Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-08T11:26:52Z No. of bitstreams: 1 Julia de Souza Delibero Angelo.pdf: 3471409 bytes, checksum: 9e6be5d4cc5f6dd9fe989795caedb26e (MD5) / Made available in DSpace on 2018-08-08T11:26:52Z (GMT). No. of bitstreams: 1 Julia de Souza Delibero Angelo.pdf: 3471409 bytes, checksum: 9e6be5d4cc5f6dd9fe989795caedb26e (MD5) Previous issue date: 2018-05-29 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In this work we analyze the booklets indicated for children in Early Childhood Education. Even recently incorporated into basic education, this stage still has the attribution of socializing the child. At this stage, no kind of systematizing activity is required - playing should be the main activity. It is through playing that the child experiences and elaborates on the world. However, Early Childhood Education has been increasingly gaining the role of preparation for elementary school, incorporating the use of booklets, whether in the public school system or in the private school system. The use of these booklets causes the child to leave the activity of playing in order to do a systematization activity. In addition, the adoption of this type of material occurs under the oligopoly of companies operating in this sector, intensifying their own businesses, inclusively within the public school. In order to deal with this theme, it was used as theoretical basis the reference of the Frankfurt School, more precisely the perspective of the authors of the first generation of Society Critical Theory, whose main objective is the critique of capitalist society. "Formation" and "experience" are key concepts in this work. This work was based on the hypothesis that the Early Childhood Education booklets anticipate or prepare for literacy. Based on the contents and activities identified, it was possible to verify that the booklets are focused predominantly on adaptation - and not on formation and experience -, and yet there is still a great tendency for schools, both public and private, to adhere to the booklet system / Neste trabalho realiza-se análise das apostilas destinadas a crianças na Educação Infantil. Mesmo incorporada recentemente à educação básica, esta etapa ainda tem a atribuição de socializar a criança. Nela, não é necessário nenhum tipo de atividade sistematizadora – o brincar é que deve ser a atividade principal. É por meio da brincadeira que a criança experimenta e elabora sobre o mundo. Cada vez mais, porém, a educação infantil vem ganhando o papel de preparação para o ensino fundamental, incorporando o uso de apostilas, seja na rede pública, seja na rede privada. O material apostilado faz com que a criança deixe a atividade de brincar para fazer a atividade de sistematização. Além disso, sua adoção ocorre no âmbito do oligopólio de empresas que atuam nesse setor e intensificam seus negócios, inclusive dentro da escola pública. Para tratar do tema, utilizou-se como fundamentação teórica o referencial da Escola de Frankfurt, mais precisamente a perspectiva dos autores da primeira geração da Teoria Crítica da Sociedade, cujo centro é a crítica à sociedade capitalista. São conceitos fundamentais neste trabalho “formação” e “experiência”. Partiu-se da hipótese de que as apostilas de Educação Infantil antecipam ou preparam para a alfabetização. Com base nos conteúdos e nas atividades identificadas, foi possível verificar que as apostilas estão voltadas predominantemente para a adaptação – e não para a formação e experiência –, havendo, ainda assim, tendência grande das escolas, tanto públicas como particulares, de aderirem ao sistema apostilado

Literature on the evolution of the American higher education system includes a historical and consistent debate over the definition of the higher education mission in the country. Recent debate focuses on mission differentiation between the university and the community college. Acknowledging systemic changes in higher education historically occurred within regions of the country and even individual states, Alaska higher education development serves as an interesting and relatively unstudied example and the focus of this study. This research addressed this debate in higher education—mission definition—through a historical analysis of the University of Alaska Anchorage (UAA) over the 25-year period between 1984 and 2009. As the largest of the three major administrative units (MAUs) in the University of Alaska system based on credit hours and number of students, UAA became the logical focus of the study. In addition, higher education in Anchorage was greatly influenced by the 1987 state higher education merger as three of the five MAUs in the university system were located there. The purpose of this study was to historically describe the development of and changes in higher education missions—university and community college—at UAA during