Educational Studies / MED (EDUC MANAGEMENT)

Post-apartheid education policy as enshrined in the South African School's Act no 84 of 1996 transformed the education system. The policy ensured the right of access to the school of one's choice and lead to the migration of learners from township schools to former Model C and independent schools. The study aimed to investigate the management of learner migration using a literature review and a qualitative inquiry. Data was gathered through interviews with principals, School Management Team members, parents and learners who had migrated. The findings indicated that learner migration as determined by parents' social and financial capacity is; steered by factors such as a school's sound culture of teaching and learning on account of good principalship, dedicated educators, motivated learners and good discipline. It was recommended that the culture of teaching and learning should be cultivated in all schools through capacity building workshops for educational managers and educators to curb excessive Ieamer migration. / Further Teacher Education / M.Ed. (Education Management)

Submitted in fulfilment of part of the requirements for the Degree of Doctor of Technology, Durban University of Technology, 2014. / The study is based in the Mpumalanga Province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained less than 30% average pass rate of learners in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of Whole School Evaluation (WSE) from a quality assurance perspective, investigate the significance of a key component of WSE, namely, teaching, learning and educator development, analyse the Grade 12 results of externally evaluated underperforming secondary schools prior and post evaluation, analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as identify factors impeding teaching, learning and teacher development in underperforming secondary schools. The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary).This study relied on secondary data (WSE external evaluation reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study exposed the great level of acceptance of the external WSE process by SMTs in Mpumalanga Province underperforming secondary schools, as a means of quality assurance towards improvement. Furthermore, it revealed the extent to which improvement and development of schools in the underperforming schools as a result of the external WSE process. The study also indicated that the results of seventeen of the eighteen schools (94.4%) improved. Furthermore, the study confirmed that what was revealed in the external WSE as areas for development became a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced. The study produced new knowledge through the development of a theoretical model. This model is based on the view that effective external WSE process, as a dependent variable, is significantly influenced by predictor (independent) variables. The predictor (independent) variables are planning for teaching; teaching strategies; assessment of learners; teacher development; and management of teaching and learning processes (curriculum management). This emerging theoretical model is based on the belief that, the more one increases independent variables (they can be from any of the nine AFEs’ criteria), the more the dependent variable (effectiveness of external WSE process) is strengthened. / D

Thesis (MBA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The emphasis in South African schools has always been on the development of cognitive abilities of learners. The following two reasons, amongst others, could be responsible for this emphasis: Firstly, the furore over Grade 12 results each year creates the impression that the academic achievement of learners is the ultimate measure of a school's success, and secondly, there is a general belief worldwide that cognitive ability is responsible for a person's success in life. The introduction of emotional intelligence as a field of study more than a decade ago led to new discoveries with regard to factors contributing to success in life. Studies indicated that while cognitive ability played a role in determining life and job success, it was only one of many factors having an influence on success. Many researchers made the conclusion that emotional quotient (EQ) could be as important, or even more important than IQ in determining success in life and the workplace. Consequently, many education authorities worldwide introduced social and emotional learning (SEL) programmes into their school syllabi to enhance the emotional intelligence of their learners. The purpose of this study is to establish whether secondary school learners in the Somerset East district of the Eastern Cape are emotionally intelligent enough to focus on their