Submitted in partial fulfilment of the requirements for the Degree of Masters in Business Administration (MBA), Business Studies Unit, Faculty of Management Sciences, Durban University of Technology, 2008 / Customer satisfaction is the key ingredient to the success of any business. This is the most important factor that creates loyal customers. Presently, organisations are attempting to obtain increased customer satisfaction by focusing on the quality of their products and the service provided. Students were identified as customers of HEI’s. This research focuses on the determination of customer perception of service quality at the Business Studies Unit (BSU) of the Durban University of Technology. The objectives were: to identify expectations of students of the BSU; to identify the perceptions of students of the BSU and to measure and compare the expectations and perceptions of students using the SERVQUAL score. Customer perceptions were determined by means of a quantitative survey conducted at the BSU lecture venues using the self-administered SERVQUAL questionnaire. One hundred and ninety five respondents were surveyed. Data was analysed using descriptive and inferential statistics. The questionnaire measured students’ expectations and perceptions in five dimensions of service that consists of tangibles, reliability, assurance, responsiveness and empathy. The results demonstrated that in each of the five SERVQUAL dimensions, there was a negative quality gap. The largest gap was in the tangibles dimension. Also, there were significant differences between perceptions and expectations of students in all of the five SERVQUAL dimensions (p<0.001) Improvements are needed across all five dimensions. Results have shown that students’ perception of service quality at the BSU falls below their expectations, presenting a great challenge to the institution. In order to improve service quality, it is recommended that the BSU regularly assesses employees, as well as customers’ experiences and provide prompt feedback.

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.

Submitted in fulfillment of the requirements for the degree of Doctor of Technology: Human Resources Management, Durban University of Technology, 2010. / To face the challenges of the 21st century, institutions need to address problems experienced by the modern world. The nature of modern work is changing and continually increasing, with knowledge, information and education. As we move further into the information and knowledge age, the workforce will require sophisticated education and training to sustain competitiveness and responsible development. In response to this challenge the DOE restructured Higher Education to make it relevant to the needs of society and industry. In terms of the National Plan Higher Education (2001) many Technikons were either converted to Universities of Technology (UOT) or merged into universities and became Comprehensive Universities. The Traditional University made up the third type of university. As a result three distinct types of institutions emerged, namely UOTs, Comprehensive Universities and Traditional Universities. In this configuration previous Technikons were reclassified as a UOTs and were able to offer degrees also. This research studied the development of UoTs and its evolution to “University” status. After being classified as Universities of Technology, it soon became clear that these universities lacked a philosophy. Its attributes were not clearly formulated by the DOE. It was left largely to the UoTs in South Africa to develop a set of attributes. This study developed an underlying philosophy, attributes, and performance indicators to guide the strategic direction and development of UoTs in creating a unique personality for itself. Five universities were studied in UK, Germany and Switzerland to develop a set of characteristics/attributes and performance indicators that can be adopted in South Africa. Five local UoTs were also studied, together with the South African Technological Network in building a set of common attributes. A Balanced Score Card was designed as a management model. Each attribute was linked to drivers and each driver was linked to performance indicators. The model included the various perspectives and components, which illustrated the interaction and cause and effect relationships. The philosophy of a Learning Organisation was adopted and its principals underpinned the interaction and relationships. This model will ensure that South African UoTs are able to comply with both national and international benchmarks. UoTs pride themselves by ensuring that they produce and apply knowledge to solve real world problems. These universities see themselves as part of the greater society and therefore partnerships are critical to its functioning. Technology transfer and leadership in technology is a key strategic goal in determining its unique position in the Higher Education landscape. The Balanced Score Card was used to develop a management model which is a tool in establishing a UoT with benchmarks, performance indicators and drivers.

