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A framework for the evaluation of research in South African Higher Education Institutions : conceptual and methodological issuesMasipa, Mochaki Deborah 03 1900 (has links)
Thesis (PhD (Social Science Research Methodology))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study aimed at establishing whether or not an integrated and appropriate system exists for the
evaluation of research in the South African higher education system. As background to the
assessment of research in South African higher education, models of research evaluation from other
countries were reviewed and served as reference to the discussions on the local efforts. In each case
the higher education research systems were reviewed, including existing efforts of research evaluation
that exits alongside the systems. The review followed a pattern that focuses on areas including the
history and rationale, purpose (s) for research evaluation, political/transformation contributions and
methodological issues for a clearer understanding of the contributions made by the efforts. The
study followed a multiple-case study approach to review the models and the South African situation,
with the local research evaluation efforts embedded within the study of South Africa as a case.
Five themes guided the reviews that were apparent for the final discussions of the study: the rationale
and purpose of research evaluation, units of analysis used in the evaluation, dimensions/criteria used
in research evaluation, governance and management of research evaluation processes and
methodological issues related to research evaluation. The study revealed that none of the fragmented
South African research evaluation efforts is suitable to deal with the transformation requirements
expected of higher education institutions. This is mainly because of the voluntary nature of the
current initiatives and their focus on the lowest level of units of analysis – the individual researcher.
The one effort that would be better suited to meet the transformation imperatives – the HEQC
institutional audits - does not concentrate on research exclusively but collectively addresses all core
activities in institutions, reducing the attention necessary for research evaluation to make a
meaningful contribution to higher education research.
The study suggested a comprehensive design for the framework of South African research evaluation.
The purpose identified for the envisaged exercise is the development and improvement of quality
research of international standards across the system of higher education in order for research to make
meaningful contributions to national demands. Programmes/departments in the higher education
institutions are suggested as the units of analysis in which quality, productivity, relevance and
viability serve as criteria for evaluation. / AFRIKAANSE OPSOMMING: Hierdie studie poog om vas te stel of 'n geïntegreerde en toepaslike stelsel bestaan vir die evaluering
van navorsing in die Suid-Afrikaanse hoër onderwys stelsel. As agtergrond tot die beoordeling van
navorsing in Suid-Afrikaanse hoër onderwys, word ‘n oorsig verskaf van die modelle van navorsing
evaluering van ander lande. Dit het gedien as verwysing vir die besprekings oor die plaaslike pogings.
In elke geval is ‘n oorsig gebied van die hoër onderwys navorsingstelsels , insluitend die bestaande
pogings tot navorsing evaluering. Die oorsigte fokus op gebiede soos die geskiedenis en die rasionaal,
doel van navorsing evaluering, politiese / transformasie bydraes en metodologiese vraagstukke vir' n
beter begrip van die bydraes wat gemaak word deur die pogings. Die studie volg 'n meervoudige
gevallestudie benadering tot die modelle en die Suid-Afrikaanse situasie, met die plaaslike navorsing
evaluering pogings onderliggend in die Suid-Afrikaanse gevallestudie.
Die oorsigte word gelei deur vyf temas: die rasionaal en doel van die navorsing evaluering, eenhede
van analise wat gebruik word in die evaluering, dimensies / kriteria wat gebruik word in navorsing
evaluering, beheer en bestuur van navorsing, en metodologiese evalueringsprosesse kwessies met
betrekking tot navorsing evaluering. Hierdie temas is duidelik in die finale bespreking van die studie.
Die studie het aangetoon dat nie een van die gefragmenteerde Suid-Afrikaanse navorsing evaluering
pogings geskik is om die transformasie verwagtinge van hoër onderwys instellings te hanteer nie. Dit
is hoofsaaklik as gevolg van die vrywillige aard van die huidige inisiatiewe en hul fokus op die
laagste vlak van die eenhede van analise - die individuele navorser. Die een poging wat beter geskik
sou wees die transformasiedoelwitte te ontmoet - die HEQC institusionele oudits - konsentreer nie
uitsluitlik op navorsing nie, maar spreek gesamentlik alle kern aktiwiteite in instellings aan. Dit
verminder die aandag wat nodig is vir navorsing evaluering om 'n betekenisvolle bydrae te lewer tot
hoër onderwys navorsing .
Die studie stel 'n omvattende ontwerp voor vir die raamwerk van Suid-Afrikaanse navorsing
evaluering. Die doel wat vir die beoogde oefening geïdentifiseer word, is die ontwikkeling en
verbetering van die kwaliteit navorsing van internasionale standaarde oor die stelsel van hoër
onderwys sodat die navorsing betekenisvolle bydraes kan lewer tot die nasionale vereistes.
Programme / departemente in die hoër onderwys instellings word voorgestel as die eenhede van
analise waarin gehalte, produktiwiteit, relevansie en lewensvatbaarheid dien as kriteria vir evaluering.
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Education policy to prospects of a developmental state in South AfricaMahada, Livhuwani Paul 12 1900 (has links)
Thesis (MPA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The relevance of education to economic growth has been widely debated. The thesis argues that education is the core factor in knowledge and skills provision, which assist in production and economic growth and serves as a foundation to the realization of a developmental state. The thesis looks at the prospects of South Africa constructing a developmental state against its education system. The aim was to look at whether education policy in South Africa assists its quest to construct a developmental state.