academic development, cope with life and be successful in the workplace. An empirical study to determine the EQ of 300 secondary school learners from three secondary schools in Somerset East was conducted. Learners completed the self-report questionnaire, the Bar-On EQ-i:YV, to determine their EQ. The results of the study indicated that: • no conclusive evidence could be found to suggest that learners from secondary schools in Somerset East are not emotionally intelligent enough to focus on their academic development • learners are emotionally intelligent enough to cope with life • learners have a need to improve their ability in the realm of interpersonal skills, which could increase their ability to be successful in the workplace. As a result of this research I propose that further studies be conducted to assess the EI of learners and to determine in which realms of EI learners need improvement. Also that SEL programmes be introduced to address specifically those shortcomings in the realms of EI where learners need improvement. It is important that those teachers responsible for developing the EI skills in learners should have the ability to present SEL programmes. Therefore, evaluation of the EI of teachers and development of the EI skills of teachers where necessary, as well as in-service training of teachers to develop their skills to present the SEL programme should take place. This research therefore calls for a greater focus on the development of emotional intelligence of learners, which could lead to improvement of their academic performance, success in coping with life and greater job success. / AFRIKAANSE OPSOMMING: In Suid-Afrikaanse skole was die klem nog altyd op die ontwikkeling van die kognitiewe vermoëns van leerders. Die volgende twee redes, onder andere, kan verantwoordelik wees hiervoor: Eerstens, die bohaai oor Graad 12 uitslae elke jaar skep die indruk dat akademiese prestasie van leerders die enigste maatstaf is vir 'n skool se sukses, en tweedens, daar is 'n algemene geloof wêreldwyd dat kognitiewe vermoëns verantwoordelik is vir 'n mens se sukses. Die bekendstelling van emosionele intelligensie as 'n studieveld meer as 'n dekade gelede het aan die lig gebring dat ook ander faktore bydra tot sukses in die lewe. Studies het aangetoon dat alhoewel kognitiewe vermoëns 'n rol speel in die bepaling van sukses in 'n persoon se lewe en werk, dit slegs een van 'n reeks faktore is wat 'n invloed het op sukses. 'n Aantal navorsers het tot die gevolg gekom dat emosionele kwosiënt (EQ) net so belangrik of selfs meer belangrik as IK kan wees in die bepaling van sukses in die lewe en die werkplek. Gevolglik het baie opvoedkundige owerhede wêreldwyd sosiale en emosionele leer (SEL) programme by hul sillabusse ingelyf om die emosionele intelligensie van hul leerders te verbeter. Die doel van hierdie studie is om vas te stel of sekondêre skoolleerders in die Somerset- Oos distrik van die Oos-Kaap emosioneel intelligent genoeg is om te fokus op hul akademiese ontwikkeling, opgewasse is vir die lewe en suksesvol kan wees in die werkplek. 'n Empiriese studie om die EQ van 300 sekondêre skoolleerders van drie sekondêre skole in Somerset-Oos te bepaal, was uitgevoer. Om hul EQ te bepaal, het leerders die selfverslag Bar-On EQ-i:YV vraelys voltooi. Die resultaat van die studie toon aan dat: • geen afdoende bewys gevind kon word dat leerders van sekondêre skole in Somerset- Oos nie emosioneel intelligent genoeg is nie, om op hul akademiese ontwikkeling te fokus. • Leerders is emosioneel intelligent genoeg om opgewasse te wees vir die lewe. • Daar is 'n behoefte om leerders se vemoëns met betrekking tot interpersoonlike vaardighede te verbeter, wat kan lei tot 'n verbetering van hul vermoë om suksesvol in die werkplek te wees. Na gelang van hierdie navorsing stel ek voor dat verdere studies gedoen word om die emosionele intelligensie van leerders te bepaal, en sodoende vas te stel in watter areas van emosionele intelligensie leerders ontwikkeling nodig het. Ook dat SEL programme ingestel word om die spesifieke tekortkominge van leerders met betrekking tot die emosionele intelligensie aan te spreek. Dit is verder ook belangrik dat onderwysers wat verantwoordelik is vir die ontwikkeling van EI vaardighede van leerders oor die vermoë moet beskik om SEL programme aan te bied. Daarom is dit nodig dat, waar nodig, evaluering en ontwikkeling van die EI van onderwysers moet plaasvind, sowel as indiens opleiding van onderwysers om hul vaardigheid om SEL programme aan te bied ontwikkel word. Hierdie navorsing vra dus vir 'n groter fokus op die ontwikkeling van die emosionele intelligensie van leerders, wat kan lei tot die verbetering van hul akademiese prestasies, hul beter opgewasse maak vir die lewe, en bydra tot groter sukses in die werkplek.