Submitted in fulfillment of the requirements for the degree of Master of Technology: Public Relations Management, Department of Public Relations, Durban University of Technology. Durban. South Africa, 2015. / The alumni form the largest stakeholder group of any higher education institution (HEI). Representatives from this constituency occupy seats on t he Council (the highest governing body of a higher education institution). Institutions, worldwide, look to their alumni, as a source of funds, to provide expert advice and general support. Therefore, higher education institutions and alumni have to share a mutually beneficial and ongoing relationship. This relationship is maintained through constant and regular communication. Loyal alumni are a mainstay of financial support for many universities. It is important, though, that universities, not only focus on gifts but rather on a br oad and deep engagement with alumni. Alumni relations with their colleges and universities seek to generate interest that eventually translates into financial contributions and volunteer service, which means giving back to their alma mater. To achieve this goal, communication is extremely important. Alumni respond to a call for assistance from their alma mater for many reasons. Some of the reasons include having had good experiences during their undergraduate years as well as their academic qualifications holding them in good stead in the work place. The value that universities place on t heir alumni cannot be underestimated. Many hold influential positions and can assist in contributing to the financial coffers of the university as well as sharing their expertise.

Submitted in fulfilment of part of the requirements for the Degree of Doctor of Technology, Durban University of Technology, 2014. / The study is based in the Mpumalanga Province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained less than 30% average pass rate of learners in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of Whole School Evaluation (WSE) from a quality assurance perspective, investigate the significance of a key component of WSE, namely, teaching, learning and educator development, analyse the Grade 12 results of externally evaluated underperforming secondary schools prior and post evaluation, analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as identify factors impeding teaching, learning and teacher development in underperforming secondary schools. The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary).This study relied on secondary data (WSE external evaluation reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study exposed the great level of acceptance of the external WSE process by SMTs in Mpumalanga Province underperforming secondary schools, as a means of quality assurance towards improvement. Furthermore, it revealed the extent to which improvement and development of schools in the underperforming schools as a result of the external WSE process. The study also indicated that the results of seventeen of the eighteen schools (94.4%) improved. Furthermore, the study confirmed that what was revealed in the external WSE as areas for development became a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced. The study produced new knowledge through the development of a theoretical model. This model is based on the view that effective external WSE process, as a dependent variable, is significantly influenced by predictor (independent) variables. The predictor (independent) variables are planning for teaching; teaching strategies; assessment of learners; teacher development; and management of teaching and learning processes (curriculum management). This emerging theoretical model is based on the belief that, the more one increases independent variables (they can be from any of the nine AFEs’ criteria), the more the dependent variable (effectiveness of external WSE process) is strengthened. / D

Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study is guided by the question: what is done to sustain early childhood development (ECD) in South Africa? The research is conducted in is selected rural areas in Namaqualand and the Karoo. A selection of ECD centres is taken as the study material. In depth interviews and workshops were conducted with various role-players connected to ECD to provide case material for analysis. Apart from the findings of this research the study concludes with a number of recommendations of how to address questions of sustainability, self-reliance and development of these centres and the communities they are located in. The study is contextualised within the situation of wide-spread and ingrained poverty amongst the communities living in rural areas in South Africa. The study pleas for explicit educational policy reforms, a stronger role to be played by government institutions on all levels and by community institutions such as churches, the empowerment of . women and the organisational reform of ECD centres. The overall theme is that the education of young people is paramount to the development of communities. The self-reliance of the centres is primarily depended on the sustainability of community life as a network of social and economic relations. The first chapter introduces the research problem, the reasons why this study is deemed necessary and a framework of the research process. It includes a description of the context and methodology of the study. The second chapter outlines the concepts