The research is guided by the specific research questions that wanted to look at different literature on what a developmental state is and what characterizes it. It further looked at whether education influences the construction of a developmental state and whether in South Africa education is responding well to the quest of constructing a developmental state.
The study depends heavily on literature review, comparative study and interview. The literature study conceptualized and also presented characteristics of a developmental state from the perspective of Japan, South Korea and Taiwan (The Asian Tigers) and the South African context. Japan and South Korea’s perspective was compared with the South African one. The literature review also indicated the role of education in economic growth.
The findings of this research from the comparative analysis indicated that South Africa is taking a totally different approach in its process of constructing a developmental state. Its process is underpinned by democratic values, non-industrialization approach, weak bureaucracy and interventionist approach. The process of constructing a developmental state is supported by various mechanisms and policies such as the New Growth Path (NGP). The challenge with the NGP is that it conceded to the fact that there is a serious need to improve in education and levels of skills in the country as they are a fundamental prerequisite for achieving many of the goals in the growth path. The contention is that both basic and higher education must equip all South Africans to participate in the country’s democracy and economy and must do more to meet the needs of national and international development imperatives. Again, the success of the NGP depends on major improvements in education (both basic and higher education) and skills levels which education is presently not providing. Education and skills are preconditions that should prepare South Africans to participate in economy so that the country should realize “broad-based development” through any means that will ensure economic growth. However, the education system and the skills based in the country are not responding well to assist in the fully realization of the NGP. This has negative effect to the prospects of growing the economy.
The research highlights the relevance and role education plays in the economic development of a country. It highlights the challenge South Africa is faced with in its quest to construct a developmental state particularly with its education policies. With education being regarded as a significant propeller of economic growth, South Africa falls short in comparison to other countries, particularly the Asian Tigers. South Africa falls short mainly in the provision of education that provides the skills required in the modern economies. This means that there is a gap the education system in South Africa is failing to fill. Therefore the prospects of constructing in a developmental state in South Africa will continually face challenges if the education system within the country is not turned around to provide for the required skills. / AFRIKAANSE OPSOMMING: Die verband tussen onderwys en ekonomiese vooruitgang is al deeglik gedebateer. Hierdie tesis voer aan dat onderwys die kernfaktor is in die voorsiening van kennis en vaardighede wat vervaardiging en ekonomiese vooruitgang aanhelp en dien as die grondslag vir die totstandkoming van ’n ontwikkelingsstaat. Die tesis kyk of dit moontlik is vir Suid-Afrika om ’n ontwikkelingsstaat tot stand te bring met sy huidige onderwysstelsel. Die doel was om te sien of die huidige onderwysbeleidsrigting Suid-Afrika kan meehelp in sy soektog om ’n ontwikkelingsstaat daar te stel.
Die navorsing word gerig deur spesifieke navorsingsvrae wat verskillende literatuur ondersoek het om te bepaal wat ’n ontwikkelingsstaat is en hoe dit gekarakteriseer word. Dit kyk ook verder of onderwys die daarstelling van ’n ontwikkelingsstaat beinvloed en of Suid-Afrika se onderwysstelsel goed reageer in strewe na die daarstelling van ’n ontwikkelingsstaat.
Die studie steun sterk op die beskouing van literatuur, vergelykingstudies en onderhoude. Die literatuurstudie het ’n begrip en kenmerke van ’n ontwikkelingsstaat vanuit die perspektief van Japan, Suid-Korea en Taiwan (Die Asiaatiese Tiere) en die Suid-Afrikaanse verband voorgelê. Japan en Suid-Korea se perspektief was vergelyk met die van Suid-Afrika. Die literatuur beskouing het ook die rol van onderwys in ekonomiese vooruitgang aangedui.
Die bevindings van hierdie navorsing nadat ’n vergelykende analise uitgevoer is, het aangedui dat Suid-Afrika ’n heel ander benadering volg in sy ontwikkelingsstaat daarsetellings proses. Die Suid-Afrikaanse proses word onderstut deur demokratiese waardes, nie-nywerheidsbenadering, swak burokrasie en ’n intervensionistiese-benadering. Die proses tot ’n ontwikkelingsstaat word ondersteun deur verskeie meganismes en beleidsrigtings soos die nuwe groeibaan (New Growth Path [NGP]). Die uitdaging met die NGP is dat dit alreeds onderskryf het dat daar ’n ernstige behoefte is aan ’n verbeterde onderwysstelsel en vaardigheidsvlakke in die land, want dit is grondvereistes om baie van die doelwitte in die NGP te bereik. Die standpunt is dat beide basiese- en hoëronderwys alle Suid-Afrikaners sal moet toerus om deel te neem in die land se demokrasie en ekonomie en sal meer moet doen te voldoening aan die behoeftes van nasionale en internasionale ontwikkelingsnoodsaaklikhede. Weereens, die sukses van die NGP maak staat op groot verbeterings in die onderwysstelsel (beide basiese- en hoëronderwys) en vaardigheidsvlakke wat die onderwysstelsel tans nie verskaf nie. Onderwys en vaardighede is voorvereistes om Suid-Afrika voor te berei om deel te neem in die ekonomie en derhalwe die land in staat te stel om “breed-gebaseerde ontwikkeling” te bereik op ‘n manier wat ekonomiese vooruitgang verseker. Die land se onderwysstelsel en vaardigheidsbasis reageer egter swak om die volle bereiking van die NGP te ondersteun. Dit het ’n negatiewe uitwerking op die vooruitsigte van ekonomiese vooruitgang.
