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Partnerships in school governance : foundation for reform and restructuringMarishane, Ramodikoe Nylon 06 1900 (has links)
The aim of this study is to examine the role played by the state in developing
partnerships in school governance, to establish how school governance reform and
restructuring can enhance powers and functions of school governing bodies and to
identify the needs and problems of partners in school governance.
A literature study was conducted to investigate the role of the state in partnerships in
school governance and its implications for school governing bodies. Reference was
made to studies conducted in countries experiencing educational reform.
An empirical survey was conducted to establish the views of the state and school
governors. For this purpose, a questionnaire was sent to members of governing bodies,
while an interview was held with an official in the Department of Education.
It was found that the implementation of reform influences relationships and functions of
governing bodies and causes problems which the state should address. / Educational Leadership and Management / M.Ed. (Educational Management)
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Motivation and perceived productivity at a merged higher education institutionRamdhani, Jugathambal January 2008 (has links)
Submitted in partial fulfilment of the requirements for the
degree of
Masters in Business Administration (MBA),
Business Studies Unit, Durban University of Technology
in the
Faculty of Commerce, 2008 / Higher Education institutions have undergone and are still undergoing
transformation in South Africa and this research focused on the merger of a
higher education institution as a background to conduct empirical evidence to
investigate the relationship between motivation and perceived productivity at
the organization under study.
In determining the relationship between motivation and perceived productivity,
three hypotheses were tested. The first hypothesis indicated that there exists
a relationship between motivation and perceived productivity. Hypothesis two
was that motivation remains constant through a merger and the last
hypothesis was listed as perceived productivity remains constant through a
merger. The concept of motivation was very broad, so the study narrowed the
focus so that the factors that were examined were collectively labelled
motivation resulting from contentment in the workplace and from rewards for
good performance. The third aspect of motivation that forms part of the study
is that of motivators.
The primary data employed included a self administered survey and the
secondary data include a literature framework that underpins the discussion of
the variables motivation and productivity.
The results reflect that there is a positive relationship between motivation and
perceived productivity at the specific organization under investigation
indicating an increase or decrease in motivation is accompanied by a
corresponding increase or decrease in perceived productivity.
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Die moontlike privatisering van enkele onderwysfunksies in sekondere onderwys in die Republiek van Suid-AfrikaDiedericks, A. E.(Anton Ewald) 03 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The South African system of education is in a transitional stage from a fragmented
educational system with various departments to a more encompassing unitary one.
The finances of the various departments were centrally controlled and managed.
The objective of the new system of education is to be transparent, free, equal and
democratic with only one umbrella department. Great expectations were raised
among the South African public with regards to this new system.
Nowadays many more learners are involved at schools without the provision of
more monetary resources. In order to meet the public's expectations and live up to
acceptable standards, alternative initiatives to generate funds must be
investigated.
During the first phase of this investigation research of the educational systems of
relevant countries was undertaken. It was established that these countries
implement various forms of privatisation to enable their educational systems to
function at a high level. In all these countries adjustments were made to adapt to
the local circumstances. In South Africa a new education legislation might be the
impetus for further privatisation.
Information about the implementation of privatisation in South African context was
obtained by semi-structured interviews with numerous principals in the Cape
Metropole. Additional data concerning the schools was obtained by means of a
questionnaire. The qualitative research method was mainly used for the collection
and interpretation of data.
It became evident that total privatisation would not be the solution for the unique
problems of the South African educational system. The system would be too
expensive and not within financial reach of the average person. Privatisation in public schools with regards to all facets will be difficult to
implement. It is, however, possible to privatise certain school structures and
according to the interviews, this has already been initiated in numerous schools.
To enable privatisation to function successfully, efficient expertise is essential. It is
paramount that there should be meganisms of efficient control and management.
The role of the principal has become vitally important with a shift of emphasis from
educationalist to manager. The supportive role of the governing body of a school in
the decision-making process and the management of the school has been
increased by the education legislation.