of self-reliance, development and sustainability from the point of view of the progressive and participatory paradigms, the basic requirements for sustainable development, such as lifelong learning for all people and the interdependencies that enhances progress and development. Chapter three is devoted to Early Childhood Development (ECD). A historical overview and the current status of ECD, including government policy, in South Africa is presented. The gaps existing between the different echelons that are directly or indirectly involved in ECD are identified. The fourth chapter deals with ECD sites. Their objectives and the benefits for ECD education as well as care-taking strategies are described and researched. The multidimensional purposes and tasks with respect to children and parents as well as the community are especially highlighted. Chapter five develops the integrating function of ECD sites within community further. The focus is on the various interdependencies and relationships between an ECD site and its environment. The role of parents, women and their ties with ECD and local churches, especially within rural communities, is analysed. Also, the wider community, the different organisations that has relationships with ECD, the practical utility of networks, and the contribution of government structures are dealt with. Chapter six outlines the conditions that will enhance and enable an ECD site to become more sustainable and self-reliant. Finally, chapter seven proposes conclusions and recommendationsflowing from this study. The most basic condition is education and learning. The idea of a culture of lifelong learning for all is stressed and it is proposed that this should start at the youngest possible age. ECDs should therefore have a strong impact on learning. The main contributors to this process are women, local churches, the different tiers of government and lastly, funding organisations. / AFRIKAANSE OPSOMMING: Hierdie studie word gelei deur die vraag: wat word gedoen om die volhoubaarheid van vroeë kinderontwikkeling (ECD) in Suid-Afrika te verseker? Die navorsing is in geselekteerde landelike gebiede van Namakwaland en die Karoo uitgevoer. 'n Seleksie van ECD sentrums is as studiemateriaal gebruik. In diepte onderhoude en werkswinkels is onderneem met verskeie rolspelers in ECD om toepaslike gegewens vir ontleding te verskaf. Afgesien van die bevindinge van die ondersoek wat beskryf word, kom die studie tot gevolgtrekkings en aanbevelings oor hoe om die volhoubaarheid, selfvoorsiening en ontwikkeling van hierdie sentrums en die gemeenskappe waarin hulle gevestig is, te verseker. Die ondersoek is gekontekstualiseer binne die situasie van wydverspreide en ingegroeide armoede in die gemeenskappe van landelike gebiede in Suid-Afrika. Dit lewer 'n pleidooi vir uitdruklike opvoedkundige beleidshervormnings, 'n sterker rol deur regeringsinstansies op alle vlakke en deur gemeenskapsinstellings soos kerke, die bemagtiging van vroue en die organisatoriese hervorming van ECD sentrums. Die algehele tema is dat die opvoeding van jong mense allesoorheersend is in die ontwikkeling van gemeenskappe. Die selfvoorsiening van hierdie sentrums is primêr afhanklik van die volhoubaarheid van die gemeenskapslewe as 'n netwerk van sosiale en ekonomiese verhoudings. Die eerste hoofstuk stel die navorsingsprobleem, die redes waarom die ondersoek as noodsaaklik beskou word en 'n raamwerk vir die navorsingsproses bekend. Dit sluit in 'n beskrywing van die konteks en metodologie van die studie. Die tweede hoofstuk bied 'n uiteensetting van die begrippe selfvoorsiening, ontwikkeling en volhoubaarheid. Dit word gedoen vanuit die oogpunt van progressiewe en deelnemende paradigmas. Verder word die basiese vereistes vir volhoubare ontwikkeling, soos lewenslange leer vir alle mense en die interafhanklikhede wat vooruitgang en ontwikkeling sal verhoog, aangedui. Hoofstuk drie is gewy aan vroeë kinderontwikkeling (ECD). 'n Historiese oorsig en die huidige stand van ECD, insluitende die owerheidsbeleid, in Suid-Afrika word aangebied. Die gapings tussen die verskillende vlakke wat direk of indirek betrokke is by ECDword uitgewys. Die vierde hoofstuk handeloor ECD sentrums. Hulle doelstellings en die voordele vir ECD opvoeding sowel as sorg strategieë word beskryf en nagevors. Die multidimensionele oogmerke en take met verwysing na kinders en ouers asook die gemeenskap word veral beklemtoon. Hoofstuk vyf ontwikkel die integreringsfunksie van ECD verder. Die fokus is die verskeie interafhanklikhede en verhoudings tussen 'n ECD sentrum en sy omgewing. Die rol van ouers, vroue en hulle bande met ECD en plaaslike kerke, veral in landelike gemeenskappe, word ontleed. Verder word ook gekyk na die wyer gemeenskap, die verskillende organisasies wat in verhouding staan met ECD, die praktiese waarde van netwerke en die bydrae van die owerheid. Hoofstuk ses gee 'n oorsig van die voorwaardes wat 'n ECD sentrum se volhoubaarheid en selfvoorsiening sal verhoog en bemagtig. Ten slotte stel hoofstuk sewe gevolgtrekkings en aanbevelings wat uit die studie spruit, voor. Die mees basies voorwaarde is opvoeding en leer. Die idee van 'n kultuur van lewenslange leer vir almal word beklemtoon en dit word voorgestel dat dit op die vroegs moontlike ouderdom 'n aanvang neem. ECDs behoort daarom 'n sterk impak op leer te hê. Die hoof bydraers hiertoe is vroue, plaaslike kerke, die verskillende vlakke van regering, en ten slotte befondsingsorganisasies.

