Magister Educationis - MEd / South Africa's education system has undergone dramatic changes in the last decade resulting in an increase in the levels of stress reported by educators. Changes, such as the implementation of Inclusive Education as well as the new culture of human rights in schools, have created extra responsibilities for educators. Today, educator’s don't just have to adjust to these changes, but also have to deal with a rise in learners experiencing barriers to learning and a variety of problems displayed by school leaners. This study explored the understandings and experiences of School-Based Support Teams (SBST) of inclusive education in the Western Cape. For the purpose of this study, a qualitative case study design was used. The researcher found it advantageous to use the qualitative research case study design because it enables the researcher to gain an in-depth understanding of the lived experiences of educators. The participants in this study were twenty educators who serve as members of the SBST in a special and public ordinary school. Participants reported that they experienced success in the implementation of Inclusive Education (IE) in their schools. These include established teamwork, increased access and participation, improved teaching practices as well as the provision of assistive devices. Participants reported positive gains during the implementation, they also reported challenges. These include lack of capacity, lack of resources, problem behaviours, unrealistic workloads and lack of support. This study concludes that if the School Based Support Team is critical in the implementation of IE in South Africa, the Department of Education as well as the schools needs to rethink these roles or develop a Human Resource Development Strategy that will empower educators with the knowledge and skills necessary to play the role. Secondly, the Department of Education should seriously consider ways in which educators can be protected from perpetrators. Lastly, based on the lived experiences of the SBST in the study, educators should continue with the good work but be allowed to provide support in ways that work within their capacity and broader socio-cultural contexts.

East Tennessee State University formally became a college in 1925 with the institution changing its name to East Tennessee State Teachers College. It would subsequently gain accreditation in 1927. Included here is the East Tennessee State University portion of the Annual Report of the Tennessee Department of Education for the scholastic year ending June 30, 1925. Outlined in this report is the general description of events that happened over the course of that year including details surrounding the name change as well as enrollment statistics and financial data. This serves as a snapshot in time as the institution was beginning to grow into the university it is today.

The Black Economic Empowerment Act of 2003 is a tool used to redress the injustice of the past and ensure full economic participation of groups that where disadvantaged in the past. The main stream economy includes the fast–track of employment equity, ownership, skills development, preferential procurement, enterprise development, and socio–economic development. BEE is an inclusive and logical political process that is based on the national transformation programme of the country, for an example, the Reconstruction and Development Programme (RDP). Its purpose was to modify and change the inequalities of the past with transference of management, ownership and the control of economic and financial resources of South Africa to the majority of its citizens. The RDP sought to bring about full economic participation by the historically disadvantaged to accomplish prosperity and development that is sustainable. Public sector procurement is used by government as a mechanism to achieve certain broader policy objectives such as BEE, local economic development of small and medium sized business, skills transfer and job creation. The BEE programme was implemented in 2003. However, there are problems with the implementation of the programme. The theory (legislation) includes the Code of Good Practice, Sector Scorecards, and Public Sector Procurement Guidelines which span effective implementation of the BEE programme. According to the respondents, the major problem with the successful implementation of BEE, are the corrupt public officials who interfere with the process. The government officials responsible for the implementation of BEE practice nepotism and bribery on an extremely large scale. Moreover, political interference plays a major role in the lack/poor implementation of BEE. BEE compliance in the District of Dr Kenneth Kaunda Department of Education is extremely corrupt with many of the essential supply of goods and services being compromised. In this study to tackle the research topic both qualitative and quantitative research methods were used thus termed mixed method research. With mixed method research the researcher was able to use semi-structured interviews and questionnaires. / M Development and Management, North-West University, Potchefstroom Campus, 2015

