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Comparative education: the construction of a fieldManzon, Maria January 2009 (has links)
The Best PhD Thesis in the Faculties of Architecture, Arts, Business & Economics, Education, Law and Social Sciences (University of Hong Kong), Li Ka Shing Prize, 2008-2009. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Comparative education the construction of a field /Manzon, Maria. January 2009 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 269-298). Also available in print.
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An evaluation of the principles of language learning, teaching and syllabus design towards a specification of a new English syllabus for intermediate level in the Punjab, PakistanShaffi-Mir, Surriya January 1991 (has links)
This dissertation explores why, even after nine years of studying the English language, graduates in the Punjab emerge with very deficient English. An examination of the currently prescribed syllabuses for the Secondary, Intermediate and Degree stages reveals that they are based on out-dated concepts of language teaching. They not only provide impoverished language content but fail to take into consideration the learners' actual needs. They are exclusively based on translation and 'dead language' techniques. Moreover, the examinations allow memorized answers to set questions which are repeated year after year. This dissertation examines the theoretical bases for a specification of a new syllabus. It considers the background of psychology, psycholinguistics, ELT theories and methodologies, and syllabus design, and attempts to develop a pragmatic approach toward the teaching of English in the Punjab. New syllabuses need to be proposed for all three stages of English language study. In this dissertation a proposed specification for the Intermediate stage is outlined, which, if adopted would function as a model for other stages. The specification is for a multi-dimensional syllabus, combining the benefits of both communicative and structuralist approaches, and taking full account of the needs of the particular learners involved and of the local context of education.
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EMPOWERMENT OF PRINCIPALS OF THE POST-PRIMARY SCHOOLS IN THE NORTHERN LESOTHO DISTRICTS: A FINANCIAL MANAGEMENT PERSPECTIVEShale, Matsola Justina 22 March 2011 (has links)
The pivotal role of empowering principals in school finance to acquire skills to make
more effective use of the scarce financial resources cannot be doubted in the current
education system. This study reflected on the training needs of the Leribe and Butha-
Buthe PPS principals in managing school finances, the results of which were utilised to
formulate guidelines for a training framework.
It was evident from the results of the investigation that principals sometimes
experienced difficulties when executing activities such as strategic planning and
budgeting, as well as controlling and monitoring finances â all very crucial areas of
financial management. Therefore, managers urgently need training to acquire the skills
and knowledge to overcome difficulties which could hamper the achievement of goals.
The training would probably assist managers to ensure that through empowering other
stakeholders, the school finances will be managed in a manner that will respond to the
needs of the learners. It is therefore anticipated that better financial management in the schools will mean better education for the present and future Basotho generations.
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INKLUSIEWE ONDERWYS: 'N BESTUURSPERSPEKTIEF.Jacobs, Lynette 13 June 2005 (has links)
Inclusive Education is an ideal currently being sought after and being realised in different
ways in different countries across the globe. The Constitution of South Africa (RSA
1996a) paved the way for democracy and the accommodation of diversity. These
principles also formed the foundation for the formulation of a distinctive policy for South
Africa regarding inclusive education that was accepted in 2001. Inclusive education is,
therefore , a reality that school managers must progressively deal with on a daily base.
The predicament, however for the majority of the current school managers, is that they
were trained for, and until now predominantly functioned in, a mainly exclusive education
environment and thus have little or no knowledge regarding inclusivity. This implies that
they are probably not sufficiently empowered to implement inclusive education. Against
this background, the investigation was undertaken in order to describe the role of school
management in the implementation of inclusive education in schools.
A comprehensive literature study was undertaken to encompass relevant international
and national policies. Available literature on the experiences of educators and school
managers across the world were also scrutinised to obtain relevant information. This
was followed by a quantitative investigation amongst school managers of non-inclusive
schools in the Motheo district the Free State aiming at collecting data on the compatibility
of inclusive education with the current status in schools. Finally a qualitative
investigation was undertaken in the Bojanala-West region (in the locality of Rustenburg)
where the inclusive eduation policy has been implemented, to obtain managerial
perspectives from school managers of inclusive schools.
The findings of the investigation were used to make certain recommendations regarding
the role of school managers in the implementation of inclusive education at South African
schools. If these broad directives are followed, any management team, in conjunction
with all other role-players, should be able to facilitate the creation of an inclusive school
environment fit for the unique nature and establishment of their school community to the
advantage of all learners.