Thesis (MBA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The emphasis in South African schools has always been on the development of cognitive abilities of learners. The following two reasons, amongst others, could be responsible for this emphasis: Firstly, the furore over Grade 12 results each year creates the impression that the academic achievement of learners is the ultimate measure of a school's success, and secondly, there is a general belief worldwide that cognitive ability is responsible for a person's success in life. The introduction of emotional intelligence as a field of study more than a decade ago led to new discoveries with regard to factors contributing to success in life. Studies indicated that while cognitive ability played a role in determining life and job success, it was only one of many factors having an influence on success. Many researchers made the conclusion that emotional quotient (EQ) could be as important, or even more important than IQ in determining success in life and the workplace. Consequently, many education authorities worldwide introduced social and emotional learning (SEL) programmes into their school syllabi to enhance the emotional intelligence of their learners. The purpose of this study is to establish whether secondary school learners in the Somerset East district of the Eastern Cape are emotionally intelligent enough to focus on their academic development, cope with life and be successful in the workplace. An empirical study to determine the EQ of 300 secondary school learners from three secondary schools in Somerset East was conducted. Learners completed the self-report questionnaire, the Bar-On EQ-i:YV, to determine their EQ. The results of the study indicated that: • no conclusive evidence could be found to suggest that learners from secondary schools in Somerset East are not emotionally intelligent enough to focus on their academic development • learners are emotionally intelligent enough to cope with life • learners have a need to improve their ability in the realm of interpersonal skills, which could increase their ability to be successful in the workplace. As a result of this research I propose that further studies be conducted to assess the EI of learners and to determine in which realms of EI learners need improvement. Also that SEL programmes be introduced to address specifically those shortcomings in the realms of EI where learners need improvement. It is important that those teachers responsible for developing the EI skills in learners should have the ability to present SEL programmes. Therefore, evaluation of the EI of teachers and development of the EI skills of teachers where necessary, as well as in-service training of teachers to develop their skills to present the SEL programme should take place. This research therefore calls for a greater focus on the development of emotional intelligence of learners, which could lead to improvement of their academic performance, success in coping with life and greater job success. / AFRIKAANSE OPSOMMING: In Suid-Afrikaanse skole was die klem nog altyd op die ontwikkeling van die kognitiewe vermoëns van leerders. Die volgende twee redes, onder andere, kan verantwoordelik wees hiervoor: Eerstens, die bohaai oor Graad 12 uitslae elke jaar skep die indruk dat akademiese prestasie van leerders die enigste maatstaf is vir 'n skool se sukses, en tweedens, daar is 'n algemene geloof wêreldwyd dat kognitiewe vermoëns verantwoordelik is vir 'n mens se sukses. Die bekendstelling van emosionele intelligensie as 'n studieveld meer as 'n dekade gelede het aan die lig gebring dat ook ander faktore bydra tot sukses in die lewe. Studies het aangetoon dat alhoewel kognitiewe vermoëns 'n rol speel in die bepaling van sukses in 'n persoon se lewe en werk, dit slegs een van 'n reeks faktore is wat 'n invloed het op sukses. 