Die navorsing lig die belangrikheid en die rol wat onderwys in die ekonomiese ontwikkeling van ’n land speel uit. Die uitdagings wat Suid-Afrika het word uitgelig in sy soektog om ’n ontwikkelingsstaat op te stel veral ten opsigte van sy onderwysbeleidsrigtings. Met onderwys wat as ’n beduidende drywer geag word ten opsigte van ekonomiese vooruitgang, skiet Suid-Afrika te kort vergeleke met ander lande, veral met die Asiatiese Tiere. Suid-Afrika skiet hoofsaaklik ook te kort met die voorsiening van onderwys wat die vereiste vaardighede moet ontwikkel wat ’n moderne ekonomie benodig. Dit beteken dat daar ’n leemte in die Suid-Afrikaanse onderwysstelsel is. Die vooruitsigte om ’n ontwikkelingsstaat in Suid-Afrika te vestig sal voortdurend voor uitdagings te staan kom totdat die onderwysstelsel van die land reggeruk word om die vereiste vaardighede te ontwikkel.
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Transforming higher education delivery in South Africa, lessons and experiences of CIDA City CampusOkokoh, A. B. C. 12 1900 (has links)
Thesis (MPhil (School of Public Management and Planning))--University of Stellenbosch, 2007. / Some aspects of South African higher education transformation have been bleak, indicating that the trajectory of innovative teaching and affordability requires attention for the foreseeable future. At CIDA we have seen a different picture of this, in other institutions there may be other milestones yet to reveal other gains of transformation.
Briefly, this paper tells the CIDA transformation story; other institutions of higher learning in South Africa can learn from its approach and share in the remarkable sense of determination and commitment demonstrated by CIDA.
The purpose of this work is to reflect on CIDA’s pattern breaking that can aid better student equity transformation in the South African higher education system. A limitation of the study is that we examine only one factor at a time and it may not adequately account for what happens when all the factors interact at the same time.
It emerged from the discussion that CIDA innovative teaching involves awareness of students’ educational needs, views and emphasis on the physical experience of emotions and reasoning. Students are encouraged to be self-confident and feel good about themselves and others through participation and opportunities for spirituality and diversity.
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Research utilisation in policymaking : a case study of the Centre for the Study of Higher Education at the University of the Western CapeKulati, Tembile 04 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: The aim of this thesis is to explore the relationship between research and
policymaking in South African higher education, using the Education Policy
Unit at the University of the Western Cape (UWC-EPU) -recently renamed the
Centre for the Study of Higher Education - as a case study. The study begins
by examining the various models that explain the nature of policymaking in
Western democracies, as well as the main theoretical frameworks - namely
the "two communities" theory and the enlightenment model of knowledge
utilisation - that explain the relationship between the production of knowledge
and its utilisation in policymaking. It is argued that, although most of these
models were developed to analyse the policymaking process within the
context of mature democracies, they nonetheless raise important issues for
developing countries like South Africa.
The study proceeds to provide an overview of the process of policy
development in South Africa. It is suggested that a better way of
understanding the evolution of higher education policy development in South
Africa is to see it as having gone through four phases, each of which marks a
significant turning point within higher education itself, as well as in the broader
political context. The process of the policy development, and in particular the
role of (higher education) research within it, is shown as one that was largely
driven by political and ideological imperatives.
The study then shifts to a discussion of the CSHE, commencing with an
overview of its organisational history, and highlighting the main objectives of
its research programme and the changes that occurred with regard to its
research orientation. These are examined in relation to external factors - for
example the shift from the development of policy frameworks to the focus on
implementation - and in terms of the dynamics that were internal to the
University of the Western Cape. This discussion also highlights the challenges that were faced by the EPUs and other progressive academics in
the early phases of the policy development process, namely that of engaging
in a 'reconstructive' agenda on the one hand, while undertaking
intellectual/scientific work on the other hand. In the case of the CSHE, there
was also the added challenge of contributing to the development of the
nascent field of higher education studies.
One of the key issues that emerge in the analysis of the interviews, which
form the core source of data collection for this study, is the multifarious
understanding of the way in which the research undertaken by the CSHE was
to be utilised. The three notions of 'use' that are highlighted - which are also
embedded in the objectives of the CSHE as set out in its constitution - are the
following:
• Utilisation as generation of ideas, and particularly as a contribution to
the debates on social reconstruction
• Utilisation as input into the policymaking process
• Utilisation as contribution to scholarship
The study shows that there is a mixed assessment of the extent to which the
CSHE was able to address these competing - and sometimes contradictory -
challenges. In the main, its efforts were hamstrung by a confluence of factors,
ranging from its inability to recruit or attract experienced researchers, to the
orientation of its research towards critique, something which was a feature of
the scholarship emanating from the progressive academic community at the
time. / AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om die verhouding tussen navorsing en
beleidsvorming binne die konteks van die Suid- Afrikaanse hoër
onderwysomgewing te ondersoek. Met die oog hierop word die Education
Policy Unit aan die Universiteit van Wes-Kaapland (UWC-EPU), onlangs
herdoop tot die Centre for the Study of Higher Education (CHSE), deur middel
van 'n gevallestudie beskryf. Die studie begin met 'n ondersoek na die
verskillende modelle wat poog om die aard van beleidsvorming binne
Westerse demokrasieë te verduidelik. Verder word die hoof teoretiese
raamwerke, tewete die "two communities" teorie asook die "enlightenment
model", wat die verhouding tussen die skep van kennis en die aanwending
daarvan binne 'n beleidskonteks wil verduidelik, ook ondersoek. Hoewel die
meeste modelle van hierdie aard ontwikkel is om die proses van
beleidsvorming binne volwasse demokrasieë te analiseer, word aangevoer
dat hulle desnieteenstaande belangrike kwessies na vore bring vir
ontwikkelende lande soos Suid-Afrika.
