Spelling suggestions: "subject:"educationization anda state - south africa."" "subject:"educationization anda state - south affrica.""
11 |
'n Vakbeleid as bestuurshulpmiddel vir die Bedryfsekonomie-onderwyser04 November 2014 (has links)
M.Ed. (Subject Didactics) / Please refer to full text to view abstract
|
12 |
Probleme by die toepassing van kurrikulum 2005 in die funderingsfase13 August 2012 (has links)
M.Ed. / In the light of the foregoing postulation of the problems and issues to be addressed, the present research study was aimed at determining the problems of Grade 1 and 2 facilitators with respect to Curriculum 2005, with a view to developing guidelines which the educational psychologist could follow in support of teachers' efforts to implement and apply Curriculum 2005. The study had as its point of reference an ecosystemic theoretical framework in terms of which the aim, nature and origin of the outcomes-based approach to teaching and learning, as well as the advancement thereof in Western countries, were discussed. In addition, the researcher took a closer look at how the said system impacted on the facilitator's role in the foundation phase, as well as at the paradigm shift with respect to facilitator resistance. The results of the study indicated that facilitators deemed the in-service training, advising, support and guidance of the Department to be bewildering, incongruent and akin to information overload. The majority of facilitators concurred, however, that extensive retraining and experimental practice with respect to the implementation and application of Curriculum 2005 could possibly solve a myriad of problems regarding the implementation of this curriculum. In addition, facilitators seemed to feel a clamant need for continued support and advice from the Department, as well as from the school in its capacity of a system. The future perspective hinged upon both positive and negative sentiments, however. Negative perceptions involved the failure of Curriculum 2005, whilst positive experiences, on the other hand, centred around the suitability of the model for learners' social and cognitive development and their chances of success, since they experience the implementation as a process. In spite of in-service training and the provision of documentation on the new system of education and learning, facilitators still exhibit an alarming ignorance of the philosophy and concepts underpinning OBE — ignorance that could only be explained in terms of the inadequate in-service training offered to facilitators and their lack of motivation as far as self-development is concerned. Recommendations for policy makers are also incorporated in the guidelines
|
13 |
Die onderwyser se belewenis van die Suid-Afrikaanse onderwysstelsel17 November 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
|
14 |
Worker education in South Africa 1973-1993.Vally, Salim January 1994 (has links)
A research report submitted to the Faculty of
Education, University of the Witwatersrand,
Johannesburg, in fulfilment of the requirements
for the degree of Master of Education. / With the rise of the independent trade union movement since 1973,
immense importance has been attached to worker education. The growth
of the union movement created the space and provided the resources
for workers to assert an independent cultural practice in which
worker education plays pivotal role.
Intense debate has raged within the union movement over the content,
of this education, the way it is to be provided, who the recipients
should be and whether it fulfils its perceived aim. There exists
general consensus though that worker education has been integral to
the development of the labour movement. Yet, there is no comprehensive
study of worker education in South Africa. Such a study is even
more necessary today as attempts are made to address the historical
deficiencies in the South African education system, This report
therefore is a small contribution toward understanding worker education
and the importance of its role not only for the Labour: movement
but for society at large. (Abbreviation abstract) / Andrew Chakane 2019
|
15 |
Shack schools for shack settlements : a study of DET policies relating to the provision of school facilities in shack settlements in the PWV area.Jacklin, Heather Joan January 1991 (has links)
A research report submitted to the Faculty of Education in partial fulfillment of
the requirements for the degree of Master of Education / This report examines the policies of the Department of Education and Training (DET) regarding
provision of school facilities at the end of the eighties. It focuses specifically on the implications
of these policies for legal freestanding shack settlements in the Pretoria-Witwatersrand-
Vereeniging area. The report sets out to unravel discursive trends at the level of senior officials
within the DET related to the provision of schools in shack settlements as well as the policies
and practices which emanated from these discourses. These are related to broader state strategies
and particularly population movement and settlement policies. The effects of these practices are
