“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.

South Africa has, since 1994 undergone significant political, social and economic changes and all these changes have had an effect in most of the governmental departments. One department adversely affected in particular, is the Department of Education (DoE). The implementation of a large number of educational policies being developed at national and provincial levels to bring about radical changes, leave much to desire. That has led the researcher to be investigating Teachers’ Formative Assessment Practices in Grade 9 Technology classrooms of selected schools in the Fort Beaufort District of Education. The DoE had explored ways to better educate learners and to improve the entire school performance, hence the introduction of the new methods of assessment, to quote but one, assessment policy No. 19640 of 1998. The new assessment policy in the GET Band is a means of assessing learners in order to enhance individual growth and development; to monitor the progress of learners; and to facilitate their learning. This policy states that assessment and feedback are integral to the teaching and learning process and policy planners and practitioners must be adequately prepared to implement these policies. Assessment is the most powerful lever educators use to influence the way learners respond to teaching and behave as learners. It is crucial that appropriate and effective methods of assessment are employed to ensure effective learning. Therefore, the study examined, within the interpretive paradigm and taking a constructivist approach, experiences and concerns raised by participants concerning the implementation of formative assessment in the case. In order to investigate teachers’ perceptions and the implementation of formative assessment practices, in relation to emerging educational policies, one Grade 9 learning area – Technology - in five schools were purposefully sampled. Data from the participants were mainly collected employing qualitative methods, being in-depth interviews, observations and document studies. The main findings of the study were that participants’ (School Management Team members, teachers and learners) perceptions were not quite clear pertaining to what formative assessment is all about. They did not know how to implement it in their classes and as a result had a negative impact on them. This led to recommending that these practitioners must adequately and rigorously be re-trained in implementing the policy. The DoE ought to outsource such trainings to tertiary institution for certification purposes. In future, the DoE should, before implementing any policy, make sure facilitators know the policy, are adequately and thoroughly trained and skilled before embarking on any further training of policy practitioners.

The history of South African education should not be swept under the carpet when contemporary matters on education are discussed. Public education was brought to life in order to perpetuate the ideals of separate education and apartheid. the school manager was essentially an extension of the ruling party. He or she had to inform his or her subordinates what the authorities demanded to be done in educational circles. The 1996 Constitution (Act 108 of 1996) effectively assured a democratic order which would guarantee the removal of Acts which were discriminatory in nature. The 1996 Constitution lay the foundation for a democratic and open society which has high regard for human rights, childrens' rights and in particular the right of learners to education. The public school must implement the stipulations of the Constitution and of the South African Schools Act (Act 84 of 1996) which aspire to be in line with international human rights documents like the 1948 Declaration of Human Rights and the 1989 Convention on the Rights of the Child. This study is essentially about learner's right to education and the role of the public school in assisting learners to realise this right. All considerations are based on the democratic constitutional dispensation in South Africa after 1994. The study finally illuminates the level of preparedness of the parent community in forming a partnership with the public school so that learners can be assisted in realsing their rights to education. / Educational Studies / M.Ed. (Education Management)

Arising from a literature study, the notions of quality and quality assurance (QA) were described. A literature study was undertaken regarding the current South African national QA policies on teacher education. A case study was conducted at Tshiya College of Education, which merged with the University of the North: Qwaqwa Branch during the rightsizing of higher education in 2001. The establishment of a QA system for teacher education, on micro level, was critically described. Action research was used to investigate the process of QA. A steering committee was established. Two QA seminars contributed toward an awareness campaign. A SWOTanalysis was done. A QA policy was designed, including a framework-for-action which was action researched by volunteers. Researchers developed their own improvement plans by: compiling their job descriptions; rating their effectiveness of task execution; and attending to emerging quality gaps to determine focus areas. Professional development was emphasised. Improvement plans for Micro Teaching and Media were action researched. Taxing circumstances, resulting from the higher education transformation and its effect on the research, were reported. Data emerged from describing the action research phases: planning, implementation, observation, and reflection for re-planning. Self-, peer-, and student-assessments were utilised. Apart from discussions and meetings, the researchers kept diaries and forms were designed for assessments. In both improvement plans, reflection-in-action led to identification of unforseen weaknesses which were addressed as side-spirals of the original plans. Reflection-on-action took place at a formal meeting to which external evaluators were invited. Strengths and weaknesses were determined and findings corroborated and clustered toward final recommendations. Intrinsic motivation was described as a precursor to involvement in QA. Leadership/management/planning was seen as creating infrastructure to encourage employees to focus on quality and movement toward the institution's vision. Implementation was described as taking action to put a realistic plan into practice. Teamwork was identified as a hallmark of action research and emphasis was placed on collective wisdom. It was concluded that meritorious modelling meant that educators should lead by example / Educational Studies / D.Ed.(Education Management)

In this study the ownership, governance and funding of schools in South Africa are examined in time perspective in order to show the development of the above-mentioned aspects in South Africa through the ages, and to provide recommendations for the future. In the historical survey the ownership, governance and funding of schools in South Africa from 1652 to 2004 are indicated. This has been done for the Whites, Coloureds, Indians and Blacks. The historical pattern of the provision of education in South Africa has often changed during the period under discussion. The education of Whites, Coloureds, Indians and Blacks was provided, and funded separately (1652 to 1993). Imbalances and inequities were common phenomena. Attempts to address the above issues (1994 to 2004) are also indicated. Finally, some recommendations for redressing the present imbalances and inequities with regard to the above three aspects are provided. / Educational Studies / M.Ed. (History of Education)

