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.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In April 1994, after South Africa's first democratic elections, a new era in education commenced. The education system was transformed to a unitary system and a programme of legislation was launched aimed at promoting democratic ideals and practices. Of particular importance to schools was the South African Schools Act (Act No. 84 of 1996) by which significant powers were granted to School Governing Bodies (SGBs) at local level In addition to the school principal, a SGB was to be composed of elected representatives of four main stakeholder groups: educators, non-educator staff, learners (in Grade 8 or above) and parents. The powers and responsibilities allocated by the Act indicated that the introduction of SGBs had far-reaching potential to improve school effectiveness and, more importantly, to contribute to the growth of democracy in South Africa. The writer of this study was an educator, resident in the Northern Province and with significant first-hand teaching experience in schools in rural and semi-rural areas of the province, as well as experience as a member of a SGB. This experience had made him keenly aware of the role that SGBs could play in improving schools with which he was familiar. The purpose of the research was therefore to investigate the role of SGBs in rural areas of the Northern Province. To evaluate the role of SGBs, the researcher aimed to investigate aspects such as whether SGBs were in fact properly established, e.g. through the conduct of proper elections, how stakeholders perceived their roles, what functions were typically performed by SGBs, the perceptions of roleplayers about significant progress and or problems, and what needs for help or training were experienced. In particular the research aimed to discover whether there were particular needs associated with SGBs in the rural areas in order to determine what sort of capacity-building was required. The approach used in the investigation followed four main steps. Firstly, a literature study provided the basis for analysis and clarification of important concepts. Secondly, the legal and policy context was described, paying particular attention to the specific legislation and documents that frame school governance in South Africa. Thirdly, the writer examined the context of Northern Province, describing four stages in the history of educational administration and focusing on rural communities in particular. The fourth perspective was gained by an empirical study of a sample of ten secondary schools in the rural and semi-rural areas around the town of Thohoyandou. The method of investigation was to use questionnaires and interviews to obtain data from representatives of all five stakeholder groups in SGBs at each of these schools. The findings led to the conclusion that SGBs were largely well-established in the rural areas of Northern Province. They were widely accepted as legitimate and worthwhile structures but there were specific important needs for training and capacity-building. Perhaps the most important finding was that parents in rural areas appear to find it very difficult to become involved in the educational life of schools and are especially reluctant to serve on SGBs. Reasons for this apparent apathy were found to lie in problems of illiteracy and feelings of ignorance or inferiority. These conclusions enabled the researcher to make specific recommendations for improving the role and functioning of SGBs. Recommendations were made for improving the role of SGBs as a whole as well as for capacity-building relating to the needs of each stakeholder group. A particular emphasis of these recommendations was on ways in which the unique needs of rural communities can be met. This was seen as a priority in order to improve education in secondary schools in these historically underdeveloped areas and through that, promote the growth of democracy in the rural areas of Northern Province. / AFRIKAANSE OPSOMMING: Suid-Afrika se eerste demokratiese verkiesing op 26 April 1994 het 'n nuwe era vir die onderwys ingelei. Een unitêre en eenvormige geïntergreerde onderwysstelsel is gevestig en 'n program geloods van nuwe wetgewing gerig op die bevordering van demokratiese ideale en praktyke. Van besondere belangrikheid vir skole was die Suid-Afrikaanse Skolewet (Wet Nr 84 van 1996) wat bepaalde magte aan skole op plaaslike vlak afgewentel het deur die instelling van Skool Beheerliggame (SBLs). Saam met die skoolhoof, was SBLs saamgestel deur verkose verteenwoordigers van vier hoof belanghebbende groepe: opvoeders, nie-opvoederpersoneel, leerders (in Graad 8 of bo) en ouers. Die magte en verantwoordelikhede deur die Wet aan SBLs geallokeer was 'n aanduiding dat die instelling van SBLs verreikende potensiaal gehad het om skooleffektiewiteit te bevorder sowel as 'n belangrike bydrae te maak tot die ontwikkeling van demokrasie in Suid-Afrika. Die skrywer van die studie was 'n opvoeder, woonagtig In die Noordelike Provinsie en met eerstehandse ervaring van onderwys in skole in die landelike gebiede van die provinsie. Hy het ook ervaring gehad as lid van 'n SBL. Sy ondervinding het hom skerp bewus gemaak van die moontlike rol van SBLs in die verbetering en opheffing van skole waarmee hy vertroud was. Die doel van die navorsing was dus om die rol van SBLs in die landelike gebiede van die Noordelike Provinsie te ondersoek. Om die rol van SBLs te evalueer het die navorser besluit om aspekte te ondersoek soos die vestiging van SBLs, bv. of hulle welordentlik gevestig was, o.a. deur die bepaalde verkiesingsprosedures, die persepsies van belanghebbendes oor hulle eie rolle, die tipiese funksies deur SBLs gerig, die rolspelers se eie persepsies van beduidende vordering en/of probleme in die funksionering van hulle SBLs, en enige opvallende behoeftes. Die navorsing het veral gepoog om agter te kom of daar spesifieke eiesoortige behoeftes t.O.V. SBLs in gemeenskappe in landelike gebiede was. Om sulke behoeftes te kon bepaal sou bydrae tot die ontwikkeling van geskikte programme vir kapasiteitsbou by SBLs in landelike gebied. Die ondersoek het uit vier hoofstappe bestaan. Eerstens het In literatuurstudie bygedra tot die ontleding en verduideliking van belangrike konsepte. Tweedens is die wetlike en beleidskonteks beskryf, met besondere verwysing na die raamwerk van spesifieke wetgewing en dokumente wat skoolbeheer in Suid-Afrika bepaal Derdens het die skrywer die konteks van Noordelike Provinsie omskryf, insluitend 'n beskrywing van vier fases in die geskiedenis van onderwysbeheer Daar is ook veralop die eienskappe van landelike gemeenskappe gefokus. Die vierde perpsektief was deur 'n empiriese ondersoek verkry, gebasseer op 'n seleksie van tien sekondêre skole in die landelike en semi-landelike gebied rondom Thohoyandou. Die ondersoek het gebruik gemaak van vraelyste en onderhoude met verteenwoordigers van elkeen van die belanghebbende groepe. Daardeur is gegewens bekom van al vyf belanghebbende groepe by elkeen van die tien skole. Die bevindinge het tot die gevolgtrekking gelei dat SBLs reeds grootendeels gevestig was in die landelike gebiede van Noordelike Provinsie. Dit het geblyk dat SBLs wyd aanvaar was as legitieme instellings, maar dat daar spesifieke behoeftes was vir opleiding en kapasiteitsbou. Moontlik die belangrikste bevinding was dat ouers in die landelike gemeenskappe dit blykbaar baie moeilik vind om betrokke te raak in die opvoedingstaak en lewe van skole en veral skaam is om op SBLs te dien. Redes wat vir hierdie skynbaar apatetiese gedrag aangevoer is, was dat die meerderheid ouers ongeletterd is en dat gevoelens van onkundigheid, onbekwaamheid en minderwaardigheid ouers weerhou om deel te neem .. Bogenoemde gevolgtrekkings van die studie het die navorser in staat gestelom spesifieke aanbevelings te maak t.o.v. die ontwikkeling en verbetering van die funksionering van SBLs. Aanbevelings is gemaak om die rol van die SBL in die algemeen te verbeter, sowel as t.o.v. kapasiteitsbou gerig op die spesifieke behoeftes van bepaalde belanghebbende groepe. Die aanbevelings het in besonder klem laat val op die soeke na wyses waardeur die unieke behoeftes van landelike gemeenskappe aangespreek kan word. Hierdie behoefte word as 'n prioriteit beskou om onderwysverbetering in sekondêre skole in hierdie histories onderontwikkelde gebiede te versnel. Daardeur sou die ontwikkeling van demokrasie in die landelike gebiede van Noordelike Provinsie ook versterk en bevorder word.