assessed in terms of equity.(Abbreviation abstract) / Andrew Chakane 2018
|
16 |
Structural inequalities between Model C and rural schools: the case of Luphisi in MbombelaNyundu, Andile 13 July 2016 (has links)
FEBRUARY, 2016
A research report submitted to the Faculty of Engineering and the Built Environment, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Development Planning. / Since the dawn of democracy in South Africa, significant strides have been made in (ensuring equal access to) education. With that Section 29 of the highest law in the land – the Constitution of the Republic of South Africa (Act 108 of 1996) – has made provision for the realisation of a basic education for all citizens. Moreover, significant portions of the national budget have since been set aside annually in ensuring the realisation of this right. Yet, the quality of education remains unequal across municipal space(s), even against the backdrop of the amalgamation of previously disadvantaged spaces (such as Luphisi) with affluent areas (such as Mbombela/Nelspruit). This has resulted in the persistence of ‘two worlds of education’ within municipalities as in the case of Mbombela Local Municipality. A world of well-resourced schools and exceptional matric pass rates flourish in Nelspruit/Mbombela, while a world of impoverishment and low academic performance rates is experienced in Luphisi. This research refers to this predicament as ‘structural inequalities between Model C and Rural Schools’ resulting in spatial educational inequalities.
The research explores the problems re structural inequalities between Model C and Rural Schools, using the case of Sdungeni Secondary School in Mbombela Local Municipality’s Luphisi village to uncover these hindrances. The report departed by focusing on birth location and the socioeconomic background of learners and how this has a great influence in the kind of education a learner is likely to receive. Using the qualitative method of enquiry, which is a multi-layered type of research technique that crosscuts disciplines, fields, and subjects, the study arrived at presenting a cohort and demonstration of multiple truths rather than ‘a single truth’. The research brought to light that whilst the government has made concerted efforts at ensuring the equal structures of education in different municipal spaces, these efforts are still hampered by class (as a residue of apartheid) as well as government’s adoption of neoliberalist policies which further perpetuate the rich-poor divide. It was also noted that the confusion regarding the governance of schools – due in large part to traditional and/or structural issues – may be hindering the upgrading of rural schools with amenities and higher grades. Consequently, schools – by virtue of their location, morphology, still play a significant role in reproducing and perpetuating social class divisions as well as ordering different societies according to their ‘latently prescribed’ nature(s) of function
|
17 |
Implementation of new policies, the white paper and the ABET programme in adult education. What effects have the new policies, the white paper and ABET had on education, training, development practitioners and adult learners?Maabane, Tswelopele A 20 May 2014 (has links)
This study investigated implications of new education policies, the white paper on
education and training and implementation of adult basic education and training
(ABET) and the consequences thereof for education, training and development
practitioners (ETDPs) and adult learners. The study also investigated how ETDPs
implement new ABET policies and how these new policies affect adult learners.
Adult education policies (in the democratic South Africa) were introduced to
reduce inequalities in education. Despite these interventions, since 1994 the
failure rate of adult education learners has continued to deteriorate. (This is partly
confirmed by honours students (see Personal Communications) involved in
teaching adult learners from 1993 to 1998.) The new adult education policies are
intended to improve literacy and the quality of education for adults in
South Africa. However, this does not seem to be happening. Three groups within
adult education participated in this study. The groups consisted of twenty (20)
adult learners, seven (7) ETDPs and seven (7) district education managers. All
thirty-four (34) respondents were based in Soweto and the surrounding areas,
which lie within Gauteng Province (see map contained in Appendix A). The
information was gathered from respondents by telephonic interviews and by
completing questic-nnaires. The literature review examined adult education
policies; the Whit,- Pape" on Education and Training; successes and failures of
ABET policies; and implementation and financial implications for adult
education. “Quality education” based on a review of literature (world-wide and
locally) was explored The information from the respondents supports the view
that new ABET polices have had little impact in offering quality education. The
results from the. interview and questionnaires show that the process of policy
implementation is ineffective and inefficient, and is without clear direction.
