The new higher education system of South Africa is in the process of transformation. Part of the transformation process involves raising the use and status of indigenous languages to become essential part of the country‟s higher education system. The constitution of the Republic of South Africa (Act 108 of 1996) laid a foundation responding to the imperative regarding the use and status of indigenous languages. The Ministry of Education (Higher Education) pays special attention to fitting their education policies to the constitution by incorporating subsection 27(2) of the Higher Education Act, 1997 (Act 101 of 1997) that states “subject to the policy determined by the Minister, the council, with the concurrence of the senate, must determine the institutional language policy of a public higher education institution and must publish and make it available on request”. The Language Policy for Higher Education was published by the Ministry of Education in November 2002. Lastly, the Ministry of Education appointed a Ministerial Committee “to advise on the development of African (indigenous) languages as mediums of instruction in higher education.” This committee published its report in 2005. This study investigates the fit between government language policies and institutional language policies. The focus is on indigenous languages in the South African higher education system. The main purpose is to argue for the design of an integrated institutional language policy framework in a holistic way. The study population consisted of the 23 universities and the indigenous language academic staff. A case study and survey were used. All twenty-three indigenous language units from the 23 universities‟ departments were used in the survey section of this research. A random sample of respondents was used, all the respondents were indigenous language academic personnel. Questionnaires were sent to each one who agreed to participate. This questionnaire was the main research instrument for collecting data. The research showed that there is no fit between government language policies and institutional language policies. It is recommended that improvements in fit between government language policies and institutional language policies be embarked upon across the 23 universities‟ staff members and stakeholders (students). / African Languages / Thesis (D. Litt. et Phil. (African Languages))

The South Africa higher education environment has been regulated through the enactment of policies promulgated by the governments of the day since the establishment of South African higher education. Even in the early days, the higher education sector comprised both public and private higher education institutions. Since South Africa’s democratic election in 1994, the higher education environment has been altered by the current government by means of policy enactment. Limited research has been conducted on the impact of the current regulatory context on the management of a private higher education institution. Therefore, the focus of this study was to determine how a private higher education institution within the current higher regulatory context in South Africa is managed. A qualitative research methodology was used to study the phenomenon. For this purpose, a case study, an accredited and registered private higher education institution was identified and individual interviews conducted with its six managers. The study adhered to ethical principles and techniques to enhance the validity/trustworthiness of the findings. The study found that the current regulatory enactment that was initiated under the new democratic government elected in 1994 had far-reaching implications for the private higher education sector. As a consequence, management structures, policies and procedures, quality assurance processes and procedures and management functions were altered. However, some of the regulatory criteria still have an impact on the management functions as private providers still struggle for full recognition by the government. / Educational Studies / M. Ed. (Education Management)

South Africa is a developing country that contends with a serious skills deficit that hampers its economic growth prospects. To address this skills deficit particularly at intermediate level, the government identified the public Further Education and Training (FET) College sector to serve as a medium to counter the challenge. Subsequent to the aforementioned decision by the government, political and financial support was pledged to the sector. Legislation that is attributed to the sector was also enacted and amended to capacitate the sector to perform optimally. The focus of this research was the capability of the public FET College sector in the province of Gauteng to respond credibly and qualitatively to the skills needs of the province‟s labour markets. Thus, the primary purpose was to evaluate the role that the sector in the province plays to address the skills shortage. The research design for the study was triangulation in nature, encompassing qualitative and quantitative methods. Nine public FET colleges, six companies and the Indlela Training Centre were sampled for gathering information regarding the responsiveness, articulation and efficiency of the province‟s public FET College sector. Students, lecturers, HODs and company‟s skills development managers were interviewed and sampled for the completion of questionnaires. Some significant differences in perceptions relating to the role played by the province‟s public FET college sector in addressing the skills shortage were found. Findings indicated that the massive financial and political support pledged to the sector by the government did not translate into efficiency, credibility and responsiveness nor capacitate the sector. In terms of the findings employers are skeptical about the quality of graduates that the province‟s public FET colleges ect or produces. Further, it was found that the sector‟s lecturers are inappropriately qualified and this contributes to the inefficiency of the sector in performing optimally. The lack of a formal skills development partnership between the sector and the labour markets hampers the articulation and the responsiveness of the sector to the skills needs of labour market. However, the current development whereby all the skills development institutions have been placed under one department has the potential to add value to the skills development landscape, particularly the public FET College sector. / Educational Leadership and Management / D. Ed. (Educational Management)