The aim of this study was to determine how teachers experienced transformation in education and what the implications were for education management. The approach was qualitative, exploratory and descriptive. In a case study design six redeployed teachers from an ex-model C school were purposefully selected as sample. In-depth interviews were conducted with the teachers. Informal interviews and observation were also used to collect data. The results focussed on the teachers‟ views of transformation and their experiences of transformation policy and how it was managed; the financial implications of transformation and the impact thereof on the teachers. It was concluded that individual teachers experienced some aspects of transformation positively, for example promotion opportunities. Negative experiences were related to transformation that was enforced overhastily and did not consider all role players or prepare teachers well. Recommendations were made for managing transformation and for further study. Key concepts: transformation; education management; case study design; redeployed teachers; positive experiences of education transformation; negative experiences / Further Teacher Education / M. Ed. ((Onderwysbestuur) Further Teacher Education)

The study identifies the challenges in the implementation of Inclusive Education in the Umgungundlovu District of Education and establishes the possible solutions. The basis for this investigation is the Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001). The study was conducted in the Umgungundlovu District of Education in the area of Pietermaritzburg. A qualitative research method was used. Data collection strategies that were used are structured interviews, observation and a questionnaire. The study reveals the following challenges that hamper theimplementation;Negative attitudes of some educators and parents towards inclusion, lack of Skills Development Programmes for educators, minimal involvement of parents as well as lack of infrastructural development. These challenges could be dealt with by appointing a Manager within the District to ensure that advocacy on Inclusive Education, training of educators and infrastructural improvement in all schools are done. / Educational Studies / M.Ed. (Inclusive Education)

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)

In the new democratic dispensation, the Gauteng Education and Training Council (GETC) is the first statutory council instituted in South Africa, allowing civil society to participate in education policy-making. Against this background, this study explored the policy process and the participation of stakeholders. A literature study investigated the theory on policy and the participation of civil society in the policy process. The inception of the GETC was fully documented and a qualitative study undertaken to determine the role of the GETC in education policy-making. Data gathering was done mainly through semi-structured interviews with GETC members. The data was analysed, discussed and synthesised. The major findings were that stakeholders valued the opportunity to participate and members had high expectations of the contribution they could render in the policy-making process. Although most members had a good grasp of the policy process, lack of administrative resources and participative skills founded in the exclusion of large segments of society from partaking in such consultative structures in the past, was evident in some organisations. The function of the Administrative Secretary is deemed important in facilitating the functions of the GETC and training for this incumbent was emphasised. The lines of communication between the GETC and the Member of the Executive Council (MEC) need to be clearly structured in order to expedite the movement of documents between them. The I'vfEC needs to be more visible to GETC members. The GETC, MEC and the Gauteng Department of Education (GDE) have to explore ways and means of establishing a sound relationship to serve the cause. Consensus between the GETC and the GDE should be reached regarding the role and place of the GETC in the GDE Policy Route. Areas for further investigation that would enhance the role of the GETC in the policy-making process have been identified. The study concluded that the GETC renders a valuable contribution empowering citizens to become involved in formal participative structures which will contribute towards broadening the basis of acceptance of responsibility for education, by society. This will assist in attaining its declared vision to improve the level of education in South Africa / Educational Studies / D. Ed. (Comparative Education)

South Africa is currently undergoing a process of change from a segregated education system to a more democratic system of education. The country is characterised by drastic policy shifts in the social, economic and political arenas. The problem that called for this research is that education managers at national, provincial, district, and circuit levels are facing challenges in the understanding, interpretation and implementation of education policies as they apply to support staff, educators, learners and their parents or guardians. Lack of access to and knowledge of acts, policies and procedures in educational leadership and management seem to impact negatively on the effective functioning of public schools in the provisioning of quality education in Limpopo province of South Africa. A qualitative research methodology coupled with ontology and epistemology theories were used in a phenomenological interpretive perspective. The rationale for choosing the qualitative approach was that the subject of this research study required data on the experiences, perceptions and views of the research participants. Three research instruments of data collection were employed, namely participant observation, document analysis and interviews. Purposive sampling was chosen to select the education managers as participants who were likely to be knowledgeable about and experienced in the phenomenon under study. Focus group and individual interviews were conducted with educators, education managers, and educator union representatives. I used content analysis method to catergorise data into themes. The findings in this study revealed that knowledge of the education policies is a pre-requisite for the implementation of such policies for quality education. It was evident that education managers have inadequate understanding of the formulation, interpretation and implementation of policies. Education managers had contrasting perceptions of education quality and divergent interpretationsof education policies. The deployment of circuit managers undermined the value of management qualifications, experience and expertise in such management posts. The absence of a policy enforcement agency and a lack of coordination within different levels of education management in the province have led to unresolved cases of misconduct and non-compliance with education policies. The researcher recommends that induction of newly appointed education managers, continuous training of the serving education managers, mentoring and monitoring of the implementation of education policies should receive priority for the provision of quality education in public schools. / Educational Leadership and Management / D. Ed. (Education Management)