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EMPOWERING MANAGERS OF SECONDARY SCHOOLS IN THE EASTERN CAPE: A TRANSFORMATIONAL LEADERSHIP ANALYSISMantlana, Christabel Dudu 05 September 2007 (has links)
Many new developments are taking place in the field of schooling. Some of these developments are
school based management, Outcomes-Based Education, the National Curriculum Statement, and the
devolution of power of control to the school level, especially in Section 21 schools. Many educational
leaders are struggling with these changes in their leadership of secondary schools. These
developments created the need to conduct a needs analysis for the empowerment of managers of
secondary schools in transformational leadership in the Eastern Cape.
The specific objectives of this study were as follows:
- To investigate the basic principles and various dimensions of effective leadership in general and
transformational leadership in particular.
- To provide an exposition of how managers of secondary schools should execute their leadership
tasks in a transformational way.
- To determine the transformational leadership abilities of managers of secondary schools in the
Eastern Cape Province.
- To establish the transformational leadership empowerment needs of managers of secondary
schools in the Eastern Cape Province.
- To indicate guidelines for a series of empowering activities for training managers of secondary
schools to equip them with the necessary knowledge and skills for effective leadership in times of
transformation.
A literature study of transformational leadership was conducted to investigate the grounding
perspective of transformational leadership. For school managers as educational leaders to be forces
for change and improvement within their schools, they should have a vision of where to lead their
schools, a series of values and assumptions about their work and insight into the context in which they
are working. Therefore, school managers should become leaders inspiring creativity and higher levels of achievement. Thus, school managers should actively seek to motivate and develop educators by
creating opportunities for them to grow and to learn from each other.
Despite the fact that many researchers see transformational leadership as a comparatively better model
of leadership, some authors argue that it has weaknesses and criticize some of its activities as unethical
and immoral. Therefore, a critical reflection of transformational leadership was done. From the
foregoing discussion, it was deduced that the quality of any transformation process depends on the
caliber of leadership. Leadership gives direction and effectiveness to transformation because it forms
the basis for transformation. In essence, managers of secondary schools as transformational leaders
should concern themselves with the motivation, betterment and empowerment of followers. With
meaningful development and empowerment in place, transformational leadership provides an
appropriate solution to the challenges prevalent in schools today because it always seeks to confront
change as an opportunity rather than a threat.
To gather data, both quantitative and qualitative investigations were undertaken. A preliminary survey
was conducted on a sample (n = 43) from the same population as the primary study, using the
Leadership Practices Inventory (LPI) to check on the need for this study. The results of this survey
indicated that managers of secondary schools performed leadership practices to a moderate degree.
The study was then considered to be necessary on the basis of the need for maximum possible
leadership practices during times of change. The primary data collection instrument was a researcherdesigned
questionnaire (RDQ) that was used to collect data from managers of secondary schools in the
Eastern Cape. Data were collected from a sample of 191 managers of secondary schools. Categories
and units of analysis were used for data analysis and for scoring data. After data capturing, data were
computed using STATA 8.2 and Excel. Data were then presented, interpreted and discussed. The
results indicated that managers of secondary schools have merely fair abilities in transformational
leadership and that they need empowerment in transformational leadership to a great extent.
It was necessary to get more clarity and further information on the abilities of and empowerment needs
of managers of secondary schools directly from participants (n = 9) that formed part of the population
studied. Thus, qualitative data was collected using interviews. Emergent themes and categories were
discussed in the data report on the findings of the qualitative investigation. Participants indicated
various leadership skills, abilities, actions and behaviours that are important for school managers to
portray and perform to lead their schools to effectiveness. It was evident from participants that school
managers were not adequately empowered in transformational leadership. Participants indicated that
school managers need continuous empowerment and induction/orientation on leadership knowledge
and skills to be able to perform their transformational leadership role effectively. On the basis of the findings from both the quantitative and qualitative research, a synthesis of the main findings was
made. Based on these findings, recommendations and conclusions were made. Possible areas for
further research were identified. Guidelines for a series of short courses for the empowerment of
managers of secondary schools in transformational leadership were given.