Thesis (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The South African system of education is in a transitional stage from a fragmented educational system with various departments to a more encompassing unitary one. The finances of the various departments were centrally controlled and managed. The objective of the new system of education is to be transparent, free, equal and democratic with only one umbrella department. Great expectations were raised among the South African public with regards to this new system. Nowadays many more learners are involved at schools without the provision of more monetary resources. In order to meet the public's expectations and live up to acceptable standards, alternative initiatives to generate funds must be investigated. During the first phase of this investigation research of the educational systems of relevant countries was undertaken. It was established that these countries implement various forms of privatisation to enable their educational systems to function at a high level. In all these countries adjustments were made to adapt to the local circumstances. In South Africa a new education legislation might be the impetus for further privatisation. Information about the implementation of privatisation in South African context was obtained by semi-structured interviews with numerous principals in the Cape Metropole. Additional data concerning the schools was obtained by means of a questionnaire. The qualitative research method was mainly used for the collection and interpretation of data. It became evident that total privatisation would not be the solution for the unique problems of the South African educational system. The system would be too expensive and not within financial reach of the average person. Privatisation in public schools with regards to all facets will be difficult to implement. It is, however, possible to privatise certain school structures and according to the interviews, this has already been initiated in numerous schools. To enable privatisation to function successfully, efficient expertise is essential. It is paramount that there should be meganisms of efficient control and management. The role of the principal has become vitally important with a shift of emphasis from educationalist to manager. The supportive role of the governing body of a school in the decision-making process and the management of the school has been increased by the education legislation. Based on international tendencies it seems that healthy business principles are the foundation of privatisation of selective school structures. Most of the interest groups are satisfied with the fact that they have more say and a greater involvement in the total educational system. The objective that will be achieved is a legitimate system that maintains high standards, is more affordable than the current system and learners who are equipped to fulfill their role as mature citizens. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwysstesel is in 'n oorgangstadium vanaf 'n gefragmenteerde stesel met verskillende departemente tot 'n meer omvattende, eenvormige stesel. Voorheen was die finansies sentraal beheer en bestuur. Die nuwe onderwysstelsel se doelwit is egter om 'n deursigtige, vrye en gelyke demokratiese stelsel daar te stel met slegs een oorkoepelende departement. By die Suid-Afrikaanse publiek is baie verwagtinge geskep rakende die nuwe stelsel. Baie meer leerders word deesdae· betrek by skole sonder dat meer finansiële hulpmiddels beskikbaar is. Om aan die verwagtinge van die publiek te voldoen en om standaarde te handhaaf moet alternatiewe inisiatiewe vir geldgenerering nou gevind word. Tydens die eerste fase van dié ondersoek is navorsing van relevante lande se onderwysstelsels onderneem. Daar is vasgestel dat hierdie lande vorme van privatisering toepas om hul onderwysstesels op 'n hoë vlak te laat funksioneer. By al die lande is aanpassings gedoen om privatisering by die plaaslike omstandighede te laat inskakel. Inligting oor die toepassing van privatisering in die Suid-Afrikaanse konteks is bekom deur semi-gestruktureerde onderhoude te voer met 'n aantal skoolhoofde van die Wes-Kaap. Addisionele data aangaande die skole is verkry deur die voltooiing van 'n vraelys. Die kwalitatiewe navorsingsmetode is hoofsaaklik gevolg by die insameling van data en die interpretasie daarvan. Dit was duidelik dat algehele privatisering nie 'n oplossing sal wees by die unieke probleme van die Suid-Afrikaanse onderwysstelsel nie. Dit sal die stelsel te duur maak en buite bereik van die gemiddelde persoon plaas. Privatisering van staatskole ten opsigte van alle funksis sal inderwaarheid moeilik bereik kan word. Privatisering van sommige skoolstrukture kan egter wel plaasvind, en is reeds geïmplementeer in talle skole, soos vasgestel uit die onderhoude. Om privatisering goed te laat funksioneer, is voldoende kundigheid sowel as meganismesvan kontrole en beheer onontbeerlik. Die prinsipaal se rol het baie belangrik geword, met 'n klemverskuiwing vanaf opvoedkundige na bestuurder. Die beheerliggame van skole se ondersteunende rol en die hulp wat hulle verleen by die bestuur- en besluitnemingsprosesseword ingevolge onderwyswetgewing aansienlik groter. Gegrond op internasionale tendense blyk dit dat gesonde sakebeginsels die onderbou van privatisering van sommige skoolstrukture is. Die meeste belangegroepe is tevrede met hul groter inspraak en betrokkenheid by die opvoedingstelsel in die geheel. Die doelwit wat bereik gaan word, is 'n stelsel wat legitimiteit het, goeie standaarde handhaaf, finansieel meer bekostigbaar is as die huidige stelsel, en leerders wat opgewasse is om hul rol as volwaardige landsburgers te vervul.