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The transformation of education in South Africa since 1994 : a historical-educational survey and evaluationLegodi, Mapula Rosina 11 1900 (has links)
This study entails a critical investigation into the issue and trends that shaped Black
perspectives on education in South Africa in the period between 1652 and 1993.
A theoretical-philosophical exposition is presented to establish the fundamental
characteristics of education and therefore characteristics valid for every human being
under any circumstances at any time. These characteristics were used to eventually
appraise the issues and trends underlying the shaping of Black perspectives on education
in South Africa.
This study has revealed that the shaping of Black perspectives on education in South Africa
goes hand in hand with the growing realization among Blacks that education is not merely
a political issue but also deeply imbedded in the interconnectedness and/or differences
between social realities such as the church, the school itself, teachers' associations, the news
media et cetera. This should be accounted for by every citizen in a responsible way. / Educational Studies / D. Ed. (History of Education)
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Education and development : an exploratory study of the impact of GEAR in GautengMazibuko, Sibonginkosi Godfrey 11 1900 (has links)
The importance of formal education in socioeconomic development is an established fact.
Formal education leads to better living standards through improved productivity, health and earnings. However, opportunities to acquire quality education are a function of a country's economic policy.
This study inquires into the capacity ofthe South African macroeconomic strategy of Growth, Employment and Redistribution( GEAR) to afford people the opportunities to get quality education. The study shows close linkages between GEAR and structural adjustment
programmes( SAPs). The study argues that SAPs and thus GEAR tend to have negative impact on the poor as social spending is reduced and education gets affected. This study concludes that
GEAR is likely to impoverish the public formal education system, particularly in poorer communities. / Development Studies / M. Admin. (Development Administration)
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The influence of policy on classroom literacy instruction : the case of the Foundations for Learning Campaign in the Mopani District in Limpopo, South AfricaMbhalati, Nkhensani Brenda 06 1900 (has links)
In response to local and international findings which reflected over a number of years that South African learners cannot read and write at their expected levels, the Department of Education (DoE) launched the Foundations for Learning Campaign (FFLC) in March 2008 as an intervention strategy.
It is against this background that a research project was initiated to investigate the impact of the FFLC on teachers’ classroom instruction and the reading culture of foundation phase learners. Qualitative interviews and observations were used to collect data from the participants.
While many of the participating teachers had found creative ways to make the new policy work in their own literacy classrooms, the study found that there was no sufficient training of teachers and other stakeholders prior to the launch of the FFLC. The lack of monitoring and support by the DoE was also seen as a hindrance to the success of the initiative.
I concluded the study by recommending that the time is ripe for a more detailed and introspective reflection and review of the FFLC policy. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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The transformation of the higher education institutions in the post-apartheid era : the South African Research Chairs initiative as an indicatorNkhumeleni, Cebisa 10 1900 (has links)
The study investigated whether the South African Research Chairs and the research programmes of the Department of Science and Technology and the National Research Foundation Programme (DST/NRF programmes), have made an effective contribution towards the acceleration of transformation in Higher Education Institutions (HEIs) in South Africa. The study argues that the implementation of the Higher Education (HE) policies by HEIs and the South African Research Chairs are seriously undermined by legacies of colonialism and apartheid. It is further contended that unless more funds are made available to black students to study full-time, the pillars of democracy of social justice, redress and equality remain meaningless ideological slogans.
Guided by the insights provided by literature review on CDA, the study focuses more on the top-down relations of dominance (policy) that fuels continuing racial discrimination in higher education institutions, which the 2008 Final Report of the Ministerial Higher Education Committee isolated for criticism. The study posits that the thematic structural unifier, which links all the pieces of the multiplicity of the competing ideas and voices and threads through the whole study, is the endless probing and unravelling of the cultural and historical factors that continue to undermine the higher education transformation agenda.