Die studie gaan verder deur 'n oorsig te gee oor die proses van
beleidsontwikkeling in Suid- Afrika. Daar word gesuggereer dat 'n meer
verantwoorde wyse om die evolusie van hoër onderwysbeleid in Suid-Afrika te
verstaan, sou wees om erkenning te gee aan 'n vier-fase-benadering,
waarvan elk 'n betekenisvolle rigtingverandering aangedui het, sowel as die
invloed van die breër politieke konteks. Die proses van beleidsontwikkeling,
en meer spesifiek die rol van (hoër onderwys) navorsing daarbinne, word
aangetoon as synde hoofsaaklik gemotifeer deur politieke en ideologiese
imperatiewe.
Hierna verskuif die fokus van die studie na 'n bespreking van die CSHE deur
te begin met 'n oorsig oor die geskiedenis van die sentrum. Die hoof doelwitte
van die sentrum se navorsingsprogram asook die veranderinge wat onlangs
plaasgevind ten opsigte van navorsingsoriëntasie, word bespreek. Hierdie aspekte word ondersoek aan die hand van eksterne faktore - byvoorbeeld die
verskuiwing wat plaasgevind het vanaf die klem op ontwikkelingsraamwerke
na 'n fokus op implimentering - en in terme van die dinamika wat eie is en
was aan die Universiteit van Wes Kaapland. Die gesprek poog verder om lig
te werp op die tipiese uitdagings waarmee Education Policy Units en
navorsers in hierdie veld mee te doen gehad het in die beginjare van die
beleidsontwikkelingsproses, naamlik om vanuit 'n rekonstruktiewe agenda te
opereer en terselftertyd betrokke te wees met navorsing op 'n akademiese en
wetenskaplike vlak. In die geval van die CSHE, het die verdere uitdaging om
deurlopend bydraes tot die veld van hoër onderwysstudies te lewer, hoë eise
aan die eenheid gestel.
'n Sleutelaspek wat na vore gekom het tydens die analise van die onderhoude
(laasgenoemde vorm die sentrale bron van vir die data-versameling van die
studie) is dat uiteenlopende interpretasies bestaan van hoe die navorsing
soos deur die CSHE onderneem, benut behoort te word. Die drie
perspektiewe op benutting ("use") wat uitgelig word, en wat In sentrale deel
van die doelwitte van die CSHE uitmaak soos in die grondwet van die sentrum
vervat, is die volgende:
• Benutting as die skep van idees, en in die besonder as 'n bydrae tot
debatte oor sosiale rekonstruksie
• Benutting as inset tot die proses van beleidmaking
• Benutting as bydrae tot navorsing
Die studie toon aan dat die maniere waarop die CSHE in staat was om hierdie
kompeterende, en soms teensprekende, uitdagings te hanteer, op
uiteenlopende wyses geëvalueer was. In hoofsaak is die pogings van die
sentrum aan bande gelê deur 'n sameloop van verskillende faktore wat
gestrek het vanaf die probleem om ervare navorsers te lok en aan te stel tot
met die probleem om sy navorsing aan te pas en te heroriënteer gegrond op
kritiese stemme, dikwels die gevolg van die progressiewe akademiese
gemeenskap van die tyd.
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The dynamic interrelationship between productivity and remuneration practices at a tertiary institution with specific reference to the value added conceptArangies, Gretchen 03 1900 (has links)
Thesis (MBA (Business Management))--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Value added links a company’s financial statements to the national income and performs a useful function in macro-economic measurement. At the national level, productivity is a major determinant of economic growth and progress and of vital importance to the survival and wellbeing of all South Africans.
The presentation of information in added value terms can provide an effective communication tool that enables all personnel at all levels to understand where the business stands, what their roles in it are and what can be done to improve certain ratios. The concept of value added does not only act as a communication medium in showing how a company is performing, but also demonstrates the need for increased wealth to ensure higher distribution to all the stakeholders.
This research report aims to establish, amongst other matters, the future use of value added as a proxy for productivity as a basis (a new mindset) for determining salary increases at tertiary institutions. Because this could be regarded as a leap into the unknown, this study used the results of the industrial sector for benchmarking.
As tertiary institutions never previously published a value added statement it was decided to follow the practice of the Value Added Scoreboard since 2002; that is, to compile a value added statement for tertiary institutions using the audited annual reports and, specifically, the income statement.
