))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The value of partnerships within the South African education system has for many years been emphasised by various researchers. It is only since the first democratic election in South Africa in 1994 that the government was committed to the extension of partnerships between schools, parents, learners and the community on both local and national level. In Article 29 of the Constitution (RSA, 1996a) parents are given the assurance that the state will execute their role as educational partner. The state also gives other partners enough scope to implement their educational partnerships according to their worldview and philosophy of life. The aim of this study was the exploration of challenges and mechanisms for partnership between three rural primary schools and the Department of Educational Psychology and Specialized Education, now referred to as the University of Stellenbosch (US), as tertiary institution. The needs expressed by the particular schools, the social consciousness role of the US within the community and thirdly the empowerment role of partnerships served as motivation for the study. A constructivist, interpretative paradigm was used and the research design can be classified as empirical research with primary data generating textual data. The literature review explored the challenges within systems, mechanisms for partnerships and different systems within partnerships in view of a meta-theoretical frame of reference. The research results regarding challenges within specific systems are summarized under three headings, namely positive findings, negative findings and differences of opinion. Results regarding the exploration of the partnership shows that the researcher throughout the study consistently recognised the uniqueness of each school; trusting relationships were established; the schools were continuously involved in all the processes; a partnership of collaboration was emphasised; the processes were continuously evaluated and the schools were predominantly positive about the collaborative partnership with the US. The findings of this study have important implications for the further exploration of partnerships between schools and persons and/or institutions on both local and national level. The positive results accomplished through this partnership with the three schools acts as motivation for further extension of partnerships. Recommendations serve as foundation for a partnership of consultation, collaboration and teamwork between schools and other systems. / AFRIKAANSE OPSOMMING: Die waarde van vennootskappe binne die Suid-Afrikaanse onderwys is reeds vir jare deur verskeie navorsers beklemtoon. Dit is egter eers sedert Suid-Afrika se eerste demokratiese verkiesing in 1994 dat die regering hom verbind het tot die uitbou van vennootskappe tussen skole, ouers, leerders en die gemeenskap op beide plaaslike en nasionale vlak. In Artikel 29 van die Grondwet (RSA, 1996a) word aan ouers die versekering gegee dat die staat sy rol as opvoedingvennoot sal deurvoer. Die staat gee ook aan ander vennote genoeg ruimte om hulopvoedende vennootskappe volgens hul bepaalde wêreld- en lewensbeskouing in skole uit te leef. Die doel van hierdie studie was die verkenning van uitdagings en meganismes tot vennootskap tussen drie landelike primêre skole en die Departement Opvoedkundige Sielkunde en Spesialiseringsonderwys, voortaan na verwys as die Universiteit van Stellenbosch (US), as tersiêre instelling. Die behoeftes uitgespreek deur die betrokke drie skole, die US se sosiale bewustheidsrol binne die gemeenskap en derdens die bemagtigingsrol wat vennootskappe inhou het as motivering gedien. Daar is vanuit 'n konstruktivistiese, interpretatiewe paradigma gewerk en die navorsingsontwerp kan geklassifiseer word as empiriese navorsing met primêre databronne wat tekstuele data genereer. Die literatuuroorsig het gepoog om aan die hand van 'n meta-teoretiese verwysingsraamwerk ondersoek in te stel na uitdagings binne sisteme, meganismes tot vennootskappe en verskillende sisteme binne vennootskappe. Die navorsingsbevindinge rakende uitdagings binne bepaalde sisteme word bondig saamgevat onder drie hoofde, naamlik positiewe bevindinge, negatiewe bevindinge en meningsverskille. Bevindinge ten opsigte van die verkenning van die vennootskap het aangetoon dat die navorser deurentyd die uniekheid van elke skool erken het; dat In vertrouensverhouding gebou is; dat die skole sover moontlik op In deurlopende basis in al die prosesse betrek is; dat die navorser deurlopend klem gelê het op In vennootskap van samewerking; dat prosesse deurlopend geëvalueer is en dat die skole oorwegend positief was oor die vennootskap van samewerking met die US. Die bevindinge van hierdie studie hou belangrike implikasies in vir die verdere verkenning van vennootskappe tussen skole en persone en/of instansies op beide plaaslike en nasionale vlak. Die positiewe resultate behaal deur hierdie vennootskap met die drie skole moet dien as aansporing vir verdere uitbouing van vennootskappe. Aanbevelings wat dien as grondslag vir 'n vennootskap van samewerking, konsultasie en spanwerk tussen skole en ander sisteme word gedoen.