this period. This historical analysis was designed to answer two primary questions: - How have traditional university missions developed and changed at the University of Alaska Anchorage between 1984 and 2009? - How have traditional community college missions developed and changed at the University of Alaska Anchorage between 1984 and 2009? Data from predominantly primary sources were collected, evaluated, analyzed, and interpreted in four major areas: (a) the 1970s higher education background in Alaska, (b) the University of Alaska leadership (board of regents and presidents), (c) professional external reviews and reports of the university system, and (d) growth and development trends in university and community college trends at UAA. There were six main findings from this study. First, public higher education in southcentral Alaska, in particular Anchorage, was in a tremendous amount of turmoil during the 1970s. This turmoil included debate and conflict primarily over missions, institutional identity, and organizational structure. Secondly, the 1987 merger eliminated the visible and separate identity of community college operations in Anchorage. The community campuses—Kenai Peninsula College (KPC), Kodiak College (KOC), Matanuska-Susitna College (MSC), and Prince William Sound Community College (PWSCC)—were somewhat spared this total identity elimination due to geographical separation from the main UAA campus in Anchorage and the retention of college names associated with these dispersed campus locations. A third finding was the similarity of recommendations from several external reviews concerning the comprehensive—university and community college—missions within the University of Alaska system following the merger. The common theme within all these reviews was a need to better differentiate the missions of the university from the missions of the community college. Fourth, the type of student attending UAA has changed. In the years following the merger, the typical UAA student was older, less diverse, part-time, and non-degree seeking. By 2009, the characteristics were somewhat different; the typical UAA student was now younger, and more diverse, full-time, and degree seeking. A fifth finding was the consistency of growth and development in university missions at UAA. Baccalaureate and graduate degree programming and university-sponsored research prospered under the new university system structure at UAA. The growth in both baccalaureate and graduate degree programs exceeded the averages at UAA and far surpassed similar rates in certificate and associate degree programs. Finally, at UAA, many community college missions remained robust in operation, but often obscured in visibility and identity. These robust community college missions included academic programming focused on transfer education and technical or vocational education. At the same time, other community college missions faltered within the comprehensive university structure, particularly developmental education and continuing education and workforce development. / Graduation date: 2012

published_or_final_version / Education / Master / Master of Education

“We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.

The structure of an education system and its curricula reflects the influence of a specific paradigm. Since the onset of colonial rule and apartheid in South Africa about everything in the South African society, including the education system and curricular issues in particular, have been shaped in accordance with the macro paradigm: the modern Western paradigm. The emergence of a new paradigm: the postmodern paradigm, created the possibility of a new order of thinking which influenced all societal domains and aspects and propelled the society into the new millennium. Since 1994 a new approach forms the corner stone of all the new South African policy documents on education. It is for this reason that the issue of an arts education curriculum is investigated from a paradigmatic point of view with reference to the modern, the postmodern and the African paradigms. Various components, roles and dynamics of educational curricula cast in the modern paradigm framework are compared with characteristics of their counterparts in the postmodern paradigm framework, and how they can influence the design of curricula, especially arts education. The contribution of an African paradigmatic perspective is accounted for. A new approach to curriculum development based on the ideals of a learner-centred education approach, an outcomes-based education approach and the integration of subjects into specific learning areas has officially been adopted as the approach for transforming education and curricular issues, resulting in the present Curriculum 2005. Within the context of the Arts and Culture learning area of this Curriculum, the study concentrates on and emphasises the integration of the four art forms of dance, drama, music and visual art in order to overcome the legacy of fragmentation of a curriculum. The study culminates in a proposed integrated arts education outline for curriculum development that defines the rationale and vision for South African arts education. The researcher contends that there is sufficient scope for arts education to contribute its unique aesthetic values to the new national curriculum in South Africa and that integration of these art forms does not in any way diminish the unique character of each. / Didactics / D. Ed. (Didactics)