Based on international tendencies it seems that healthy business principles are the
foundation of privatisation of selective school structures. Most of the interest
groups are satisfied with the fact that they have more say and a greater
involvement in the total educational system. The objective that will be achieved is a
legitimate system that maintains high standards, is more affordable than the
current system and learners who are equipped to fulfill their role as mature citizens. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwysstesel is in 'n oorgangstadium vanaf 'n
gefragmenteerde stesel met verskillende departemente tot 'n meer omvattende,
eenvormige stesel. Voorheen was die finansies sentraal beheer en bestuur. Die
nuwe onderwysstelsel se doelwit is egter om 'n deursigtige, vrye en gelyke
demokratiese stelsel daar te stel met slegs een oorkoepelende departement. By
die Suid-Afrikaanse publiek is baie verwagtinge geskep rakende die nuwe
stelsel.
Baie meer leerders word deesdae· betrek by skole sonder dat meer finansiële
hulpmiddels beskikbaar is. Om aan die verwagtinge van die publiek te voldoen
en om standaarde te handhaaf moet alternatiewe inisiatiewe vir geldgenerering
nou gevind word.
Tydens die eerste fase van dié ondersoek is navorsing van relevante lande se
onderwysstelsels onderneem. Daar is vasgestel dat hierdie lande vorme van
privatisering toepas om hul onderwysstesels op 'n hoë vlak te laat funksioneer.
By al die lande is aanpassings gedoen om privatisering by die plaaslike
omstandighede te laat inskakel.
Inligting oor die toepassing van privatisering in die Suid-Afrikaanse konteks is
bekom deur semi-gestruktureerde onderhoude te voer met 'n aantal
skoolhoofde van die Wes-Kaap. Addisionele data aangaande die skole is verkry
deur die voltooiing van 'n vraelys. Die kwalitatiewe navorsingsmetode is
hoofsaaklik gevolg by die insameling van data en die interpretasie daarvan.
Dit was duidelik dat algehele privatisering nie 'n oplossing sal wees by die
unieke probleme van die Suid-Afrikaanse onderwysstelsel nie. Dit sal die stelsel
te duur maak en buite bereik van die gemiddelde persoon plaas. Privatisering van staatskole ten opsigte van alle funksis sal inderwaarheid
moeilik bereik kan word. Privatisering van sommige skoolstrukture kan egter
wel plaasvind, en is reeds geïmplementeer in talle skole, soos vasgestel uit die
onderhoude. Om privatisering goed te laat funksioneer, is voldoende kundigheid
sowel as meganismesvan kontrole en beheer onontbeerlik.
Die prinsipaal se rol het baie belangrik geword, met 'n klemverskuiwing vanaf
opvoedkundige na bestuurder. Die beheerliggame van skole se
ondersteunende rol en die hulp wat hulle verleen by die bestuur- en
besluitnemingsprosesseword ingevolge onderwyswetgewing aansienlik groter.
Gegrond op internasionale tendense blyk dit dat gesonde sakebeginsels die
onderbou van privatisering van sommige skoolstrukture is. Die meeste
belangegroepe is tevrede met hul groter inspraak en betrokkenheid by die
opvoedingstelsel in die geheel. Die doelwit wat bereik gaan word, is 'n stelsel
wat legitimiteit het, goeie standaarde handhaaf, finansieel meer bekostigbaar is
as die huidige stelsel, en leerders wat opgewasse is om hul rol as volwaardige
landsburgers te vervul.
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Die vennootskapskonsep in skoolonderwys in die RSAKleynscheldt, Rudolph Johannes 12 1900 (has links)
Thesis (DPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The practice of partnership to the benefit of education is as old as education itself: Partners of
education were involved in the most primitive societies. Partners are still of indispensable
importance in postmodern societies. This study points out that the conventional partners to
education (parent, church and state) have been of importance through the centuries and that
partnership involvement should be of increasing importance in times to come. Concurrently, it
has become necessary to involve new up-to-date supplementary education partners to address
the numerous challenges in the field of education.
The parent comes to light as the first and foremost partner in education and is therefore worthy of
the connotation primary education partner. History illustrates how certain communities, due to
specific perspectives on wond and life, ideologies and educational institutions, tried to scale down
the functions of this partner. Nowhere, however, could it be achieved successfully, without
serious harmful consequences for the child who is to be educated. The safety and security that
the child experiences in the parental home and within the family structure is of the utmost
importance for the young child. The proliferation in the number of parentiess children as a result
of an increase in the divorce rate, family murders and especially the pandemic MI virus is
alarming in this respect. Additional partners will have to be found to address the child's need of
security.