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: After the dismantling of apartheid in South Africa, the transformation of the entire education system began with a plethora of new policies introduced by the Department of National Education (DNE). Among these, under the title of Curriculum 2005, the DNE introduced an outcomes-based education (OBE) curriculum for schools. Before the planned implementation of OBE in the Senior Phase of the General Education and Training (GET) band, the DNE decided to conduct a pilot programme at the beginning of 1999. The intention of the programme, among others, was to test the practical implementation of the new curriculum policy. However, this programme was aborted by the DNE in March 200 I. There has been no review of the programme since it was suspended. The aim of this study is to document the experiences of educators in an OBE pilot programme in a single school. This study is significant because it sheds light on realities faced by schools with the practical implementation of curriculum policy. The data generated from the study might therefore be useful to the broad education community. The findings of the study suggest that the shift from policy into practice is not a simple process. The educators interviewed in the study indicated that they were faced with many obstacles and challenges such as large class sizes, lack of resources and inadequate training and support that impeded the implementation of OBE. They became "frustrated" and were "relieved" when the programme was aborted. These difficulties suggest that contextual realities need to be considered in the development of curriculum policy. In addition, in order to translate policy into practice key aspects of curriculum, i.e. curriculum development, learning materials and training, must be fully in place and in alignment. The decision to follow an OBE model was made by the DNE with little participation by the broader education community. However, it is apparent that the DNE cannot achieve success on its own. Since OBE is likely to remain with us for a very long time, this study concludes with recommendations for the successful implementation of OBE. The recommendations are made on the assumption that there is a need for full participation of all stakeholders to bridge the 'gaps' between policy-making and policy implementation. / AFRIKAANSE OPSOMMING: Die aftakeling van apartheid in Suid-Afrika het gepaard gegaan met 'n proses van transformasie in die onderwys. Dit het tot die gevolg gehad dat 'n hele aantal beleidsdokumente die lig gesien het, ev.: die Uitkoms- gebaseerde onderwys (UGO) model het in skole onder die vaandel van Kurrikulum 2005 verskyn. Voor die beplande implementering van UGO in die Senior fase van die Algemene Opvoeding en Opleidings (GET) band/ fase, het die Departement van Nasionale Onderwys (DNO) besluit om 'n loodsprogram aan die begin van 1999 in werking te stel. Die doel van die program was, onder andere, om die praktiese implementering van die nuwe kurrikulumbeleid uit te toets. Hierdie program is egter deur die DNO in Maart 2001 beeindig. Tot dusver is die program nie heroorweeg nie. Die doel van hierdie studie is om die ervarings van opvoeders in 'n UGO loodsprogram in 'n enkele skool te dokumenteer. Die studie is betekenisvol aangesien dit lig werp op die werklike uitdagings wat die skole in die gesig staar, met die praktiese implementering van kurrikulumbeleid. Die data wat tydens die studie geproduseer is, mag dus betekenisvol vir die onderwys gemeenskap wees. Die bevindinge van die studie dui daarop dat die proses van transformasie vanaf beleid na praktyk 'n gekompliseerde proses is. Die betrokke opvoeders met wie daar onderhoude gevoer is, het die volgende struikelblokke aangedui: groot getalle leerders in die klas, 'n gebrek aan hulpbronne, en ontoereikende opleiding en ondersteuning met die implementering van UGO. Van die opvoeders was gefrusteerd en was verlig toe die program misluk het. Hierdie uitdagings bring mee dat gekontekstualiseerde werklikhede in ag geneem moet word wanneer kurrikulumbeleid ontwikkel word. Om beleid in praktyk te implementer, vereis dat sleutelaspekte soos kurrikulumontwikkeling, leermateriaal en opleiding ten volle in plek wees. Die besluit om 'n UGO model te implementer was 'n eensydige besluit van die DNO sonder veel deelname van die breë onderwysgemeenskap. Dit is duidelik dat die DNO nie sukses op sy eie kan behaal nie. UGO is tans 'n realiteit wat waarskynlik nog 'n lank- deel van die stelsel gaan wees. Hierdie studie maak aanbevelings wat moontlik tot meer suksesvolle implementering van UGO kan lei. Die aanbevelings berus op die aanname dat daar 'n behoefte is aan ten volle deelname deur alle rolspelers ten einde die gaping tussen beleidsmaking en praktiese implementering te oorbrug.

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

Thesis (MPA.) -- University of Limpopo, 2012 / The aim of this is to investigate the factors which play a role in the poor performance of the Grade 12 in the secondary schools in the Mogalakwena Circuit of the Limpopo Province. The researcher engaged a qualitative type of methodology. An interview schedule was compiled. A semi-structured interview was conducted on the subject of research. Secondary schools were sampled for the interview process. Data were analyzed manually and mechanically. Factors affecting learner performance were found to be basic. The human and material demands were found to be inhibiting learning. Solutions from within and without the schools were recommended to help reduce the problem of Grade12 failure rate.