Summaries in Afrikaans and English / In hierdie proefskrif word die verband wat daar tussen politiek en onderwys bestaan vanuit 'n histories-pedagogiese oogpunt belig sodat daar tot grondige gevolgtrekkings gekom kan word ten opsigte van die onderwysbedeling in Suid-Afrika. Daar word aangedui dat politiek en onderwys vanaf die vroegste tye 'n vervlegting toon. Onderwys en politiek is mede-afhanklik van mekaar en het ook sekere verwagtings van mekaar. Onderwys en politiek is menslike skeppinge en as sodanig moet dit mekaar beYnvloed. In Suid-Afrika bet die onderwys vir n geruime tyd 'n krisis beleef. Sekere bevolkingsgroepe was nie tevrede met die onderwys wat bulle ontvang bet nie, terwyl ~n ander groep die onderwys doelbewus gemanipuleer bet tot voordeel van homself. Die gevolg hiervan was dat die onderwys in Suid-Afrika ernstig verpolitiseerd geraak bet en sodoende die onderwys nadelig beYnvloed bet. Om die Heropbou- en ontwikkelingsprogram van die suidAfrikaanse regering te laat slaag, is dit noodsaaklik dat daar 'n gesonde wisselwerking tussen die politiek en onderwys moet wees. Alle groepe behoort inspraak in die onderwysbelange te he en waar moontlik moet die kultuur van die betrokke groep in die onderwys eerbiedig word. Dit is egter noodsaaklik om te besef dat alle groepe deel vorm van 'n verenigde Suid-Afrika en dat die kinders onderrig moet word om tot hulle volle potensiaal te ontwikkel en tot voordeel van die staat. Die staat moet ook toesien dat onderwys ongehinderd aan al sy burgers verskaf word sonder dat party politieke belange op die voorgrond tree. / In this study the relationship that exists between education and politics is highlighted from a historical-pedagogical point of view, so that conclusions can be made regarding a future educational system for South Africa. It has been shown that politics and education are closely linked. Education and politics are dependant on one another and have certain expectations of one another. Education and politics are created by man and as such must influence each other. Education in South Africa has for some time been in a crisis. Some population groups were not satisfied with the education they received, while another group manipulated education to its own advantage. The consequence of this was that education in South Africa became politicised. This has had a negative effect on education. For the Redevelopment Program to succeed it is necessary that there is a balance between politics and education in South Africa. Each population group must have a say in its own affairs and, where possible, each group's culture must be respected. It is, however, necessary to realize that all the population groups are part of a united South Africa and that all the children must be educated to the best of their abilities and to the advantage of the state. The state, however, must ensure that education can take place without hindrance to all its people and that no political party may use education to its own benefit. / Educational Studies / D.Ed. (History of Education)

This study, in the main, focuses on the racial imbalances and inequities that characterised South African education between 1965 and 1992. A historical background of the South African educational system as well as an account on the apartheid ideology and its impact on education is presented. For the four principle racial groups in South Africa, namely, the Africans, Indians, Whites and Coloureds, a historicaleducational survey of the imbalances and inequities prevalent in pre-primary, school-based and post-secondary education in respect of access to education, financing of education, and human and physical resources is given. As a way forward, some recommendations for the redressing of the imbalances and inequities identified in this study are presented. / Educational Studies / M. Ed. (History of Education)

At the best of times, education policy implementation is a difficult and uncertain process. Taking this as a point of departure, the researcher advanced the hypothesis that education policy implementation in a society in transition: is accompanied by a fragmentation of the pre-transition coherence in interpersonal relations among policy actors; is affected by a heightening of value conflicts and the emergence of competing interpretive schemes; is influenced by the perceived self-interest of policy actors; is affected by changing power relationships and structural adjustments; and reflects a general weakening of interpersonal, cultural, and structural linkages that had evolved in pre-transition years. The Indian education system in South Africa was studied as an exemplar of a system located in a society in transition. The data collated by means of three research strategies - historical report, questionnaire, and structured interview - gave strong support to the hypothesis. In addition, they pointed to the significance of variables such as policy content and policy quality, political interference and pressure, bias and favouritism among senior officials, religious, sectional, and language loyalties of participants, and loss of job satisfaction and morale among policy actors. These findings were discussed against the background of relevant literature. This concluded in the development_gf a theoretical model to explain education policy implementation in a society in transition. Basically, the model suggests that socio-political struggles in the larger society tend. to be replicated in the micro-contexts of the education system, producing fundamental alterations in the interpersonal, cultural, and structural aspects of the system, a general weakening of system linkages, and a progressive de-coupling of system components. All these changes recursively impact on and are impacted on by policymaking and policy implementation processes and outcomes. These impacts, however, tend to occur in a non-standard, nonlinear manner. The theoretical underpinnings of the model emerge from general systems theory, modern social systems theory, chaos/ complexity theory, conflict theory, structuration theory, organisation change theory, and loosely coupled systems theory. Finally, the study concludes with general propositions relating to education policy implementation in a society in transition and a set of research and management-oriented recommendations. / Educational Leadership and Management / D. Ed. (Educational Management)