The Black Economic Empowerment Act of 2003 is a tool used to redress the injustice of the past and ensure full economic participation of groups that where disadvantaged in the past. The main stream economy includes the fast–track of employment equity, ownership, skills development, preferential procurement, enterprise development, and socio–economic development. BEE is an inclusive and logical political process that is based on the national transformation programme of the country, for an example, the Reconstruction and Development Programme (RDP). Its purpose was to modify and change the inequalities of the past with transference of management, ownership and the control of economic and financial resources of South Africa to the majority of its citizens. The RDP sought to bring about full economic participation by the historically disadvantaged to accomplish prosperity and development that is sustainable. Public sector procurement is used by government as a mechanism to achieve certain broader policy objectives such as BEE, local economic development of small and medium sized business, skills transfer and job creation. The BEE programme was implemented in 2003. However, there are problems with the implementation of the programme. The theory (legislation) includes the Code of Good Practice, Sector Scorecards, and Public Sector Procurement Guidelines which span effective implementation of the BEE programme. According to the respondents, the major problem with the successful implementation of BEE, are the corrupt public officials who interfere with the process. The government officials responsible for the implementation of BEE practice nepotism and bribery on an extremely large scale. Moreover, political interference plays a major role in the lack/poor implementation of BEE. BEE compliance in the District of Dr Kenneth Kaunda Department of Education is extremely corrupt with many of the essential supply of goods and services being compromised. In this study to tackle the research topic both qualitative and quantitative research methods were used thus termed mixed method research. With mixed method research the researcher was able to use semi-structured interviews and questionnaires. / M Development and Management, North-West University, Potchefstroom Campus, 2015

ABSTRACT Before 1994 corporal punishment was the main discipline strategy implemented in schools. Since then legislation has been passed, which resulted in corporal punishment being made illegal. The majority of educators strongly opposed this change in the national discipline policy as they felt it left them powerless in terms of disciplining their learners. In 2000 a national programme on discipline strategies was embarked on and many of the results were incorporated in the booklet titled “Alternatives to Corporal Punishment: The Learning Experience.” This booklet formed part of the National Department of Education’s discipline policy. It contains guidelines for implementing alternative strategies to corporal punishment in an effort to remediate problems with discipline. It also gives examples of disciplinary action for dealing with misconduct. The objective of this research was to establish what educators’ perceptions of the Department of Education’s alternative methods to corporal punishment are after they had exposure to it by means of a workshop. The research also aimed to explore underlying reasons for the educators’ perceptions. The sample of sixty-four educators used for this purpose came from various school contexts from traditional ex-model C schools to historically disadvantaged schools. The data in this study was obtained by means of a structured questionnaire, which was administered to the educators that attended the workshop on the Department of Education’s Discipline policy. In view of the fact that there are no existing instruments in use to explore the objectives of this research, it was necessary to develop a questionnaire. The questionnaire consisted of both open-ended questions, which required a more qualitative approach as well as close-ended questions, which were more quantitative in nature. The results obtained from this study showed that the majority of the respondents who attended the workshop agreed with the discipline policy proposed by the Department of Education. However, there was a significant discrepancy between the educators’ perceptions of the policy and whether they felt it could be successfully implemented in their schools. The main reasons for this was that the respondents felt that the Department of Education and educator training institutions do not provide educators with adequate discipline training and support. Furthermore, the findings of this study demonstrated that the respondents are experiencing a state of learned helplessness where they feel the discipline problems they are faced with are beyond their control.

PURPOSE. This study is entitled, 'An Analysis of some Significant Issues and Problems as Identified by Practical Skills teachers in the provincial high schools in Papua New Guinea'. It is hoped that the importance of this study lies in its contribution in helping provincial school administrators, Practical Skills teachers, curriculum advisory committee members, inspectors, staff and students at the Design and Technology Department to gain an insight into the current problems and issues faced by Practical Skills teachers with the end view of effecting changes in the present set-up to attain the objectives of the Practical Skills programs in the provincial high schools in Papua New Guinea. METHODS USED: The methods employed in this study to collect the data were:- A. Questionnaires, B. Interviews and C. Review of literature. A proposed set of questions for the questionnaires was sent to the Division of Research and Evaluation Unit, Department of Education in Port Moresby, who made some encouraging comments and suggestions which were then used in the formulation of the final questionnaires consisting of 32 questions.