The findings of this study suggest that the policy implementation of the HE transformation agenda continues to be constrained by mismatch between policy objectives and implementation results. The findings also indicate that although the research-driven performance of South African Research Chairs has progressively improved each year and student support and research outputs increased between the 2008/09 and 2009/10 financial years, the direct impact of the SARChI programme can only be determined when performance is measured against the South African Research Chair Holders‟ baseline performance. The data also suggest that despite access to educational services at HEIs improving, the existence of various forms of discriminatory
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practices, are still employed, a major challenge attributed to the “great man” leadership styles adopted by many university‟s vice chancellors and councils. This evaluation study utilises a small-scale purposive sample composed of three experts, with unstructured in-depth face-to-face interviews conducted with the experts. / Educational Studies / M. Ed. (Philosophy of Education)
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Teaching and learning policies in South African schools in the new democratic dispensation : a critical discourse analysisMogashoa, Tebogo Isaac 06 1900 (has links)
The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Social dialogue through the rationalisation and redeployment policy process in education post 1994 : an analysis of perceptions and experiences of key policy actors within the Gauteng province.'Clark, Colette Bronwen 12 1900 (has links)
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.
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A conceptual analysis of transformation at three South African universities in relation to the national plan for higher educationVan Wyk, Berte 04 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to
logically necessary conditions which guide the concept. These logically necessary
conditions (constitutive meanings) include: equity and redress, critical inquiry,
communicative praxis, and citizenship. I explore how instances of these logically
necessary conditions manifest in institutional plans at the universities of Cape Town,
Stellenbosch, and the Western Cape. My contention is that these institutional plans seem
to be tilted towards the exclusive implementation of performance indicator measures
which might undermine deep educational transformation. In turn, deep educational
transformation requires that logically necessary conditions be framed according to an
African philosophy of educational transformation.
KEYWORDS: Higher education, education policy, transformation, conceptual analysis,
logically necessary conditions. / AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit
logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike
voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling;
kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe
voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van
die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk
dit asof hierdie institusionele planne neig na die eksklusiewe implementering van
maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn.
Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike
voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet
word.
SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie,
konseptuele analise, logies-noodsaaklike voorwaardes.
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A critical-hermeneutical inquiry of schools as learning organisationsBeukes, Cecil Joseph 12 1900 (has links)
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.
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The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case studyMatentjie, Tshepiso 04 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher
education institutions focussing specifically on access, teaching and learning. The
study aimed to answer the following research questions: What was the impact of
the NQF on increasing access to higher education? In particular how did the RPL
process facilitate access into the University of Pretoria? Secondly, how did the
NQF influence the processes of teaching and learning at this particular institution?
And finally, why did the NQF have differential impacts on different faculties within
the same higher education institution? To gain the end-users’ perspective, a case
study of the University of Pretoria was conducted. Data was gathered using
interviews with ten senior members of staff at the university working in nine
different departments, and student records indicating admissions through RPL into
the University of Pretoria as well as relevant institutional documents.
The findings suggest that the impact of the NQF on access, teaching and learning
differed across departments, resulting in a partial implementation of the policy. This
was facilitated by factors inherent in the policy itself and factors inherent to the
institution. The influence of external factors such as professional bodies on
teaching and learning practices of end-users at the University of Pretoria posed a
major challenge against NQF implementation. The motivations leading to NQF
implementation are not directly linked to the NQF policy per se, although they
resulted in portraying the extent of change to access, teaching and learning along a
continuum that distinguished between departments that ‘blindly complied’, that
selectively adapted and those that strategically avoided implementation of the
policy.
Indications for further research are that a wider look at the impact of the NQF on
access, teaching and learning in higher education is less revealing than a more
focussed investigation. Future research should zoom-in on individual departments
within higher education institutions to reveal the deeper and more nuanced impact
of the NQF. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en
leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende
navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër
onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van
Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke
instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite
binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief
te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel
uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk,
studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook
relevante institutêre dokumente.
Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van
departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die
beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore
inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op
die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n
groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die
implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel
dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n
kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid
"blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van
die beleid strategies vermy.
Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op
toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke
ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër
onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te
bepaal.