The handling of part-time, casual or seasonal employees can cause measurement problems in the value added per employee ratio. The matter is also further complicated by the fact that there is a lack of full description of employee data in the financial statements as to whether or not the published employee numbers refer to either full-time equivalent, average number of employees over the period or number of employees at year end. If one is to use employee numbers to do an analysis of certain ratios there needs to be clarity in future on how these numbers must be reported. In conclusion it was found that the low increase or decrease in salaries, together with the increase in employee numbers resulted in a negative growth rate in salaries per employee. The conclusion can thus be made that the tertiary institutions did not take productivity into account when granting salary increases.
Finally, though this research report was only exploratory, the recommendation can be made that the concept of value added should be implemented at tertiary institutions, preferably by firstly taking the research staff of the entire institution and from there the distribution per department into account, and lastly to reflect the value added for the institution as a whole. / AFRIKAANSE OPSOMMING: Toegevoegde waarde verbind ’n maatskappy se finansiële state met die nasionale inkomste en vervul ’n nuttige rol as makro-ekonomiese maatstaf. Op nasionale vlak is produktiwiteit ’n vername bepaler van ekonomiese groei en vordering en is dit van kardinale belang tot die oorlewing en welstand van alle Suid-Afrikaners.
Die aanbied van inligting in terme van toegevoegde waarde kan ’n doeltreffende kommunikasie-instrument wees wat alle personeel op alle vlakke in staat stel om te verstaan wat die stand van sake is, wat hulle rolle binne die besigheid is en wat gedoen kan word om sekere ratio’s te verbeter. Die toegevoegdewaarde-konsep dien nie slegs as kommunikasiemiddel om die maatskappy se prestasie aan te dui nie, maar toon ook aan dat daar ’n behoefte is aan groter rykdom om hoër verspreiding aan alle belanghebbendes te verseker.
Hierdie navorsingsverslag het ten doel om onder meer die toekomstige gebruik van toegevoegde waarde te vestig as ’n aanduider vir produktiwiteit as ’n grondslag (’n nuwe geestesingesteldheid) vir die vasstel van salarisverhogings by tersiêre instellings. Aangesien dit beskou kan word as ’n sprong in die duister, het hierdie studie die resultate van die nywerheidsektor as normstelling gebruik.
Omdat tersiêre instellings nog nooit vantevore ’n toegevoegde waarde-staat gepubliseer het nie, is daar besluit om die praktyk van die Toegevoegdewaarde-telbord sedert 2002 te volg. Dit beteken dat ’n toegevoegde waarde-staat vir tersiêre instellings saamgestel is deur die geouditeerde jaarverslae en, spesifiek, die inkomstestaat te gebruik.
Die hantering van deeltydse, los of seisoenwerkers kan metingsprobleme in die toegevoegde waarde per werknemer-ratio tot gevolg hê. Die saak word ook verder bemoeilik deur die feit dat daar ’n gebrek aan volledige werknemerinligting in die finansiële state is wat betref of die gepubliseerde werknemergetalle verwys na die voltydse ekwivalent, die gemiddelde getal werknemers oor die tydperk, of die werknemers met jaareinde. Indien die werknemergetalle gebruik word om ’n ontleding van sekere ratio’s te doen, is dit duidelik dat daar in die toekoms meer klaarheid moet wees oor die wyse waarop hierdie getalle gerapporteer moet word.
Daar is gevolglik bevind dat die lae styging of daling in salarisse, tesame met die styging in werknemergetalle, tot ’n negatiewe groeikoers in salarisse per werknemer lei. Die gevolgtrekking kan dus gemaak word dat die tersiêre instellings nie produktiwiteit in ag geneem het toe salarisverhogings toegestaan is nie.
Laastens, alhoewel hierdie navorsingsverslag slegs verkennend van aard was, kan die aanbeveling gemaak word dat die konsep van toegevoegde waarde by tersiêre instellings geïmplementeer word. Verkieslik deur eerstens die navorsingspersoneel van die instelling te neem, daarna die verdeling per departement en dan laastens om toegevoegde waarde vir die instelling as geheel weer te gee.
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An investigation of the impact of quality assurance on academic freedom within a South African Higher Education frameworkFarmer, John 03 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Quality assurance has become a prominent and permanent feature of Higher Education in
many countries, and South Africa has been no exception in this regard. The pressing need for
social and economic development and the competition for scarce resources has spearheaded
the demands for accountability in Higher Education and given rise to the promulgation of a
series of Acts and regulations aimed at the transformation of the sector. The most important
legislation introduced was the SAQA Act No 58 of 1995. It provides the legal framework for
the transformation of the entire educational system in South Africa, and in particular for the
evaluation of the quality of Education and Training by establishing structures such as National
Standards Bodies (NSB's), Standard Generating Bodies (SGB's) and Education and Training
Quality Assurance Bodies (ETQA's). A significant development in South African Higher
Education was the publishing of the Education White Paper 3 and the promulgation of the
South African Higher Education Bill in 1997. One of the outstanding features of this
legislation is that the evaluation of the quality of Higher Education is compulsory, and will be
done by the Council on Higher Education (CHE), co-ordinated by its permanent committee,
the Higher Education Quality Committee (HEQC). There is a concern that rigidly enforced
quality assurance systems could have a negative impact on the academic freedom of
institutions. The purpose of this study was, therefore, to determine the most likely impact of
quality assurance on academic freedom. In order to achieve this objective, quality assurance
and academic freedom frameworks were developed respectively, and the interaction of the
various elements in this framework explored. In most instances it was found that quality
assurance could have a negative impact on academic freedom. One particular aspect that is of
serious concern at the tertiary level is the programme-based as opposed to discipline-based
approach to qualifications. This poses a serious threat to academic freedom as it effectively
diminishes the space within which academic freedom is practised. However, this conclusion
is based on a meta-physical study, and needs to be confirmed by appropriate empirical
studies. / AFRIKAANSE OPSOMMING: Kwaliteitsversekering is reeds in baie lande 'n vername en blywende kenmerk van Hoër
Onderwys, en Suid-Afrika het in hierdie verband nie agtergebly nie. Die dringende behoefte
aan sosiale en ekonomiese ontwikkeling en die mededinging om skaars hulpbronne was aan
die spits van die eise om aanspreeklikheid in Hoër Onderwys en het aanleiding gegee tot die
promulgering van 'n reeks wette en regulasies wat op die transformasie van die sektor gerig is.