'n Aantal navorsers het tot die gevolg gekom dat emosionele kwosiënt (EQ) net so belangrik of selfs meer belangrik as IK kan wees in die bepaling van sukses in die lewe en die werkplek. Gevolglik het baie opvoedkundige owerhede wêreldwyd sosiale en emosionele leer (SEL) programme by hul sillabusse ingelyf om die emosionele intelligensie van hul leerders te verbeter. Die doel van hierdie studie is om vas te stel of sekondêre skoolleerders in die Somerset- Oos distrik van die Oos-Kaap emosioneel intelligent genoeg is om te fokus op hul akademiese ontwikkeling, opgewasse is vir die lewe en suksesvol kan wees in die werkplek. 'n Empiriese studie om die EQ van 300 sekondêre skoolleerders van drie sekondêre skole in Somerset-Oos te bepaal, was uitgevoer. Om hul EQ te bepaal, het leerders die selfverslag Bar-On EQ-i:YV vraelys voltooi. Die resultaat van die studie toon aan dat: • geen afdoende bewys gevind kon word dat leerders van sekondêre skole in Somerset- Oos nie emosioneel intelligent genoeg is nie, om op hul akademiese ontwikkeling te fokus. • Leerders is emosioneel intelligent genoeg om opgewasse te wees vir die lewe. • Daar is 'n behoefte om leerders se vemoëns met betrekking tot interpersoonlike vaardighede te verbeter, wat kan lei tot 'n verbetering van hul vermoë om suksesvol in die werkplek te wees. Na gelang van hierdie navorsing stel ek voor dat verdere studies gedoen word om die emosionele intelligensie van leerders te bepaal, en sodoende vas te stel in watter areas van emosionele intelligensie leerders ontwikkeling nodig het. Ook dat SEL programme ingestel word om die spesifieke tekortkominge van leerders met betrekking tot die emosionele intelligensie aan te spreek. Dit is verder ook belangrik dat onderwysers wat verantwoordelik is vir die ontwikkeling van EI vaardighede van leerders oor die vermoë moet beskik om SEL programme aan te bied. Daarom is dit nodig dat, waar nodig, evaluering en ontwikkeling van die EI van onderwysers moet plaasvind, sowel as indiens opleiding van onderwysers om hul vaardigheid om SEL programme aan te bied ontwikkel word. Hierdie navorsing vra dus vir 'n groter fokus op die ontwikkeling van die emosionele intelligensie van leerders, wat kan lei tot die verbetering van hul akademiese prestasies, hul beter opgewasse maak vir die lewe, en bydra tot groter sukses in die werkplek.

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are learners in the South African education system that reside and live within highrisk situations. These high-risk situations impact on the family-, scholastic and community contexts and also the relationship variables existing between these systems. The risk situations in which these learners live, cause and/or on occasion lead to early school exiting, teenage pregnancy, alcohol and substance abuse, the choice of living on the streets, youth misbehaviour and gangsterism. It is therefore important to determine and recognize the environmental contexts in which these learners find themselves to on the one hand reach a better understanding of this phenomenon, and on the other hand to organise effective aid and assistance initiatives. The following can be reported in this regard: Inconclusive evidence exists with respect to the exact nature of the problems, which confront primary school learners from high-risk situations. A shortage of effective strategies exists to support primary school learners from high-risk situations. This research is undertaken from a social constructionist, contextual ecosystemic perspective. The research is founded on a combination of both qualitative and quantitative methodological approaches and is undertaken within the interpretive research paradigm. An encompassing literature review was undertaken during which the following aspects were described and determined, namely: The problems encountered by learners from high risk situations. Recommendations from South African state departments regarding the assistance and