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A PROGRAMME TO FACILITATE PRINCIPALSâ FINANCIAL MANAGEMENT OF PUBLIC SCHOOLSNtseto, Vangeli Emmanuel 03 February 2010 (has links)
Since 1994, the South African education system has been characterised by the
implementation of new legislation steering the restructuring of management
systems and the decentralisation of powers to schools, as also set out in the
preamble of the South African Schools Act No 84 of 1996. This includes the
delegation of decision-making powers regarding the management of school funds
to School Governing Bodies of Section 21 public schools, as well as to the
principals as the financial managers of these schools. Consequently public
school principals need to have the skills, knowledge and appropriate attitudes
that are required in order to ensure that public funds are spent wisely.
In the light of his own experience as a public school principal, and having had to
manage school funds over a period of seven years, as well as being influenced
by reports of financial malpractices amongst departmental employees of the Free
State Department of Education (FSDoE) since 2003, the researcher opted to do
an investigation into the need for and the nature of a possible extended and/or
improved programme to better facilitate principalsâ financial management of
public schools in the province.
In order to do the investigation, the researcher firstly employed an extensive
literature review regarding the major roles and responsibilities of school principals
as financial managers of schools, as well as possible programmes to develop
school principals as financial managers in South Africa. The research design and
methodology employed involved an embedded mixed methods approach
consisting of two empirical research phases. During phase one the researcher
firstly undertook a situation analysis by means of a quantitative checklist survey
amongst public school principals in the Motheo Education District of the FSDoE.
In order to validate the findings of the checklist survey, he subsequently
employed an embedded, qualitative, interactive and one-on-one interview survey
amongst non-respondents to the checklist survey, as well as an embedded, noninteractive,
qualitative interview survey amongst office-based education officials
(nominated for this purpose by two provincial education departments). In short,
the research findings from this first phase of the investigation may be
summarised as follows:
· Despite any existing attempts or programmes to facilitate principalsâ financial
management of public schools, it was clearly reported that school principals in the Free State Province still experienced problems with the execution of their
financial management roles and responsibilities at the time of the surveys.
· Some of the school principals taking part in the surveys were not conversant
with and/or did not adhere to all the regulations and guidelines regarding their
financial management responsibilities.
· In general, the participants involved in the mentioned surveys were in favour
of an extended and/or improved programme to better facilitate principalsâ
financial management of public schools.
These findings were considered to be an adequate answer to the basic question:
WHY should an extended/improved developmental financial management
programme be established? During phase two of the empirical investigation the
researcher was eventually able to formulate a semi-final plan for an extended
and/or improved support, training and development programme consisting of 67
salient features, inductively derived from the findings of the literature study and
the preceding surveys, and which relate to the remaining five basic and guiding
questions: HOW?; WHAT?; WHO?; WHEN?, and WHERE?. The semi-final plan
was then evaluated by a panel of purposefully selected office-based education
officials and public school principals who were considered to be experts
regarding public school principalsâ financial management problems. The results of
this quantitative questionnaire evaluation survey confirmed the validity of at least
62 of the 67 features.
In his final plan for a programme to facilitate principalsâ financial management of
public schools, the researcher subsequently replaced five of the 67 features
proposed in the semi-final plan with improved features and recommended the
addition of three more important features. It is hoped that the FSDoE, as well as
other provincial education departments in South Africa, will be able to use the
proposed plan in the development of customised support, training and
development programmes for school principals as financial managers of public
schools.
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THE PERCEPTIONS AND EXPERIENCES OF SOCIAL REPRESENTATION IN THE FREE STATE SCHOOLS: AN EDUCATION MANAGEMENT PERSPECTIVEBowes, John Hamilton 28 May 2010 (has links)
This thesis examined the discourse of the perceptions and experiences school
leaders have on cultural representativity in a changing environment and how such
situations should be managed. The ideology behind social representation was
justified with the notion that it has the task to level the playing field, so that all South
Africans can share democracy, liberty and equality. In South Africa social
representation is implemented as a permanent measure to achieve a truly
representative society across all spheres in South Africa, which forces diverse groups
of society to conform to the goal of a homogeneous society. This affects all cultures
and social classes in society and consequently also the school principal in all aspects
of school management.
The study drew on a comprehensive literature study exploring the philosophical
foundations, the principles that underpin social representation, racial, cultural and
gender divides, as well as its impact on organisations and suggestions on how to
manage diversity in the school.
The data that emerged from the literature review was used as point of departure for
the empirical investigations. In this investigation a mixed-method approach was
followed, using interviews with eight school leaders in the Free State Province and a
researcher developed questionnaire that was distributed to 280 school leaders at
schools with diverse cultures situated in urban as well as rural communities in the
Free State Province.