The anchor provided by participation in religious activities is likewise for the developing child of
importance. In addition, the church, in the widest sense of its meaning, emphasizes certain
norms and moral values. It provides programmes, which ensure to prevent the youths from
derailment along dangerous and destructive routes. The church needs to be admitted and invited
to be an essential partner.
The state is justly being viewed as a chief partner to education and training, on account of its
functions such as the funding of formal education, the provision of a general curriculum and the
making of legislation governing education. This important position in the education partnership
does not mean that the state should play the dominant role. It does not qualify the state to
prescribe to the other partners how they should perform their roles. Partnership presupposes c0-
operation and stringent prescriptions by the state would be unacceptable and counter-productive
to the respective partners. The conventional partners will have to realise that each has a
meaningful contribution to make, which cannot be substituted. by anyone of the others, A comparative study of partnership in Kenya, Cuba and Germany serves as a background study.
In an ever-fast changing wortd in which extremely heavy demands are made to education and its
partners, it is clear that new education partners have to be found to assist the school. The
conventional partners are just not able to fulfit the task by themselves. This study identifies a
number of supplementary partners that could, on account of the particular challenges facing·
education in South Africa, make a valuable contribution. Partners deserve their position as
partners due to the functional role that they could play at a specific stage in the ongoing process
of education development. As times change, and new needs come into existence, other partners
will have to be identified to support the existing, conventional partners. / AFRIKAANSE OPSOMMING: Die gebruik van vennote wat vir die opvoeding van waarde kan wees, is so oud soos die
opvoeding self. Opvoedingsvennote het in die mees primitiewe samelewings voorgekom en is in
die postmoderne samelewings steeds van onmisbare belang. Hierdie studie dui aan dat die
konvensionele opvoedingsvennote (ouer, kerk, staat) deur die eeue van belang was en dat hul
vennootskaplike deelname in die toekoms verhoog behoort te word. Terselfdertyd het dit nodig
geword om nuwerwetse, supplementêre opvoedingsvennote te betrek om die talle uitdagings op
onderwysgebied die hoof te bied.
Die ouer tree na vore as die eerste en vernaamste opvoedingsvennoot en is as sodanig die
benaming primêre opvoedingsvennoot waardig. Die geskiedenis toon aan hoedat sekere
gemeenskappe op grond van bepaalde partikuliere wêreld- en lewensbeskouings, ideologieë en
opvoedingsdoelstellings die rol van hierdie vennoot wou afskaal, maar dat dit nêrens sonder
nadelige gevolge vir die opvoedeling gedoen kon word nie. Die veiligheid, sekuriteit en
geborgenheid wat die kind in die ouerhuis en binne die gesinstruktuur beleef, is veral vir die jong
kind van allergrootse belang. Die groter wordende getalouerlose kinders as gevolg van 'n
toename in egskeidings, gesinsmoorde en veral die pandemiese MI-virus, is in hierdie verband
kommerwekkend. Supptementêre vennote sal daarom gevind moet word om die kind se
behoefte aan geborgenheid aan te spreek.
Die verankerdheid wat deelname aan religieuse aktiwiteite bied, is eweneens vir die
ontwikkelende kind van belang. Daarbenewens beklemtoon die kerk, in die wydste sin
gedefinieer, sekere norme en morele waardes en voorsien hy programme wat verseker dat die
jeug se vryetydsbesteding en drang na plesier nie op gevaarlike, afbrekende roetes ontspoor nie.
Die kerk sal steeds as noodsaaklike opvoedingsvennoot toegelaat en uitgenooi moet word.
Die staat word vanweë funksies soos die befondsing van formele onderwys, die daarstelling van
'n algemene kurrikulum en die neerlê van onderwyswetgewing met reg as hoofvennoot van die
opvoeding, onderwys en opleiding beskou. Hierdie posisie in die vennootskap beteken nie dat
die staat die oorheersende rol speel en aan ander vennote kan voorskryf hoedanig hul rolle sal
wees nie. Vennootskap veronderstel samewerking en streng voorskriftelikhede sal vir
medevennote onaanvaarbaar wees. Die konvensionele vennote sal moet besef dat elkeen se
bydrae tot die opvoeding belangrik is en nie deur ander vennote vervang kan word nie. 'n Vergelykende studie van vennootskaplikheid in Kenia, Kuba en Duitsland dien as agtergrond
tot die studie. In 'n wêreld wat vinnig en voortdurend verander en waar hoë eise aan die
opvoeding en sy vennote gestel word, is dit duidelik dat nuwe opvoedingsvennote gevind sal
moet word om bystand te ver1een. Die konvensionele vennote is gewoon nie in staat om die mas
alleen op te kom nie. Hierdie studie identifiseer 'n aantal supplementêre vennote wat, op grond
van die eiesoortige probleme wat in die Suid-Afrikaanse opvoeding ondervind word, van waarde
sal kan wees. Soos tye verander en nuwe behoeftes ontstaan, sal ander vennote geïdentifiseer
moet word om die konvensienete opvoedingsvennote te ondersteun.