support for learners from high-risk situations. Guidelines collected from the literature regarding the assistance and support for learners from high-risk situations. The empirical investigation is aimed at identifying the nature and extent of the prominent problems being experienced by learners from high-risk situations. Guidelines were developed by which learners from high-risk situations can be assisted and supported. These guidelines were developed on the basis of the research results yielded by the empirical investigation and a synthesis derived from literature exploration and the integration of empirical findings. The research focuses on Grade Seven learners from ten selected primary schools in the Boland region. The investigative instruments used during this research were the questionnaire, photo analysis and the focus interview. The research findings have shown that learners are more inclined to leave the school prematurely because of insufficient relationships that exists between the family, the community and the school. An integrated approach between these contexts is therefore essential to develop strategies in order to prevent learners from dropping out of school. / AFRIKAANSE OPSOMMING: Daar is leerders in die Suid-Afrikaanse onderwyssisteem wat 10 hoë risikoomstandighede woon en leef Hierdie risiko-omstandighede het 'n impak op hulle gesins-, skolastiese en gemeenskapskontekste asook die verhoudingsveranderlikes wat daar tussen hierdie sisteme bestaan. Die risiko-omstandighede waarin hierdie leerders leef, veroorsaak en/of lei soms tot byvoorbeeld voortydige skoolverlating, tienerswangerskappe, drank- en dwelmmisbruik, die keuse van 'n lewe op straat, jeugwangedrag en bendevorming. Dit is van belang om die omgewingskontekste van hierdie leerders te begryp en te verreken om enersyds tot 'n beter begrip van die fenomeen te kom, maar om andersyds effektiewe hulpverleningsinisiatiewe te ontwikkel. Die volgende kan in hierdie verband gemeld word: daar bestaan onvoldoende inligting ten opsigte van die wesenlike aard van die probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar; daar is 'n gebrek aan effektiewe strategieë om leerders uit hoë risiko-omstandighede aan primêre skole te ondersteun. Hierdie navorsing word onderneem vanuit 'n sosiaal-konstruksionisties, kontekstueelekosistemiese perspektief Die navorsing steun op 'n kombinasie van beide kwantitatiewe en kwalitatiewe metodologiese benaderings en word onderneem vanuit die interpreterende navorsingsparadigma. 'n Omvattende literatuurstudie is onderneem waartydens die volgende aspekte beskryfen beredeneer is: die probleme wat leerders uit hoë risiko-omstandighede ervaar. aanbevelings uit staatsdepartemente in Suid-Afrika oor die ondersteuning van leerders uit hoë risiko-omstandighede. riglyne vanuit die literatuur oor die ondersteuning van leerders uit hoë risikoomstandighede. Die empiriese ondersoek is daarop gemik om die aard en omvang van die prominente probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar te identifiseer. Riglyne waardeur hierdie leerders ondersteun kan word, is ontwikkel. Hierdie riglyne is ontwikkelop grond van die navorsingsresultate van die empiriese ondersoek en 'n sintese vanuit die literatuurverkenning en die integrasie van die empiriese bevindings. Die navorsing fokus op graad sewe-leerders aan tien geselekteerde primêre skole in die Boland-streek. Drie ondersoekinstrumente word tydens hierdie navorsing gebruik, naamlik die vraelys, foto-analise en die fokus-onderhoud. Die navorsingsresultate het getoon dat leerders meer geneig is om die skool voortydig te verlaat as gevolg van gebrekkige verhoudinge tussen die gesin, die gemeenskap en die skool. 'n Geïntegreerde benadering tussen hierdie kontekste is daarom belangrik om strategieë te ontwikkel wat sal verhoed dat leerders die skool voortydig verlaat.

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.