The HIV/AIDS pandemic is having a devastating effect on the South African population. Most affected are young people between 15 and 24. HIV/AIDS research has paid little attention to youth in the D/deaf population. Schools play an important role in the reproductive health of youth as they reach youth at a formative time in their development. Aim: To investigate the form of HIV/AIDS and RHE in South African secondary schools for the D/deaf, together with factors associated with teacher implementation thereof. Methodology: The sample was made up of 33 Life Orientation teachers from 16 secondary schools for the Deaf in 6 South African provinces. Quantitative methodology was used to obtain descriptive data and to determine any associations between demographic/ contextual variables and the study's theoretical framework (Theory of Planned Behaviour); qualitative data also aided in answering of the research question. Results: HIV/AIDS and RH education is being implemented at South African secondary schools for the D/deaf and LO teachers recognise the importance of HIV/AIDS and RHE for their D/deaf learners. Despite high coverage levels, a number of obstacles are hindering the optimum implementation of HIV/AIDS and RHE: 1) lack of learner assessment in the HIV/AIDS and RHE portion of the LO curriculum 2) unclear policy mandates regarding the weighting of HIV/AIDS and RHE in the LO curriculum 3) inadequate teacher proficiency in SASL 4) the use of a mainstream LO curriculum that was not specifically developed for Deaf learners 5) the moralistic viewpoints of certain teachers 6) problems with teacher access to suitable HIV/AIDS and RHE training. A number of significant associations between TPB constructs and demographic/contextual variables were also found. Recommendations for future interventions and research are delineated and limitations of the study are discussed. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Durban, 2010.

This study is about documenting rural principals' stories, and voices regarding their experiences of education policy changes and how such changes are impacting on their day-to-day management lives. In capturing their experiences and voices, interpretive approach was used to allow the researcher to get behind their skins and faces and be one of them. Rapid changes sometimes overwhelm those people tasked with the responsibility of implementing changes. The study involved 5 cases, purposefully chosen, in the rural district around Durban in the KwaZulu-Natal province, South Africa. Formal and informal conversations were held with principals, School Management Team members, and educators. These conversations were complemented by planned participatory observations, as well as, unannounced visits to the sampled schools. The data produced have shown similarities and differences in these rural communities. They are deeply poor, suffering from the lack of shelter, food, health, clean water, transport, electricity and services. HIV/AIDS is taking enormous tolls in every aspect of community. Unemployment is high and emigration of working-age adults disrupts families, which are left largely as comprised of grandmothers and children. Literacy levels are high, at the same time, the sense of community from the past, now and future is generally high. The communities share similar histories as part of the Zulu nation, through colonialism and apartheid, political-cultural struggles, of the African National Congress/lnkatha Freedom Party conflict, the pressures of modernisation and globalisation. They live on Tribal Authority land, in a confusion of traditional leadership and democratic governance. They see themselves as marginalised, and they are. The socio-cultural, and political confusion is everywhere, at many different levels. Schools themselves are Western imports in their structure and purposes with a history in the rural areas being kept from community life; the language of schooling is not the language of the community, and neither is the content of the curriculum the knowledge in the community. There are commonalities and differences between schools. While similarities are clear; they share conception of 'school', all are situated in similar communities, with educators sharing similar backgrounds and education, there are also differences, for example, resources and facilities they have, matric results, the nature of School Governing Bodies and differences of priorities, the fundamental differences in management and leadership styles used, namely 'open-participatory', 'closed-participatory' and 'authoritative-participatory' styles. The data have indicated that these principals are highly intentional leaders, with their intentionality playing themselves out differently at school level, largely because of their different personalities and histories. Rural principals are working under challenging environment, fending for themselves, and resort to doing things their own ways, irrespective of policy dictates. The Education Department plays an obstructionist role instead of supporting quality education provision. Principals use unconventional strategies to move forward. Recommendations to the department include the following: consult properly before policies can be implemented; consider diversity; provide thorough training for educators in order that Outcomes Based Education can be effectively implemented. Recommendations to secondary schools principals include the following: use available policies to get schools functional; involve educators meaningfully in governance and management; be creative and innovative, and try to understand demands of agency of transformation. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.