Text in Afrikaans / Die ontstaan en verloop van Christelik-nasionale onderwys as die histories-geworde onderwysideaal van die Afrikaner word in hierdie studie ondersoek en evalueer ten einde die moontlike toekomstige voortbestaan daarvan in Suid-Afrika te kan aantoon. Die verband tussen lewensbeskouing en onderwys is allereers aangetoon, met besondere verwysing na die ontstaan en wese van die Christelik-nasionale lewensbeskouing en onderwysleer. In die terugskou is die verloop en posisie van Christelik-nasionale onderwys vanaf 1652 tot en met 1997 van nader beskou. Aandag is aan die volgende onderwysfasette gegee: onderwysdoelstellinge, onderwysbeheer, onderwysinhoud (met spesiale verwysing na godsdiensonderrig) en medium van onderrig. Ten slotte is bevindinge en 'n gevolgtrekking rakende Christelik-nasionale onderwys in Suid-Afrika verwoord. Enkele aanbevelings vir die voortbestaan van Christelik-nasionale onderwys is ook gemaak. / In this study, the genesis and course of Christian National Education, as historic cultivated educational ideal of the Afrikander, are examined and assessed in order to be able to predict its future in times to come. First of all, the relation between view of life and education is indicated, with special reference to the genesis and nature of the Christian National view of life and doctrine of education. In the historical survey the course and position of Christian National Education from 1652 to 1997 are indicated. Attention is focused on the following educational aspects: aim of education, governance of education, content of education (with special reference to religious instruction) and medium of instruction. Finally, findings and a conclusion regarding Christian National Education in South Africa are expressed. Some recommendations for its continued existence are also provided / Educational Studies / M. Ed. (Historiese Opvoedkunde)

The purpose of this project was to test the hypothesis that student enthusiasm, participation, and comprehension would increase when using cooperative learning techniques in a classroom context.

Text in English, abstract in English and Afrikaans / Dramatic changes in Newfoundland's environment and global developments during the past decade, significantly influenced growing demands for restructuring the education system of Newfoundland. Responding to these demands, Newfoundland educators succeeded in creating a single unified non-denominational education system which became fully operational at the beginning of the 1998/99 school year. This achievement has been hailed by the majority of Newfoundlanders as a monumental landmark in the provinces' lengthy experience with denominational education. As well, it is viewed as pivotal in achieving educational excellence and ensuring that children receive a relevant education that will prepare them for the demands of the next century. The former education system (which consisted of four separate denominational school systems operated jointly by the church and the state) had become too cumbersome and inefficient, thus adversely affecting the quality of education. This thesis looks in particular at the contextual realities and perspectives that influenced the demands for changing the system. Such factors as the declining school population, economic conditions, technological developments, as well as legal and political issues have distinctly changed the Newfoundland society during the past number of years, hence the necessity to restructure the education system. The thesis furthermore discusses the proposed government model for restructuring the system and highlights the proposals for improving education. It also focuses briefly on the minority rights issue in Canada, as this has bearing on the legal rights of the church to educate in Newfoundland and its current role within the new structure. An evaluation of Newfoundland's educational reform initiatives (which includes the views of key educators in Newfoundland on these issues), deals with some of the problem areas which currently exist within the new system. However, the focus centres mainly on the obvious improvements in such areas as management, organization, parent involvement, curriculum development, educational achievement and accountability. The impact of these