Die belangrikste wetgewing wat ingevoer is, is die Wet op die Suid-Afrikaanse Kwalifikasieowerheid
58 van 1995. Dit maak voorsiening vir die wetlike raamwerk vir die transformasie
van die hele onderwysstelsel in Suid-Afrika, en veral vir die evaluering van die kwaliteit van
Onderwys en Opleiding deur strukture soos Nasionale Standaardeliggame (NSL'e),
Standaarde-ontwikkelingsliggame (SOL'e ) en Onderwys-en-Opleidingskwaliteitversekeringsliggame
(OOKVL's). 'n Betekenisvolle ontwikkeling in Suid-Afrikaanse Hoër
Onderwys was die afkondiging van die Onderwys Witskrif 3 en die promulgering van die Wet
op Hoër Onderwys in 1997. Een van die besondere kenmerke van hierdie wetgewing is dat
die evaluering van die kwaliteit van Hoër Onderwys verpligtend is en deur die Raad vir Hoër
Onderwys (RHO) uitgevoer en deur sy permanente komitee, die Hoër
Onderwyskwaliteitskomitee (HOKK), gekoordineer word. Daar bestaan kommer dat streng
toegepaste kwaliteitsversekeringstelsels 'n negatiewe uitwerking op die akademiese vryheid
van instellings kan hê. Die doel van hierdie studie was dus om die waarskynlikste uitwerking
van kwaliteitsversekering op akademiese vryheid te bepaal. Ten einde hierdie doelwit te
bereik, is kwaliteitsversekerings- en akademiesevryheidsraamwerke onderskeidelik ontwikkel
en is die wisselwerking van die onderskeie elemente in hierdie raamwerk verken. Daar is in
die meeste gevalle bevind dat kwaliteitsversekering 'n negatiewe uitwerking op akademiese
vryheid kan hê. Een besondere aspek wat ernstige kommer op tersiêre vlak wek, is die
programgegronde benadering tot kwalifikasies in teenstelling met die dissiplinegegronde
benadering daartoe. Dit hou 'n ernstige bedreiging vir akademiese vryheid in aangesien dit die
ruimte waarbinne akademiese vryheid beoefen word, effektief inkort. Hierdie gevolgtrekking
is egter op 'n metafisiese studie gegrond en moet deur toepaslike empiriese studies bevestig
word.
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Coloured in - investigating the challenges of an 'othered' identity within spaces of learningBiscombe, Monique Isabel 04 1900 (has links)
Thesis (MA(VA))--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The challenges that have occurred within the South African education context could be ascribed to the country’s political history. This is a history that includes more than three hundred and fifty years of colonialism, which has had a direct influence on the more recent Apartheid regime. Colonial and apartheid history have remained deeply ingrained in the mind-sets of South African citizens, where a sense of strict binary and hierarchal thinking is present. Feeding on the ideologies of the past, it manifests and perpetuates itself specifically within spaces of learning.
The purpose of this study is to investigate how 'Othered' identity is described and experienced within spaces of learning at the Visual Arts Department at Stellenbosch University. The study is approached from a qualitative perspective, utilizing an interpretative process of collecting and analyzing data. A case study was conducted and the process involved interviews with four lecturers and eight students at the Visual Arts Department at Stellenbosch University.
The investigation of ‘Othering’ within spaces of learning at the Visual Arts Department highlighted themes of ‘Othering’ and social and economic circumstances; ‘Othering’ and feelings of discomfort and pretence; ‘Othering’ and language; and ‘Othering’ and culture. Strategies regarding ‘Othering’ also emerged from the data highlighting two themes, bridging courses and diversity within spaces of learning. My findings include that ‘Othering’ is still prevalent within spaces of learning at the Visual Arts Department. Most lecturers and students seemed to be in agreement that ‘Othering’ should be addressed. It is suggested that promoting and combining processes of critical citizenship and reflective thinking within spaces of learning may encourage a necessary dialogue between lecturers and students. By improving the dialogue between lecturers and students, it may facilitate a relationship founded on mutual trust necessary for personal growth and growth within spaces of learning. It is further suggested that creating spaces of learning that are more diverse could contribute to this and provide enriching learning experiences for both lecturers and students. / AFRIKAANSE OPSOMMING: Die uitdagings binne die Suid-Afrikaanse konteks kan toegeskryf word aan die land se politieke geskiedenis. Dit is ‘n geskiedenis wat bestaan uit meer as driehonderd en vyftig jaar van kolonialisme, wat ‘n direkte invloed op die meer onlangse Apartheid regering gehad het. Koloniale en apartheids geskiedenis is diep gewortel binne die denkwyses van Suid-Afrikaners, waar streng binêre denkwyses en hierargie heers. Na aanleiding van die verskeie ideologieë van die verlede, word hierdie denkwyse spesifiek manifisteer en herhaal binne leerruimtes.