Dissertation (PhD)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The central question of this thesis is whether education policy frameworks are sufficient to transform the higher education system in South Africa. I hold that higher education policy initiatives promulgated in statutory documents such as the White Paper 3 on Higher Education Transformation of 1997 and the Higher Education Act of 1997 are not sufficient to guide educational transformation in universities. My main claim is that as higher education role players we also need to pursue practices driven from "inside" (Gutman 1998: 34) whereby we can develop the "strength of will" to contribute towards initiating equal access and development and, enhancing accountability and quality at our universities. I hold that in order to practice higher education transformation from "inside" (Gutman 1998: 34), one can justifiably pursue a reflexive democratic praxis for the reason that it involves a form of "doing action" with some worthwhile, rational end in mind. It has to do with engaging in reflexive and democratic action attuned to social experience, more specifically higher education, where possibilities may be contemplated, reflected upon, transformed and deepened. To deepen our understanding of our actions involves asking questions about "what we have not thought to think" (Lather 1991: 156). I argue that philosophy of education, more specifically conceptual analysis, is an indispensable means by which we can develop such a deeper, clearer, more informed and better reasoned understanding about the current shifts in higher education transformation in post- apartheid South Africa. Simultaneously, I use conceptual analysis to show why and how the idea of a reflexive democratic praxis can become a "satisfying sense of personal meaning, purpose, and commitment" (Soltis 1998: 196) to guide our activities as educators in the higher education realm. The general principle, which shapes a reflexive democratic praxis, is rationality. Rationality is shaped by logically necessary conditions such as "educational discourse", "reflexive action" and "ethical activity to promote the moral good" in the forms of truthtelling and sincerity, freedom of thought, clarity, non-arbitrariness, impartiality, a sense of relevance, consistency and respect for evidence and people. My contention is that appealing to moral notions of rationality is where the strength of a reflexive democratic praxis lies. In this sense I further elucidate rationality which I argue can create spaces for achieving democratic education which, in tum, holds much promise for shaping teaching and learning through distance education, research and community service in the context of higher education transformation in South Africa. I use "touchstones" which evolve out of rationality, namely access, relevance and dialogism, to show how the idea of a reflexive democratic praxis can contribute towards shaping higher education transformation in South Africa. I provide an overview of the South African higher education policy framework, in particular its concern with issues of equality, development, accountability and quality, which can be linked to and guided by "touchstones" of a reflexive democratic praxis. A reflexive democratic praxis implies a shift towards socially distributed knowledge production which in turn shapes higher education transformation. By reflecting on instances related to the institution where I work, I argue that a more nuanced understanding of higher education has the potential to initiate equal access and , development on the one hand, and to enhance accountability and quality on the other hand. I conclude with the idea that a reflexive democratic praxis can provide higher education practitioners with a conceptual frame to organise their discourses in such a way as to contribute towards transforming their activities and that of their institutions. In this way they might contribute towards addressing the demands of equality, development, accountability and quality in South African higher education. KEYWORDS: Philosophy of education, conceptual analysis, reflexivity, democracy, praxis, higher education, transformation and South Africa. / AFRIKAANSE OPSOMMING: Die sentrale kwessie wat hierdie proefskrif aanspreek, is die vraag of die raamwerke vir onderwysbeleid genoegsaam is vir die transformasie van hoër onderwys in Suid-Afrika. Ek