reforms on the social, educational and political dimensions of the Newfoundland society will only become evident in time, yet they hold the promise of having a lasting impact on educational achievement. The remarkable feature of the whole reform process is, that it was achieved from within. / Die ingrypende veranderings wat die Newfoundlandse gemeenskap oor die afgelope dekade ondergaan het, tesame met ontwikkelings op wereldvlak, het aanleiding gegee tot toenemende eise om die onderwysstelsel van Newfoundland te herstruktureer. Gevolglik onderneem die Newfoundlandse regering 'n omvattende herondersoek van die onderwys wat lei tot die vorming van 'n enkele, openbare, ge'integreerde onderwysstelsel wat aan die begin van die skooljaar 1998/99 in werking tree. Hierdie prestasie word as 'n besondere keerpunt in die onderwys deur Newfoundlanders beskou, aangesien die behoud en vooruitgang van die Newfoundlandse gemeenskap en onderwys daardeur verseker word. Voorheen het die onderwysstelsel uit vier afsonderlike kerkskoolstelsels bestaan wat gesamentlik deur die staat en kerk op alle vlakke beheer en bestuur is. Hierdie eiesoortige struktuur het die onderwys al hoe meer belemmer en opvoedkundiges genoodsaak om dit te hersien. Hierdie studie kyk eerstens na die vergestaltende faktore en lewensbeskouings wat die onderwys in Newfoundland ten diepste raak. Faktore soos dalende geboortegetalle, ekonomiese toestande, tegnologiese en staatkundige ontwikkelings dra veral by tot die veranderde leefwereld van die Newfoundlander en noop die regering om die onderwysstelsel daarby aan te pas en 'n onderwysmodel vir die toekoms te ontwerp. Hierdie onderwysmodel wat alle komponente asook die struktuur van die onderwysstelsel aanraak, word vervolgens ontleed. Aandag word ook gewy aan die kwessie van minderheidsregte in Kanada, omdat dit die kerk se reg om onderwys in Newfoundland te bedryf, raak. Laastens word die onderwyshervormings vanuit sekere perspektiewe in oenskou geneem en die standpunte van sommige Newfoundlandse opvoedkundiges word gestel. In die slotbeskouing word ook enkele probleme ge'identifiseer. Die bespreking word egter hoofsaaklik gewy aan aspekte van die onderwys wat alreeds verbetering toon soos onder andere onderwysbeheer en onderwysorganisasie, ouerbetrokkenheid, curriculumontwikkeling en onderwyskundige ontwikkeling. Die toekoms sal bepaal hoe hierdie omvangryke en omvattende onderwysveranderings die sosio-kulturele dimensies van die Newfoundlandse gemeenskap sal be'invloed, terwyl dit die belofte inhou om 'n dinamiese verbetering te bewerkstellig. / Educational Studies / D. Ed. (Comparative Education)

Thesis (MPhil)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Since 1995, despite the consultative processes with regards to Rationalisation and Redeployment, many stakeholders did not accept, nor understand the rationale behind the government's drive to redistribute human resources. It is widely known that there existed immense tensions and conflicts between educators and bureaucrats on the issue, which played itself out in the Grove Primary School case, as well as the withdrawal of regulations because of a 'threatened strike', due to government's disregard for participatory democracy. Using a case study, within the Gauteng province, this research investigated the experiences and perceptions of key policy actors on the policy planning and implementation processes by tracking the development of social dialogue during this process. The conceptual framework for this study was provided in the work of Cheng and Cheung (1995), who provided a generic empirical education policy analysis model, which tracks the policy processes within linear phases. Fifty indicators were identified, which were used to measure the efficacy of the policy-making process, as well as the evolution of social dialogue in the policy discourse. This study argues that in an endeavour to implement redress and equity, the policy employed had its inherent weaknesses. The researcher used a structured questionnaire to measure key policy actors (formulators and implementers), experiences and perceptions of the process employed. The qualitative methodology, which was supported by the quantitative data analysis approach, exposed that bureaucratic attitude towards socio-political participation, a technocratic approach to educational imperatives, strong union organisation, empowered parents, and the lack of capacity at certain levels of administration to deal with resistance directly and indirectly, contributed to the ambiguous success of this policy intervention. The purpose of this research was to assist in improving the efficacy of the policy pathways, by proposing a modified strategy, which includes dialogue with all relevant role players. In focusing primarily on the analysis of the Rationalisation and Redeployment Policy process, the findings of this