The above investigations revealed how social representation is experienced and
perceived, the problems encountered during implementation, what school leaders
regard as basic elements to ensure effectively run diverse schools, as well as the
training that they would like to undergo in order to become more efficient in running a
socially represented school in the present South African context.
The researcher came to the conclusion that, in spite of heightened racial sensitivity,
school leaders have rather positive feelings about social representation and that the school and the community benefit from it. The study is concluded by a synthesis of
the findings resulting in guidelines for the effective management of socially diverse
schools.
It was finally envisaged that this study will serve as a starting point for training and for
the further dissemination of the research findings to the benefit of school
management and staff performance in South Africa.
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DIE UITWERKING VAN SKOOLKULTUUR EN -KLIMAAT OP GEWELD IN OOS-KAAPSE SKOLE: âN ONDERWYSBESTUURSPERSPEKTIEFBarnes, Abraham Karel 10 August 2011 (has links)
77% learners in South African schools experience their schools as unsafe.
This shocking fact, coupled with various media reports about incidents of violence in schools, necessitates that this problem be addressed.
The Department of Education, teachers, parents and learners, expressed their shock and concern about this situation. From this background, the influence of school culture and school climate as a possible solution to the problem of violence in schools is studied.
In Chapter 2 the concepts school culture and school climate are described according to the literature. In this study, school culture is regarded as a reflection of shared ideas, suppositions and convictions which determine each schoolâs own identity and standard of behavioural outcomes. School climate is regarded as the quality and character of school life. According to that, school climate is based on learnersâ experiences of school life and it reflects the norms, objectives, values, interpersonal relationships, teaching en learning practices, and organisational structures. An overview of the concept school culture is firstly provided by taking a look at the elements of school culture, the importance of school culture, the effect of school culture upon school life, and the correlation between school culture and violence at a school. The concept school climate is studied from a broad perspective by describing and analysing the core dimensions. Finally, the relation between the two concepts school culture and school climate are discussed. This is done by studying the similarities, differences and related characteristics of school culture and school climate.
In Chapter 3 the concept violence at schools is described according to the literature. This study has been undertaken against the background of general violence in the South African context and the possible effect of this violence upon South African schools. After a general discussion of the concept violence, violence as schools in the South African environment and the possible causes thereof are investigated.
In Chapter 4 the research design and the methodology of this study are described. An exposition is given of the explanatory design model, which is indicative thereof that both the quantitative and qualitative research methods have been utilised. In this chapter, the data collection techniques of both the quantitative and the qualitative research are set forth and discussed. Finally, the compilation of the random sample, the role of the researcher in the data collection process and the ethical considerations are set forth.
The focus in Chapter 5 falls on the presentation, analysis and interpretation of the quantitative data. The quantitative data were collected with the California School Climate and Safety Survey â Short Form (CSCSS-SFI), whereafter the data were analysed and interpreted statistically in order to determine the influence of school culture and school climate upon violence at schools. With the analysis of the data it has been determined that the more positive the school culture and school climate are experienced, the lower the levels of violence. The opposite, namely, the worse the school culture and climate are experienced, the higher the levels of violence, is also true.
In Chapter 5, the qualitative approach to the research is explained. In this chapter, all the individual aspects of school culture and school climate, as well as the aspects of violence at schools are investigated and described by means of semi-structured interviews. The semi-structured interviews were done with learners from high-risk schools as well as learners from low-risk schools. This method renders itself thereto that learners could convey their personal experiences pertaining to school culture, school climate and violence at their respective schools. By applying the quantitative and qualitative research methods, the triangulation of data ensures the validity and reliability of the study.
In the last chapter, a summary is provided of the findings in the different chapters. Findings regarding the problem questions, namely what school culture, school climate en violence at schools entail, as well as what the influence of school culture, school climate and violence at schools in the Eastern Cape Province are, coupled with the experiences of learners pertaining to school culture, school climate and violence at schools, are set forth. It has come to light that there are deficiencies in the school culture and school climate and that these correspond with the occurrence of incidents of violence at schools. However, the most important finding is that school culture and climate play an important role in the prevention of violence at schools. These findings pertaining to school culture and school climate are of importance for education, particularly with regard to the future planning and management of programmes to prevent violence at schools. Finally, findings emanating from the research have been formulated in order to reduce or prevent violence at schools.
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Self-regulated student revision on expository texts: The impact of two intervention studiesSauer, M. Unknown Date (has links)
No description available.
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