Die doel van hierdie studie was om te ondersoek hoe ‘Othered’ identiteit beskryf en ervaar word binne leerruimtes by die Visuele Kunste Departement van die Universiteit van Stellenbosch. Die studie is vanaf ‘n kwalitatiewe hoek benader en maak gebruik van ‘n interpretatiewe proses deur data versameling en analise. ‘n Gevallestudie was as navorsingsmetode gebruik en die proses het bestaan uit onderhoude met vier dosente en ag studente by die Visuele Kunste Departement van die Universiteit van Stellenbosch.
Die ondersoek van ‘Othering’ binne leerruimtes by die Visuele Kunste Departement het temas van ‘Othering’ en sosiale en ekonomiese omstandighede, ‘Othering’ en gevoelens van ongemak en voorgee; ‘Othering’ en taal; en ‘Othering’ en kultuur identifiseer. Strategieë ten opsigte van ‘Othering’ is ook vanaf die data identifiseer, waarvan twee temas spruit, naamlik oorbruggings kursusse en diversiteit binne leerruimtes. My bevindings sluit in dat ‘Othering’ nogsteeds binne die leerruimtes van die Visuele Kunste Departement ondervind word. ‘n Groot aantal dosente en studente stem ooreen dat dit baie voordelig sou wees om ‘n kombinasie van kritiese en refleksiewe denk prosesse binne leerruimtes in te sluit, soos ‘n nodige dialoog tussen dosente en studente. Deur die dialoë tussen dosente en studente te verbeter, kan dit ‘n verhouding fasiliteer wat gevestig is op gemeenskaplike vertroue, nodig vir persoonlike groei en groei binne leerruimtes. Dit word verder aangeraai dat leerruimtes wat meer divers is, ‘n bydrae kan maak tot verrykende leer ervarings vir beide dosente en studente.
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Empowering teachers to implement the life orientation learning area in the senior phase of the General Education and Training BandChristiaans, Daleen Joan 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2006. / When CURRICULUM 2005, hereafter C2005 (Department of Education [DoE],
1997b), was implemented in Grade 7 in 2000 none of the in-service teachers were
sufficiently trained to teach Life Orientation. Higher Education Institutions had only
then started to adapt teacher-training programmes to meet the needs of an outcomesbased
curriculum for all aspiring teachers. Some in-service teachers had been trained
as subject specialists in some of the focus areas contained within Life Orientation, like
Physical Education, Guidance and Religious Education, but no teacher had been
trained, pre-service or in-service, to be a specialist in all of the focus areas contained
within Life Orientation.
The Department of Education prepared teachers for the implementation of C2005
(DoE, 1997b) by means of a weeklong orientation programme. Teachers were
orientated to an outcomes-based philosophy and teaching approach, and to specific
outcomes and assessment criteria, but no content training was offered. A Life
Orientation teacher is expected to have a body of knowledge on a range of subjects or
focus areas as prescribed by the specific outcomes (DoE, 1997b).
This study is aimed at researching the Life Orientation learning area and investigating
the ways and level of preparation teachers had received to equip them to implement
Life Orientation in the Senior Phase of the General Education and Training Band. A
case study was used as a research design and specific schools in the Education
Management and Development Centre Metropole North were selected to participate
in the case study. Qualitative and quantitative data were obtained through
questionnaires, interviews and observations. A descriptive research strategy was
employed to capture, analyse and interpret the data.
The research found that there were gaps in the preparation of Life Orientation
teachers to implement C2005 (DoE, 1997b). Recommendation are made with regard
to training and support programmes to ensure that teachers are adequately empowered
to implement Life Orientation in the Revised National Curriculum Statement (DoE,
2002b) in the General Education and Training Band and in the National Curriculum
Statement (DoE, 2003b) in the Further Education and Training Band.
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Tirisano' : die verkenning van uitdagings en meganismes tot vennootskap met drie landelike skole in die Wes-KaapJansen, Zenda B 12 1900 (has links)
Thesis (MEd (Special education))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The value of partnerships within the South African education system has for many
years been emphasised by various researchers. It is only since the first democratic
election in South Africa in 1994 that the government was committed to the extension
of partnerships between schools, parents, learners and the community on both local
and national level. In Article 29 of the Constitution (RSA, 1996a) parents are given
the assurance that the state will execute their role as educational partner. The state
also gives other partners enough scope to implement their educational partnerships
according to their worldview and philosophy of life.