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The role of the school governing body and its impact on the schooling system : an exploratory study of schools in the Schoonoord Circuit, Limpopo / Rol en impak van die skoolbeheerraad op die skolestelsel : ‘n ondersoekende studie van skole in die Schoonoordkring, Limpopo / Karolo le khuetšo ya Lekgotlataolo la Sekolo (SGB) lenaneong la dikolo : phatišišo ya tlhotlamadiba ya dikolo sedikothutong sa Schoonoord, LimpopoMalatji, Phetole Frank 09 1900 (has links)
The study aimed to determine the impact of the role of the School Governing Bodies in the
schooling system with regard to the implementation of education policies, including the
South African Schools Act (Act 84 of 1996 as amended). In order to determine the role of
the participants mentioned above who represented the SGBs in this project, the researcher
interviewed them at their convenient times and environment.
This study used a qualitative approach, since it involved a series of in-depth interviews,
document analysis and field notes (see 4.5.4 and 4.5.5). The first interviews were individual interviews with school principals (see Annexure A). This was followed by focus group interviews with executive members of SGBs (see Annexures B, C and D). Learners were interviewed in the form of focus groups (see Annexure E). Observations too played an important role during the meetings with SGBs (see Annexure F). The findings indicate that SGB members who were interviewed had minimal knowledge of how their role affected the schools that they governed. It was also clear from interviews that training conducted by individuals from the Department of Education seemed not to be effective as they failed to make members of the SGBs understand the school policies on the South African Schools Act policy document.
The study revealed that the school policies embodied in SASA documents and the South
African Constitution were not understood and as such their effective use was not realised.
In other words, the members of the SGB lacked proper knowledge of how to guide their
school in order to run smoothly and efficiently. Again, the study revealed that there is a
serious need to train members of SGBs at the school level because those interviewed
complained about: the time allocated for their training, and the language used in their
training by the facilitators. All the above factors have a strong bearing on the fact that the
majority of members of SGBs are illiterate (see Section 5.3.2).
Finally, the study revealed that: principals are expected to perform dual roles of
representing their schools (as mentors) and simultaneously represent the Department of
Education in an ex-officio position (see Section 5.3.1). Therefore, the study proposed that
the principal must only represent his school and a neutral person be appointed by the
department to represent it in all the SGBs in the circuit. Lastly, the study emphasised the
need of the SGB members to work with other qualified individuals in the community who
are experts in some areas of learning such as lawyers, accountants, farmers, architects,
and business people (see Figure 5.1). All stakeholders are relevant, but they need to be
made to function according to their qualifications and expertise and also respect the
boundaries of specialisation of the others.
In conclusion, the recommended and proposed model was deliberately designed and
structured to offer practical solutions to the problems discussed in the research findings. It
is also essential that the training be accompanied by some assessment, in order to
determine whether the SGB members have understood what they were taught.
Furthermore, there should be follow-ups to ascertain to what extent the SGB members
have implemented what they were taught in their schools, which is not happening at
present. / Die doel van die studie was om die rol en/of impak van deelnemende skole se beheerrade
op die implementering van onderwyswetgewing en/of beleid was. Aangesien die studie
kwalitatief van aard was, het die navorser hoofsaaklik van waarneming en onderhoude (indiepte
indiwiduele sowel as fokusgroeponderhoude) gebruik gemaak om data in te samel.
Navorsingsbresultate dui aan dat deelnemende skoolbeheerraadslede se
geletterdheidsvaardighede en begrip van onderwyswetgewing en beleid gebrekkig is en
dat opleiding wat deur amptenare verbonde aan die Departement van Onderwys verskaf
is gebrekkig was. Gevolglik was die imlementering van onderwyswetgewing en beleid deur
genoemde skoolbeheerrade as ‘n reël ondoeltreffend. Die resultate dui verder aan dat daar
van skoolhoofde verwag word om sowel hul skole as die Department van Onderwys op
skoolbeheerraadsvergaderings te verteenwoordig en dat, ten einde hul skole doeltreffend
te bestuur, skoolbeheerraadslede ander gekwalifiseerde/professionele indiwidue in die
gemeenskap – regsgeleerdes, boekhouers, boere, argitekte and besigheidsmense – in die
skoolbeheerraad se aktiwiteite behoort te betrek.