Workshops orgauised by the Department of Education reach only a few, and are
not very effec j F i n a n c i a l constraints have rendered the process of policy
implementation almost, impossible. The majority of learners and educators in this
study were not iu'iy aware of the workshops. Based on world-wide and local
literature, elements which might improve quality education were suggested. The
study used both a qualitative and a quantitative approach. The concluding section
of the research report suggested areas for future research relating to the process of
policy implementation in adult education in South Africa.
|
18 |
Planning for change in educational NGOs: three case studies.Ward, Sarah Jane January 1995 (has links)
A research report submitted to the Faculty of Management,
University of the Witwatersrand, in partial fulfilment of the
requirements for the degree of Master of Management (in the field of
Public and Development Management / In South Africa's rapidly shifting socio-economic and political
environment, many non-governmental organistions are in crisis, with
donors, clients and government demanding that they change to meet
the new development agenda. Although this requires careful
planning and strategy- making,the three cases studied have shown
that planning for change leads to tensions between need to retain the
democratic and participatory ethos of the organisation, and the need
to become more management and product oriented. In addition, the
change planning in these organisations is often vague and and
unfocused, with many different ideas and approaches for dealing
with change, but few realistic plans to implement it.
The research outlines an approach to planning that encompasses both
of the NOD ideals by separating planning from strategy-making. As
part of a learning environment, planning and strategy-making are
participative activities that enable strategy to emerge at all levels of
the organisation, while the planning process becomes action-focused
and operational. / Andrew Chakane 2019
|
19 |
Decentralization of schools in South Africa: a study of two SGBsMelaphi, Nompumelelo January 2016 (has links)
A research report submitted in partial fulfilment of the requirements for the Master’s Degree in Development Theory and Policy
University of the Witwatersrand
31 March 2015 / The aim of this research was to analyze the restructuring of the post-apartheid South African
education system through the decentralization introduced in the South African Schools Act of 1996
(SASA). SASA was intended to construct a new education landscape for school governance
involving School Governing Bodies (SGBs) and founded on participation and partnership between
state, parents, learner, school staff and community. SASA ostensibly bestowed powers upon the
SGBs, however this research explores whether the schools used in the study were really
empowered by SASA. Two schools were investigated, one in an affluent area and the other in an
underprivileged area. The investigation was in context of the impact of decentralisation of service
delivery in developing countries, the adoption of SASA and reforms in the education system from
apartheid to date. A qualitative methodology was used and analysis of fourteen semi-structured
interviews produced four findings. First, the study corroborated others which suggest that neoliberalism
is imbedded in South African public schools and that parents have to pay for quality
education. Second, the SGB from the Privileged School executed their projects and tasks well as
compared to the Underprivileged School, since its SGB involved parents that were professionals,
with financial backing and the know how to fund raise so that the school was able to provide
resources for the learners. Third, the minimal use of SASA powers was not the sole reason for
inequality in educational provision, the study also looked into the apartheid historical past which
also contributed to inequality Finally the post-apartheid (Bantu) education system was a
contributing factor to the Underprivileged School SGB’s incapability to utilise all its powers in
that ‘Bantu education’ had failed to equip parents from underprivileged backgrounds with the
knowledge to exercise all the powers granted to them by SASA, in particular, most parent/s from
the underprivileged school had not been equipped with professional degrees or acquired significant
skills to confidently partake in the SGB. The study concludes that SASA seems to have not fully
taken cognisance of the realities of SGBs in the Underprivileged School since it seems likely,
based on my single case study, that their members would not be able to fully implement all the
powers given to them by SASA, indicating the need for state intervention. / MT2017
|
20 |
A critical appraisal of policy on educator post provisioning in public schools with particular reference to secondary schools in Kwazulu-Natal.Naicker, Inbanathan. January 2005 (has links)
Historically, educator post provisioning in South African public schools has been a / Thesis (Ph.D.) - University of Kwazulu-Natal, 2005.
|
Page generated in 0.1363 seconds