The aim of this study was the exploration of challenges and mechanisms for
partnership between three rural primary schools and the Department of Educational
Psychology and Specialized Education, now referred to as the University of
Stellenbosch (US), as tertiary institution. The needs expressed by the particular
schools, the social consciousness role of the US within the community and thirdly the
empowerment role of partnerships served as motivation for the study. A
constructivist, interpretative paradigm was used and the research design can be
classified as empirical research with primary data generating textual data. The
literature review explored the challenges within systems, mechanisms for
partnerships and different systems within partnerships in view of a meta-theoretical
frame of reference.
The research results regarding challenges within specific systems are summarized
under three headings, namely positive findings, negative findings and differences of
opinion. Results regarding the exploration of the partnership shows that the
researcher throughout the study consistently recognised the uniqueness of each
school; trusting relationships were established; the schools were continuously
involved in all the processes; a partnership of collaboration was emphasised; the
processes were continuously evaluated and the schools were predominantly positive
about the collaborative partnership with the US.
The findings of this study have important implications for the further exploration of
partnerships between schools and persons and/or institutions on both local and national level. The positive results accomplished through this partnership with the
three schools acts as motivation for further extension of partnerships.
Recommendations serve as foundation for a partnership of consultation,
collaboration and teamwork between schools and other systems. / AFRIKAANSE OPSOMMING: Die waarde van vennootskappe binne die Suid-Afrikaanse onderwys is reeds vir jare
deur verskeie navorsers beklemtoon. Dit is egter eers sedert Suid-Afrika se eerste
demokratiese verkiesing in 1994 dat die regering hom verbind het tot die uitbou van
vennootskappe tussen skole, ouers, leerders en die gemeenskap op beide plaaslike
en nasionale vlak. In Artikel 29 van die Grondwet (RSA, 1996a) word aan ouers die
versekering gegee dat die staat sy rol as opvoedingvennoot sal deurvoer. Die staat
gee ook aan ander vennote genoeg ruimte om hulopvoedende vennootskappe
volgens hul bepaalde wêreld- en lewensbeskouing in skole uit te leef.
Die doel van hierdie studie was die verkenning van uitdagings en meganismes tot
vennootskap tussen drie landelike primêre skole en die Departement
Opvoedkundige Sielkunde en Spesialiseringsonderwys, voortaan na verwys as die
Universiteit van Stellenbosch (US), as tersiêre instelling. Die behoeftes uitgespreek
deur die betrokke drie skole, die US se sosiale bewustheidsrol binne die
gemeenskap en derdens die bemagtigingsrol wat vennootskappe inhou het as
motivering gedien. Daar is vanuit 'n konstruktivistiese, interpretatiewe paradigma
gewerk en die navorsingsontwerp kan geklassifiseer word as empiriese navorsing
met primêre databronne wat tekstuele data genereer. Die literatuuroorsig het gepoog
om aan die hand van 'n meta-teoretiese verwysingsraamwerk ondersoek in te stel na
uitdagings binne sisteme, meganismes tot vennootskappe en verskillende sisteme
binne vennootskappe.
Die navorsingsbevindinge rakende uitdagings binne bepaalde sisteme word bondig
saamgevat onder drie hoofde, naamlik positiewe bevindinge, negatiewe bevindinge
en meningsverskille. Bevindinge ten opsigte van die verkenning van die vennootskap
het aangetoon dat die navorser deurentyd die uniekheid van elke skool erken het;
dat In vertrouensverhouding gebou is; dat die skole sover moontlik op In
deurlopende basis in al die prosesse betrek is; dat die navorser deurlopend klem
gelê het op In vennootskap van samewerking; dat prosesse deurlopend geëvalueer
is en dat die skole oorwegend positief was oor die vennootskap van samewerking
met die US. Die bevindinge van hierdie studie hou belangrike implikasies in vir die verdere
verkenning van vennootskappe tussen skole en persone en/of instansies op beide
plaaslike en nasionale vlak. Die positiewe resultate behaal deur hierdie vennootskap
met die drie skole moet dien as aansporing vir verdere uitbouing van
vennootskappe. Aanbevelings wat dien as grondslag vir 'n vennootskap van
samewerking, konsultasie en spanwerk tussen skole en ander sisteme word gedoen.
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Reconceptualising assessment practices in South African schools: making an argument for critical actionSwartz, Jennifer-Hellen 12 1900 (has links)
Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2006. / On the surface the National Assessment Policy is transformative in nature because it promotes notions of shaping educational practice that will enhance the interests of learners in a meaningful way. It promotes ideas of transparency and a partnership between learners and educators that presupposes that learners are fully involved at every stage of their learning in decisions that affect their progress. This creates the impression that teaching and learning take place in a democratic environment where constant consultation and consensus are the order of the day. The policy ultimately envisages a kind of learner who would have the ability to participate as a critical citizen in society.
Looked at from a critical perspective, this criteria-referenced outcomes framework seems to be a contradiction to transformative policy and practice. The predetermined criteria outlined in the policy seem to negate its intention of creating a schooling system through which critical citizens can emerge. The focus of this thesis, therefore, is firstly to make a critical analysis of assessment in OBE and its stated transformation objectives and, secondly, to reconceptualise assessment practices in South African schools by making an argument for critical action. This analysis will explore the issue of power relations in the classroom and their impact on participatory, deliberative and democratic classroom interaction as a condition imperative for a transformative OBE curriculum. This issue is pertinent and central not only to the improvement and promotion of teaching and learning, but also because of the profound implications it has for how we view educational transformation in South Africa.
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