Op grond van hierdie bevindinge beveel die navorser dus aan dat (a) skoolhoofde slegs
hulle skole op skoolbeheerraadsvergaderings behoort te verteenwoordig; (b) ‘n neutrale
persoon deur die Departement van Onderwys aangestel word om dié se verteenwoordiger
te wees; (c) die teoretiese opleidingsmodel wat hy in sy studie voorstel, moontlik kan bdra
tot die uitskakeling van heelparty van die probleme/uitdagings wat in die studie uitgelig
word; (d) opleiding een of ander vorm van assessering moet insluit ten einde te bepaal of
bywonende skoolbeheerraadslede die nodige begrip verwerf het, en (e) opleiding deur
skoolbesoeke opgevolg word om te bepaal tot welke mate dit skoolbeheerraadslede
tydens opleiding geleer het toepas. / Maikemišetšo a phatišišo ye ke go utulla karalo yeo lekgotlataolo la sekolo le nago nayo
go lenaneo la sekolo malebana le phethagatšo ya melawana ya thuto, le go akaretšwa le
lenaneo la Taolo ya Dikolo (Act 84 of 1996 as amended). Gore go hlaolwe karalo ya
batšeakarolo ba ka gare ga SGB tabeng ye, mofatišiši o boledišane le bona tikologong le
nako yeo e ba swanetšego.Phatišišo e dirišitše mokgwa wa boleng ka ge go akareditšwe
dipoledišano tša go tsenelela le phetleko ya dingwalwa tša maleba (cf 4.5.4 le
4.5.5).Poledišano ya pulamadibogo ke ya dihlogo tša dikolo (cf Annexure A).Seo se
latetšwe ke dipoledišanothwi le maloko a makgotlaphethiši a makgotlataolo a dikolo (cf
Annexures B, C le D). Go boledišanwe le barutwana ka sebopego sa dihlophana (cf
Annexure E). Diphihlelelo le tšona di bile bohlokwa dikopanong tša makgotlataolo a dikolo
(cf Annexure F). Dikutullo di laeditše gore maloko a SGB a go boledišanwego le ona, a na
le tsebo ye nnyane ya ka moo batšeakarolo bja ona, bo nago le khuetšo dikolong tšeo ba
di laolago. Dipoledišano di laeditše gore tlhahlo yeo balaodi ba Kgoro ya Thuto ba e
abetšego maloko a SGB e a fokola ka ge e šitwa go kgontšha maloko a SGB go
hlaologanya melawana ya thuto yeo e tšwago go molao wa taolo ya dikolo.
Phatišišo e utulotše gore melawana ya thuto ye e akareditšwego ka go dingwalwa tša
Molaotheo wa Afrika Borwa, ga e kwešišwe le gore ga e phethagatšwe ka tshwanelo.
Maloko a SGB a hlaelelwa ke tsebo ya maleba go ka kgona go hlahla dikolo gore di
sepetšwe ka katlego. Phatišišo e utulotše gape gore go tsomega tlhahlo ya maloko a SGB
dikolong. Dintlha tše di laeditšwego di gatelela taba ya gore boati bja maloko a
makgotlataolo a dikolo ga kgone go bala le go ngwala (cf 5.3.2). Mafelelong, go latetšwe
gore dihlogo tša dikolo di raloke karalo ya go emela dikolo tša bona le go emela Kgoro ya
Thuto ka bo emo bja semmušo (cf 5.3.1). Phatišišo e šišinya gore hlogo ya sekolo a emele
sekolo sa gagwe gomme motho wa go ikema a emele Kgoro ya Thuto makgotlataolong a
dikolo sedikothutong. Phatišišo e fetša ka go hlohleletša maloko a SGB go dirišana le ditsebi mafaphene a tša semolao, taolo ya ditšhelete le, balemi le ba bangwe (cf 5.1).
Batšeakarolo ba bohlokwa ka moka ge go ka hlomphiwa bokgoni bja yo mongwe le yo mongwe. Go phethwa ka gore mokgwa wa tlhahlo o swanetšwe go sepelelana le tokelo
go kgonthišiša kwešišo ya maloko a SGB go tšeo ba rutilwego. / Educational Management and Leadership / D. Ed. (Education Management)
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