Thesis (M. Dev.) -- University of Limpopo, 2016 / This mini dissertation seeks to articulate the issues and challenges being faced by the rural South Africa pertaining to the aspect of providing ample access to quality education. The structures, policies and programs of the flows of apartheid are therefore compered and contrasted to the post-apartheid (1994) structures, policies and programmes. It further argues that any impediment to the right is in contrast to the spirit and purport of the provisions of the Bill of Rights enshrined in the South African Constitution of 1996 which provides for this constitutional right. Although there was a radical transition in educational policies and programmes from apartheid to postapartheid, till to date there are still numerous challenges within the basic and higher educational sectors within and between institutions. This mini dissertation recommends that government should make education completely free from levels such as primary, tertiary and the postgraduate levels, and to use education as an investment tool. In this regard, government will be investing in youth to contribute in developing solutions to aid the rural masses. It recommends that education be made compulsory from grade 1 to grade 12.

Abstract available in pdf file.

This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.

The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / The focus of this research study is on learning support to learners in rural schools as experienced by learning support professionals and teachers in order to identify best-practices and the obstacles experienced in this regard. It was envisaged that continuous exploration of current practices could assist in identifying ways to support the development of inclusive education. The research questions to address this aspect were: What is the nature of learning support in rural schools as experienced by teachers? and What is the nature of learning support in rural schools as experienced by learning support professionals? The aim of this study was therefore to explore and describe the nature of learning support in rural schools, in order to make some recommendations to learning support professionals, teachers and education authorities to ensure the effective development and implementation of learning support strategies in rural schools. The research study was conducted from a qualitative approach, utilising explorative, descriptive and contextual research designs. Purposive sampling was employed and data saturation determined the sample size. The findings were based on a structured analysis framework. Ethical aspects included informed consent, voluntary participation and confidentiality

M.Ed. (Educational Management) / Please refer to full text to view abstract

MEDEM / Department of Curriculum Studies and Educational Management

MRDV / Institute for Rural Development