empirical research have therefore shown how opinions and perceptions about the efficacy of a policy process are directly linked to the experiences of policy actors with regards to social dialogue during the process. As any interventionist policy is a negotiated responsibility of all educational role players, in order to promote an enabling educative environment, the consultative, as well as the policy processes proposed in this study, are based on principles grounded in research which makes optimal use of existing structures. / AFRIKAANSE OPSOMMING: Sedert 1995, ten spyte van die konsultatiewe proses rakende rasionalisasie en her-ontplooing, het min van die rolspelers die proses aanvaar, of die rasionaal agter die regering se poging om menslike hulpbronne te herversprei verstaan. Dit is alombekend dat daar reuse spanning en konflik tussen opvoeders en burokrate, gesentreer rondom die Grove Primêre Skool saak, bestaan het. Dit het saamgegaan met die ontrekking van regulasies -as gevolg van 'n beoogde staking weens die regering se miskenning van deelnemende demokrasie. Hierdie studie maak gebruik van 'n gevalle studie in die Gauteng provinsie. Hiervolgens is daar 'n ondersoek na die ervarings en persepsies van sleutel beleidsrolspleers ten opsigte van beleidsbeplanning en implementeringsprosesse. Die hoofidee is om die ontwikkeling van die sosiale dialoog binne die provinsiale onderwys na te spoor. Die konsepsuele raamwerk word verskaf deur Cheng and Cheung (1995), wie se werk 'n generiese empiriese onderwysbeleidsontleding model voortgebring het. Hierdie model volg die beleidsproses binne liniêre fases. Vyftig aanwysers word geïdentifiseer, wat gebruik word om die effektiwiteit van die beleidsformuleringproses sowel as die evolusie van sosiale dialoog te meet. Hierdie studie voer aan dat in die poging om herverspreding en gelykberegtiging te implementeer, die rasionalisasie en her-ontplooing proses opsigself inherente swakhede gehad het. "n Gestruktueerde vraelys, om sleutel rolspelers se ervarings en persepsies van die beleidsproses te meet, is gebruik. Hierdie navorsing bring na vore die feit dat burokratiese houdings jeens sosiopolitiese deelname, "n tegnokratiese benadering tot opvoedkundige imperatiewe, sterk vakbondorganisasie, bemagtigde ouers, en bestuursvlak se onvermoë om weerstand te hanteer, bygedra het tot die dubbelsinnige sukses van hierdie beleidsintervensie. Die doel van die navorsing is om die effektiwiteit van die beleidsweë te verbeter. Dit word gedoen deur die voorstel van 'n gewysigde strategie, wat die dialoog van alle relevante rolsplers insluit. Deur primêr te fokus op die rasionalisasie en her-ontplooing proses, wys die navorsing dat opinies en persepsies rondom die effektiwiteit van 'n beleidsproses direk gekoppel is aan die ervarings van beleidsrolspelers met betrekking tot sosiale dialoog. Die konsultatiewe sowel as die beleidsprosesse wat voorgestel word in hierdie studie is gebaseer op beginsels wat opsigself gefundeer is in navorsing wat van die bestaande strukture optimaal gebruik maak.

Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010. / Dissertation presented for the degree Doctor of Philosophy (PhD) at Stellenbosch University. / ENGLISH ABSTRACT: In this critical-hermeneutical inquiry into schools as learning organisations I use the service provision model of the Western Cape Education Department (WCED) as an exemplification of the concept of a learning organisation. In this inquiry, which is conceptual in nature, I explore whether their service provision model is sufficient to turn schools into learning organisations. With the establishment of Education Management and Development Centres (EMDCs) in the Western Cape, the WCED expressed its intention to develop schools in the Western Cape into learning organisations. I do a literature review to develop a conceptual framework of a learning organisation. From the literature review I constructed five constitutive meanings of a learning organisation. These meanings serve as conceptual lenses to explore how schools can be developed into learning organisations. Furthermore, I analyse some of the WCED service provision policies against the five constitutive meanings. These constitutive meanings include quality, inclusivity, collaborative teamwork, communication and power, which determine if the WCED policies are consistent with its objective to develop schools into learning organisations. Through my analysis I found that the WCED‟s policies are not compatible with all constitutive meanings. This led me to conclude that the WCED‟s understanding of a learning organisation is fundamentally and conceptually flawed as the WCED‟s service provision model operates within a controlled and regulated environment at the expense of internal school development. Interviews and the interpretation of data further reveal that the WCED‟s service