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The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA).Maharaj, Ameerchund January 2005 (has links)
The study was concentrated on the period following the first democratic elections for a new government in South Africa, that is, post -1994 up to the year 2000. The change from a system based on fixed apartheid ideology to a more open and democratic one meant that the political scene became more characterized by fierce competition and volatility. The aim of the research was to understand the nature of the contestation as it manifests itself in both the development and implementation of school governance policy at national, provincial and local levels in a climate of political change and turbulence.
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Is affirmative action in education defensible?Mabaso, Abraham 20 May 2014 (has links)
This study investigates the defensibility of affirmative
action in education. The struggle against apartheid society
and apartheid education has also been a struggle to build a
democratic society and a democratic way of learning.
For South Africa, the children's education should be
compatible with the ideals of democratic society. In order
to rectify the racist discrimination and insensitivity of the
apartheid regime we need to promote the ideal of complex
equality.
This report argues that affirmative action is not a defensible
strategy for the pursuit in education as part of the process
of consolidating democracy in South Africa. The notion of
equality is best understood in terms of Michael Walzer’s
concept of complex equality (as against simple equality). The
concept of complex equality can be used to explicate the
inadequacies of affirmative action. An account of education
is developed which emphasizes complex equality. The application
of affirmative action in education presupposes a shallow
understanding of education.
The pursuit of democracy through education is best promoted
through a notion of complex equality because it takes into
consideration the plurality of South African society.
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Apartheid and university education, 1948 - 1970Beale, Mary Alice 15 July 2016 (has links)
A thesis submitted to the Faculty of Arts, University of the Witwatersrand,
Johannesburg, in fulfilment of the requirements for the degree of Doctor of
Philosophy.
Johannesburg, 1998 / This thesis examines Government university policy between 1948 and 1970.
University education was already segregated and discriminatory in 1948 and until
the mid 1950s, Nationalists disagreed about plans for university education. Their
discussions about the development of apartheid university policies helped clarify
general apartheid principles,
Apartheid university education was based on the principle that university education
was not universal but should serve a particular ethnic community. Divided
university education was entrenched through the Extension of University
Education and Fort Hare Transfer Acts of 1959, which were primarily produced by
the Native Affairs Department. The ethnically segregated, state-controlled
university colleges they created provided different, inferior educational
opportunities to the state-aided, more autonomous, universities.
The 'open' universities complied with the compulsory closure of enrolment to
black students. The University of Natal was less co-operative, but also ultimately
complied. Enrolment at ethnic university colleges was not compulsory, but there
were few alternatives. Enrolments at black institutions rose, despite continued
opposition to ethnically-defined institutions.
In the 1960s Nationalists promoted Afrikaans enrolments and facilities for
Afrikaans students. The establishment the University of Port Elizabeth and the
Rand Afrikaans University was only considered once the economic boom of the
1960s made this feasible.
The Government spent more money on university education generally, resulting in
huge increases in enrolments and institutional capacity. Spending on Afrikaans
students was most generous. The black university colleges were expensive, but
Government spending on black university education, in proportion to the black
population, remained low. African school funds were depleted to pay for the
African university colleges. The divided university system produced far more white
graduates, in a wider range of disciplines, than black graduates. South African
universities were isolated internationally and the development of an indigenous
intellectual culture and research capacity was hindered, especially at the Afrikaans medium
and black institutions.
Politically, Nationalist university policy was counterproductive. It failed to build
white South Africanism, and the university colleges nurtured Black Consciousness.