is van mening dat die proklamasie van inisiatiewe ten opsigte van die beleid vir hoër onderwys in statutêre dokumente soos die Witskrif 3 oor die Transformasie van Hoër Onderwys (1997) en die Wet vir Hoër Onderwys (1997) nie genoegsaam is om transformasie aan universiteite te rig nie. My hoofstandpunt is dat ons, die rolspelers in hoër onderwys, ook aandag moet gee aan praktyke wat "van binne uit" gedryf word (Gutman 1998: 34). Op so 'n manier kan ons die "wilskrag" ontwikkel wat sal bydra tot die inisiering van gelyke toelating en ontwikkeling en die versterking van verantwoordelikheid en kwaliteit aan ons universiteite. Ek is van mening dat dit geregverdig is om die transformasie van hoër onderwys "van binne uit" te bewerkstellig deur 'n refleksiewe demokratiese praktyk omdat dit 'n soort aksie verg wat 'n betekenisvolle rasionele doel het. Dit gaan oor refleksiewe en demokratiese aksies wat afgestem is op sosiale ondervinding, veralop die hoër onderwys, waar verskillende moontlikhede oorweeg kan word, daaroor gereflekteer kan word en dit dan getransformeer en verdiep kan word. Ter wille van die verdieping van ons begrip van ons aksies moet vrae gevra word oor "what we have not thought to think" (Lather 1991: 156). My argument is dat die filosofie van die opvoeding, meer spesifiek 'n konseptuele analise, 'n onontbeerlike manier is om 'n dieper, duideliker, meer informatiewe en beter beredeneerde begrip te ontwikkel van die huidige klemverskuiwings in die transformasie van die hoër onderwys in 'n post-apartheid Suid-Afrika. Daarmee saam gebruik ek konseptuele analise om aan te toon waarom en hoe die idee van 'n refleksiewe demokratiese praktyk 'n "satisfying sense of personal mearung, purpose, and commitment" (Soltis 1998: 196) kan word om ons aktiwiteite as opvoedkundiges in die hoër onderwys te kan rig. Die algemene beginsel wat aan 'n refleksiewe demokratiese praktyk sy vorm gee is 'n rasionaliteit. Rasionaliteit word gevorm deur logies-noodsaaklike beginsels, bv "opvoedkundige diskoers", "refleksiewe aksie" en "etiese aktiwiteite wat goeie moraliteit bevorder" soos dit aangetref word in die praat van die waarheid, opregtheid, vryheid van denke, helderheid, nie-arbitrêrheid, onpartydigheid, 'n sin vir relevansie, konstantheid en respek vir bewysstukke en mense. My standpunt is dat die sterkte van 'n refleksiewe demokratiese beleid daarin geleë is dat dit aanspraak maak op morele kwessies van rasionaliteit. Ek verklaar rasionaliteit in hierdie sin verder deur te beweer dat dit die plek is om demokratiese onderwys te verwerklik, wat op sy beurt groot beloftes inhou vir onderrig en leer deur middel van afstandsonderwys, navorsing en gemeenskapsdiens in die konteks van die transformasie van hoër onderwys in Suid-Afrika. Ek gebruik kwaliteitsaanduiders wat ontwikkel uit rasionaliteit, naamlik toeganklikheid, relevansie en samevattings om aan te toon hoe die idee van 'n refleksiewe demokratiese praktyk kan bydra tot die vorming van die transformasie van hoër onderwys in Suid- Afrika. Ek verskaf 'n oorsig oor die raamwerk vir die Suid-Afrikaanse beleid oor hoër onderwys, In die besonder oor aspekte soos gelykheid, ontwikkeling en verantwoordbaarheid, wat gekoppel kan word aan en geng kan word deur die kwaliteitsaanduiders van 'n refleksiewe demokratiese praktyk. 'n Refleksiewe demokratiese praktyk impliseer 'n klemverskuiwing in die rigting van sosiaal-verspreide kennisproduksie wat vorm gee aan die transformasie van hoër onderwys. Deur te reflekteer oor gebeure wat verband hou met die inrigting waar ek werk, argumenteer ek dat 'n fyner genuanseerde omskrywing van hoër onderwys die potensiaal het om aan die een kant gelyke toeganklikheid en ontwikkeling te inisieer en aan die ander kant om verantwoordbaarheid en kwaliteit te versterk. Ek sluit af met die gedagte dat 'n refleksiewe demokratiese praktyk die praktisyns van hoër onderwys van 'n konseptuele raamwerk kan voorsien wat hul diskussies op so 'n manier salorganiseer dat dit sal bydra tot die transformasie van hulle aktiwiteite en die van die inrigtings waarby hulle betrokke is. Op so 'n manier kan 'n bydrae gelewer word tot die aanspreek van die eise van gelykheid, ontwikkeling en verantwoordbaarheid en kwaliteit van hoër onderwys in Suid-Afrika. SLEUTELBEGRIPPE: Filosofie van die opvoeding. konseptuele analise, refleksiwiteit, demokrasie, praktyk, hoër onderwys, transformasie en Suid-Afrika.