provision model is not adequate to develop schools into learning organisations. This flawed understanding may have resulted partly in the WCED‟s adoption of a single, unitary managerialist approach to their service provision model because of the strong emphasis on compliance rather than cooperation that should exist between schools and the WCED. Based on the constitutive meanings I constructed for a learning organisation, I conclude that a managerialist approach serves the WCED‟s interest more than it serves the interest of teachers and classroom practice. The main argument of this study is that a communicative deliberative idea of democracy could reconceptualise the WCED‟s inadequate understanding of a learning organisation. A key aspect of developing schools into learning organisations may begin with instituting better lines of communication which should include elements like reflexive discussion, communicative freedom, consensus and decision-making processes. These elements form the basis of what constitutes a learning organisation. This reconceptualised notion of a learning organisation can best be done through deliberative democracy with its emphasis on public argumentation with equal opportunity with the aim of arriving at an agreed judgement. This study suggests that the WCED adopts a communicative deliberative idea of democracy as a notion of communication which is a more ideal vehicle that could assist in developing schools into learning organisations. / AFRIKAANSE OPSOMMING: In hierdie kritiese verklarende ondersoek rondom skole as leerorganisasies gebruik ek die Wes-Kaapse Onderwys Departement se diensleweringsmodel as ʼn voorbeeld van die konsep van ʼn leerorganisasie. Hierdie ondersoek is konsepsioneel in wese en bepaal of die WKOD se diensleweringmodel voldoende is om skole in leerorganisasies te ontwikkel. Met die daarstelling van Onderwys en Bestuur Ontwikkellings Sentrums (OBOSSE) in die Wes-Kaap het die WKOD sy voorneme om skole in die Wes-Kaap in leerorganisaies te ontwikkel uitgedruk. Derhalwe doen ek ʼn literêre oorsig om ʼn konseptuele raamwerk van ʼn leerorganisasie te ontwikkel. Vanuit hierdie literêre oorsig het ek vyf kontitutiewe betekenisse naamlik (kwaliteit, inklusiwiteit, samehorige spanwerk, kommunikasie en mag) geїdentifiseer wat ʼn leerorganisasie saamstel. Hierdie konstitutiewe betekenisse dien as waarneembare lense om vas te stel in hoe ʼn mate skole in leerorganisasies kan ontwikkel, en of die WKOD se diensleweringmodel strook met sy oogmerk om skole in leerorganisasies te ontwikkel. Ek analiseer vervolgens sekere WKOD diensleweringbeleide teen die konstitutiewe betekenisse om die relevansie om skole in leerorganisasies te ontwikkel vas te stel. Deur hierdie analise het ek ontdek dat nie alle beleide ten volle aan die vereistes van die konstitutiewe betekenisse voldoen nie. Derhalwe kom ek dus tot die gevolgtrekking dat die WKOD se siening van ʼn leerorganisasie fundementeel en konseptueel foutief is omdat die WKOD se diensleweringmodel werk binne die raamwerk van ʼn beheerde en gekontroleerde omgewing tot die nadeel van die interne ontwikkeling van skole. Die onderhoude se interpretasie in verhouding met die vyf konstutiewe betekenisse en beleidsdokument het verdere inligting aangaande die hoofnavorsingsvraag of die WKOD se dienslewering model genoegsaam is om skole in leerorganisasies te ontwikkel verskaf. Ek argumenteer dat hierdie skewe siening (beeld) mag gedeeltelik daartoe bygedra het tot die WKOD se enkel eensydige bestuurstyl tot hul diensleweringmodel as gevolg van die sterk klem op onderdanigheid eerder as samewerking wat ʼn ideale spangees tussen skole en die WKOD teweeg kan bring. Op grond van die konstitutiewe betekenisse wat ek geformuleer het, doen ek aan die hand dat die WKOD se diensleweringmodel hulself bevoordeel, eerder as die belange van onderwysers en klaskamer praktyk. Derhalwe doen ek ʼn paar aanbevelings aan die hand om hierdie leemtes aan te vul en voorsien riglyne om skole in leerorganisasies te ontwikkel. Die hoofargument van hierdie ondersoek is dat beraadslagende demokrasie die WKOD se siening van „n leerorganisasie aansienlik kan verbeter. „n Sleutel aspek van die ontwikkeling van skole in leer organisasies mag begin by die instelling van beter vorme van kommunikasie wat elemente soos reflektiewe besprekings, kommunikatiewe vryheid, konsensus and besluitneming insluit. Hierdie elemente vorm die basis van wat ʼn leer organisasie behels. Dit kan derhalwe die beste gedoen word deur beraadslagende demokrasie met sy klem op publieke argumentering met gelyke geleenthede en die klem op die daarstelling van ooreenstemmende oordeel. Hierdie studie suggereer that die WKOD die idée van beraadslagende demokrasie as ʼn beginsel van kommunikasie moet aanneem wat die mees ideale vorm van demokrasie is wat hulle kan ondersteun om skole in leer organisasies te ontwikkel.