M. Tech. Public Management / The research problem involves the challenges encountered during the implementation of the performance management and development system at the Department of Education (Gauteng North District) (Department). The study aimed at identifying the challenges which personnel face when implementing the system and to contribute towards the body of knowledge by suggesting an acceptable and simple method of implementing the performance management system in the Department. The performance management and development system is vital in the sense that every government department uses the system to measure the performance of personnel against the set standards of the Departments objectives. It should be borne in mind that without personnel performing according to the set objectives, the Department will not be able to achieve its goals.

In this study I set out to critically evaluate the B.Ed 'Analysing Education' module, one of the first OBE programmes to be implemented at a South African academic institution in the Department of Education, at the University of Natal, Pietermaritzburg. I took as my starting point the belief that 'Analysing Education' was a response to the new OBE paradigm, hence it should have been an exemplar of OBE. It should therefore reflect OBE philosophy in its structure; design, implementation and assessment methods and strategies. These are the areas which were evaluated in this research programme. The purpose of the study was two-fold: on one hand, it was to explore the extent to which the module was guided by OBE principles; on the other hand it was intended to evaluate the effectiveness and constraints of the module in implementing OBE principles. In evaluating the module, I consulted the sources which I perceived relevant for the study. 'Analysing Education' learning material, lecturers who designed the module, tutors who implemented the module, and learners of the module were the relevant sources for this study. A naturalistic 'qualitative' and 'descriptive' approach was used to collect and analyse data from all the stakeholders who were involved in this module. The findings indicated that some strengths and weaknesses existed in the module's attempt to implement OBE principles. The strengths were discovered in the use of tutorial methods where learners engaged in group discussions and debates and where they acquired skills of interaction. The success of the module in introducing OBE concepts explicitly to the learners, was another strength. A weakness was discovered in the strategies used to assess the progress of the learners in the module. The findings indicated that this weakness emanated from the module's development strategy - the involvement of external forces such as SAIDE and the Ministry of Education confused the purpose of the module. The confusion of the purpose brought about the failure of the module to address certain OBE principles such as criterion-referenced assessment, and continuous progress assessment. Assessment was found to be a non-formative linear process. The module eventually had to meet three diverse needs: those of SAIDE , of the National Ministry of Education, and of the B.Ed students in the department. At the end of the module students had made good progress towards understanding OBE as a system, but had made considerably less progress in developing skills of analysis, interpretation and argument, which were purported to be the fundamental outcomes of the module. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.

In this research study I shall examine the recently introduced Developmental Appraisal System. I shall carry out an investigation into the implementation of the Developmental System of Appraisal in a primary school in Kwa-Zulu Natal. The intention of the research is to provide a case study, which will focus on the implementation of the Developmental Appraisal System. In order to achieve this, three main issues of the system will be addressed. These are the conceptualisation of the system; the implementation process and the impact of the process. Although, the results of my research is focussed on one school the results could be illuminative. The final chapter of this study will concentrate on the findings and recommendations for the enhancement of the Developmental Appraisal System. The paper concludes that despite the many positive aspects of the process it is recommended that the whole appraisal system should be revised, revised and re-conceptualised to make it accessible to most South African schools, paying particular attention to simplifying it. / Thesis (M.Ed.)-University of Natal, 2002.

There is now widespread acceptance in the organisations that human resources are an important source of competitive advantage, or an important component of the value chain. In the public service sector, the delivery of services to the populace depends on the competence, motivation and discipline of the employees. All of this points to the importance of properly dealing with HR issues in organisations. This empirical study gathered the views of Ward Managers of the Kwa-Zulu Natal Department of Education. 40% of Ward Managers participated in this survey, and the responses were analysed utilising the Statistical Package for Social Sciences (SPSS). The results indicate that the majority of respondents perceived the department’s disciplinary process to be unfair both substantively and procedurally. The majority of respondents felt that there were inconsistencies in the decisions to discipline employees; that the sanctions were inconsistent and that the disciplinary hearings took too long to finalise. Finally, this study recommended further research on the subject, especially utilising different methodologies such as in depth case studies and unstructured interviews in order to gain insights into the reasons why Ward Managers hold the views that they hold or to refine some of the concepts in order to understand what exactly they understand by concepts such as ‘unfairness’. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2010.