The study explores, through a combination of qualitative and quantitative methods, the existence of Mode 2 knowledge and programmes in the South African higher education sector. It begins by theorising about knowledge and takes as a point of departure the propositions about theory-building which state that to explain social phenomena, a system of ideas is required, the conceptual tools of which are able to explain the essential dynamics of such phenomena. It goes on to describe a crisis in a system of ideas that, together with valid critiques, demands to be re-examined as well as the potential for advancing alternative lines of thought. A critical reading and understanding of existing theories leads me to believe that independently, they are all inadequate to explain the relationship between knowledge production and South African higher education in an era of globalisation. This includes the all-encompassing framework of neo-Marxism, the excessive consumerism of academic capitalism, the equation of the worker with modern technology in post-industrialism and the`lax relativity', complacent and, indiscriminate celebration of diversity in post-modernism. By combining the `culturally sensitive' critical post-modernism of William Tierney and George Subotzky with the concept of `late capitalism' as proposed by Frederic Jameson, it is possible to establish a relationship between globalisation and South African higher education on the one hand, and between its' policy and knowledge production on the other. Against the features of the newly proffered theoretical framework of `critical postmodernism in late capitalism', the study examines the new higher education policy and legislation and ensuing discourse, with particular reference to the Gibbons thesis. It then explores, by using an empirical investigation, the extent to which Mode 2 knowledge production exists in South African higher education. This is done through a selected programme from a former technikon in that demonstrates the key assumptions and perceptions about Mode 2 as held by lecturing staff and as embedded in the structure, design and content of the programme. With the results obtained the study finally makes recommendations for the establishment of a paradigm-shift and for new practices in knowledge production in higher education in South Africa. / Educational Studies / D. Ed. (Comparative Education)

The challenge facing principals currently is to revisit their role to improve external examination results in the Republic of South Africa. Almost all schools in the Free State, in particular those in rural areas such as the Thabo Mofutsanyana Education District; the Xhariep Education District; part of the Motheo Education District (e.g. Botshabelo and Thaba-Nchu) and most urban areas, such as the Lejweleputswa Education District and the Fezile Dabi Education District, have schools which have had poor examination results for the past 20 years. To answer the challenges currently facing principals in the Free State, this research used a qualitative research framework and methodology to articulate research questions and arrive at constructive and instructive models to reveal and close the gaps between performing and underperforming secondary schools in the province. A particular group of principals was chosen, influenced by the performance and underperformance of their schools in the various education districts in the province. Research findings from unstructured interviews with doctoral candidates, and research on China, Finland and Singapore’s education systems with special reference to instructional leadership were conducted. The doctoral candidates’ ideas were confirmed by practical unstructured interviews with Sekgutlong and Beacon high school principals who visited Singapore with the MEC of the Free State Department of Education. In plenary and parallel encounters with principals of secondary schools in the Free State, it emerged that rote learning is prevalent in the Free State secondary schools. Therefore, was resolved by the majority of the principals that critical postmodern instructional leadership should be recommended as an instructional methodology to usher in critical thinking, innovation, creativity and self-reliance in Free State education. In addition, this will close the gap between performing and underperforming secondary schools. Finally, grounded postmodern instructional leadership as a leadership strategy will assist a contemporary secondary school learner’s generation to cope with the academic requirements of tertiary education. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The study explores, through a combination of qualitative and quantitative methods, the existence of Mode 2 knowledge and programmes in the South African higher education sector. It begins by theorising about knowledge and takes as a point of departure the propositions about theory-building which state that to explain social phenomena, a system of ideas is required, the conceptual tools of which are able to explain the essential dynamics of such phenomena. It goes on to describe a crisis in a system of ideas that, together with valid critiques, demands to be re-examined as well as the potential for advancing alternative lines of thought. A critical reading and understanding of existing theories leads me to believe that independently, they are all inadequate to explain the relationship between knowledge production and South African higher education in an era of globalisation. This includes the all-encompassing framework of neo-Marxism, the excessive consumerism of academic capitalism, the equation of the worker with modern technology in post-industrialism and the`lax relativity', complacent and, indiscriminate celebration of diversity in post-modernism. By combining the `culturally sensitive' critical post-modernism of William Tierney and George Subotzky with the concept of `late capitalism' as proposed by Frederic Jameson, it is possible to establish a relationship between globalisation and South African higher education on the one hand, and between its' policy and knowledge production on the other. Against the features of the newly proffered theoretical framework of `critical postmodernism in late capitalism', the study examines the new higher education policy and legislation and ensuing discourse, with particular reference to the Gibbons thesis. It then explores, by using an empirical investigation, the extent to which Mode 2 knowledge production exists in South African higher education. This is done through a selected programme from a former technikon in that demonstrates the key assumptions and perceptions about Mode 2 as held by lecturing staff and as embedded in the structure, design and content of the programme. With the results obtained the study finally makes recommendations for the establishment of a paradigm-shift and for new practices in knowledge production in higher education in South Africa. / Educational Studies / D. Ed. (Comparative Education)

The challenge facing principals currently is to revisit their role to improve external examination results in the Republic of South Africa. Almost all schools in the Free State, in particular those in rural areas such as the Thabo Mofutsanyana Education District; the Xhariep Education District; part of the Motheo Education District (e.g. Botshabelo and Thaba-Nchu) and most urban areas, such as the Lejweleputswa Education District and the Fezile Dabi Education District, have schools which have had poor examination results for the past 20 years. To answer the challenges currently facing principals in the Free State, this research used a qualitative research framework and methodology to articulate research questions and arrive at constructive and instructive models to reveal and close the gaps between performing and underperforming secondary schools in the province. A particular group of principals was chosen, influenced by the performance and underperformance of their schools in the various education districts in the province. Research findings from unstructured interviews with doctoral candidates, and research on China, Finland and Singapore’s education systems with special reference to instructional leadership were conducted. The doctoral candidates’ ideas were confirmed by practical unstructured interviews with Sekgutlong and Beacon high school principals who visited Singapore with the MEC of the Free State Department of Education. In plenary and parallel encounters with principals of secondary schools in the Free State, it emerged that rote learning is prevalent in the Free State secondary schools. Therefore, was resolved by the majority of the principals that critical postmodern instructional leadership should be recommended as an instructional methodology to usher in critical thinking, innovation, creativity and self-reliance in Free State education. In addition, this will close the gap between performing and underperforming secondary schools. Finally, grounded postmodern instructional leadership as a leadership strategy will assist a contemporary secondary school learner’s generation to cope with the academic requirements of tertiary education. / Curriculum and Instructional Studies / D. Ed. (Didactics)