From tine late 1960s the police increasingly acted against students at the black and
English-medium institutions. In 1970 the black university colleges were granted
autonomy from Unisa,
Keywords:
South Africa, apartheid, National Party, policy, education, university, students,
Saso, Nusas
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The DHET's approach to establishing a credible mechanism for skills planning in South AfricaAlphonsus, Naomi Sumangala January 2016 (has links)
Thesis (Master of Education), University of the Witwatersrand, Faculty of Humanities, School of Education, 2016 / Skills in South Africa are seen as essential for building the economy. This is why the Department of Higher Education and Training (DHET) sees developing a skills planning mechanism as important in the current context. The 2013 White Paper on the Post-School Education and Training System says that the function of skills planning should be centralized in DHET, with support from universities and/or other national research institutes. More specifically, DHET (2013) suggests that skills planning is required in the short, medium, and long term in order to shape the education system accordingly to meet the demand for skills. The literature on skills planning is full of debates on the kinds of skills planning that are possible in different contexts of economic and education systems. There are different notions of what skills planning is, how possible it is to predict skills demand, and how this should be done. There are also differences in ways in which economies are managed which have direct implications for skills planning. However imperfect, skills planning is needed as it provides an indication of what skills are needed to enable development in the country and provide guidance for the state to support initiatives. This study investigates the emerging skills planning mechanism in South Africa, the views of different stakeholders in this process and the projects that form part of skills planning. It argues that in the South African environment, skills planning has focused on the elements potentially needed to plan skills, however it is unclear how these elements will work together in a skills planning mechanism
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The role of non-governmental organisations in the formulation and implementation of State's Education Policy, (1986-2000) : the case of the Education Foundation and the Education Policy Unit (Natal)Mbokazi, Sandile S. January 2003 (has links)
During the 1990s the South African state began to reform the education system in an attempt
to resolve the crisis resulting from apartheid policies. The challenge was to develop new
policies free from the stigma of the discriminatory apartheid regime, and consistent with the
principles of equality, democracy, and social justice. However, the legitimate capacity and
power of the state to manage this reform was severely questioned by the liberation movement,
which demanded alternative policy pathways in education. The early 1990s marked the
beginning of the negotiation process towards eradicating the apartheid regime in South
Africa. This occurred at the time when the world was experiencing the rise of the special type
of NGOs called 'organisations for policy advice' or 'think tanks'.
When the Government of National Unity assumed power in 1994, it planned to develop an
education system that would benefit the entire South African community, regardless of
gender, age, race, ethnicity, etc. This dissertation looks at the contribution that two NGOs, the
Education Foundation and the Education Policy Unit made in the education policy
development process of this country immediately before and after the democratic elections. A
qualitative case study approach is used to show how particular NGOs located themselves in
the policy process. In each of the two organisations, key informants were interviewed and
documents were reviewed as a way of gathering data. Consideration was also given to the
challenges that these organisations faced in playing their role. It was then concluded that
despite the challenges that face NGOs they do impact on the policy-making process in a
considerable way. / Thesis (M.A.)-University of Natal, Durban, 2003.
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Motivation and perceived productivity at a merged higher education institutionRamdhani, Jugathambal January 2008 (has links)
Submitted in partial fulfilment of the requirements for the
degree of
Masters in Business Administration (MBA),
Business Studies Unit, Durban University of Technology
in the
Faculty of Commerce, 2008 / Higher Education institutions have undergone and are still undergoing
transformation in South Africa and this research focused on the merger of a
higher education institution as a background to conduct empirical evidence to
investigate the relationship between motivation and perceived productivity at
the organization under study.
In determining the relationship between motivation and perceived productivity,
three hypotheses were tested. The first hypothesis indicated that there exists
a relationship between motivation and perceived productivity. Hypothesis two
was that motivation remains constant through a merger and the last
hypothesis was listed as perceived productivity remains constant through a
merger. The concept of motivation was very broad, so the study narrowed the
focus so that the factors that were examined were collectively labelled
motivation resulting from contentment in the workplace and from rewards for
good performance. The third aspect of motivation that forms part of the study
is that of motivators.
The primary data employed included a self administered survey and the
secondary data include a literature framework that underpins the discussion of
the variables motivation and productivity.
The results reflect that there is a positive relationship between motivation and
perceived productivity at the specific organization under investigation
indicating an increase or decrease in motivation is accompanied by a
corresponding increase or decrease in perceived productivity.
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