Recent events have brought about the realization that purposeful advancement in South Africa depends on wide-ranging educational reforms consistent with the demands of a complex multicultural society. This necessitates the development of theoretically-sound policies informed by, and grounded in, the specific historical and cultural milieu in which it is to be conceived. Within this context, a particular concern is that little is known about the educational needs of the Indian community at this juncture. This concern is also evinced by a multitude of interests within this minority group. Al though this investigation focuses on Indian responses to dominant policy orientations, it conceptualizes the South African education dynamics in its entirety and interrelatedness and not as a conglomerate of isolated parts. In sum, this dissertation endeavours to examine some critical concerns as it affects the provision of education for people of Indian origin in a postapartheid South Africa. / Educational Studies / M.Ed. (Comparative Education)

Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van staatsondersteunde (Model C-) skole. In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die bestuur van die personeel en die gemeenskapsbetrokkenheid. bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level. In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement of schools, namely the management of state-aided (Model C) schools, are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement The research concluded with the following findings: A participatory, transparent management style is the key to effective and successful self-management of schools. Financial management has caused the biggest single change in the task of the principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school. The principal, management body and parents ought to ensure that a partnership is developed in which there is openness, mutual trust and collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively. The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.

This study is based on a need for community involvement in farm schools to enhance effective teaching and efficient learning. The rationale behind it was to determine the current state of community involvement in farm schools in the Pietermaritzburg area, with a view to determining the extent to which the current community i nvolvement, namely, the active participation of parents, teachers, the farmer, the church, the state and the private sector could be extended on a large scale. The study revealed that the community involvement dimension of schooling is central to the teaching profession. If neglected, no effective teaching and efficient learning can materialise. The role of the farm school principal in the realisation of this goal is indispensable. The empirical survey and literature revealed that farm school principals can address the serious shortcoming concerning the participation of community members in the affairs of farm schools. / Educational Studies / M. Ed. (Comparative Education)

Summaries in Afrikaans and English / Text in Afrikaans / Die Landelike Stigting poog om deur die proses van gemeenskapsontwikkeling die lewenstandaard en ontwikkelingspeil van die plaaswerkergemeenskap te verhoog. Binne hierdie proses word volwasse onderwys as belangrike instrument aangewend. Vervolgens is die probleem wat nagevors is die toepassing van volwasse onderwys deur die Landelike Stigting binne landelike ontwikkeling. Eerstens is ondersoek ingestel na die doelstellings en filosofiese orientasies van volwasse onderwys. Binne hierdie kognitiewe raamwerk het hierdie studie tweedens die bepaling van die Landelike Stigting se filosofie en doelstellings behels. Die Landelike Stigting se volwasse onderwysprogram toon duidelike ooreenkomste met radikale volwasse onderwysdenke. Die teoretiese onderbou van die program is vereenselwigbaar met kontemporere ontwikkelingsdenke wat mensgesentreerde, deelnemende en handhawingsontwikkeling beklemtoon en fokus op ontwikkeling as 'n leerproses. Met hul teoretiese uitgangspunte slaag die Landelike Stigting daarin om 'n volwasse onderwysprogram daar te stel wat nie-rassige, nieseksistiese en demokratiese leerbeginsels ondersteun. Hierdie uitgangspunte manifesteer egter tans nie in die praktyk nie. / The Rural Foundation strives to promote the living standard and level of development of the farm worker community through the process of community development. Adult education is an important instrument within this process. Consequently the problem researched is the application of adult education in rural development. Firstly, the objectives and philosophical orientations of adult education were explored. Following from this cognitive framework this study secondly determined the objectives and philosophy of the Rural Foundation. The adult education programme of the Rural Foundation closely corresponds to radical adult education thinking. The theoret i ca 1 substructure of the programme is comp at i b 1 e with contemporary deve 1 opment thought which emphasises people-centred, participatory and sustainable development and focuses on development as a learning process. With their theoretical premises, the Rural Foundation succeeds in establishing an adult education programme which supports non-racial, non-sexist and democratic learning principles. However, these premises do not manifest in practice. / Development Studies / M.A. (Development Administration)