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Factors influencing the academic performance of underachieving learners in secondary schools with an inhibitive learning climateOgunbanjo, P. E. 01 January 2002 (has links)
Educational Studies / MED (EDUC MANAGEMENT)
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Education management implications of learner migration amongst selected secondary schools in Limpopo provinceNeluvhola, Tintswalo Grace 11 1900 (has links)
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)
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External whole school evaluation of underperforming secondary schools in Mpumalanga provinceMathaba, Richard Siphamandla Ryan 13 June 2014 (has links)
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
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An evaluation of the emotional intelligence of secondary school learners from the Somerset East district of the Eastern CapeKlaasen, Edgar Gerald 12 1900 (has links)
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.
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Die moontlike privatisering van enkele onderwysfunksies in sekondere onderwys in die Republiek van Suid-AfrikaDiedericks, A. E.(Anton Ewald) 03 1900 (has links)
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.
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Educators' experiences of an outcomes-based education pilot programme : a case study of Crystal Point Secondary School (Kwazulu-Natal)Gokul, Manuj Kumar 12 1900 (has links)
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.
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Die vakvergadering as strategie om bestuursvaardighede te ontwikkel20 November 2014 (has links)
M.Ed. (Educational Management) / Please refer to full text to view abstract
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Factors affecting academic performance of Grade 12 learners in Mogalakwena CircuitDikgale, Margaret Mosibudi January 2012 (has links)
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.
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An investigation of the form of HIV/AIDS and reproductive health education (RHE) in South African secondary schools for the Deaf and the factors influencing teacher implementation thereof.Cambanis, Elizabeth. January 2010 (has links)
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.
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Principals as professional leaders : implications for management of rural secondary schools during transition.Bhengu, Thamsanqa Thulani. January 2005 (has links)
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.
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