Education under the apartheid system was governed by the notion of separate development for each race. After the democratic elections in 1994, education policy has undergone numerous changes. The current Department of Education (DoE) is tasked with the responsibility of ensuring quality education to both advantaged and disadvantaged schools in order to eradicate the inequality fostered by the education policies of the apartheid regime. The inability of parents to pay for school fees was identified as the key determinant in access to schooling. So, although access to equal standards of education was theoretically equal, not all eligible children were attending school. To remedy this situation the Department of Education presented a broad policy statement in which it pledged to provide free education to those who could not afford school fees. This became part of the Education Laws Amendment Bill (2004) and is referred to as the no-fee schools policy. The no-fee schools policy was introduced in 2006 and is currently implemented at approximately 14 000 schools (Department of Education, 2006). Newspaper articles such as"Schools Run Out of Money" which appeared in the Mail and Guardian (13 May 2007) suggest that the no-fee schools are experiencing implementation problems. The aim of this study is to determine why this is so. This aim was achieved by firstly examining the literature on policy, policy implementation and street-level bureaucrats by consulting secondary sources such as Lipsky (1980) who examines public service workers, Parsons (1995) and Pressman and Wildavsky (1983) who examined a number of factors that influence policy implementation. Secondly, the policy framework for education in South Africa was then determined by analysing government legislation. Thirdly, primary data was collected from four schools in the Ukhahlamba region in KwaZulu-Natal that have been categorised by the Department of Education as no-fee schools. The primary data was then analysed by: (a) looking for references to the theoretical concepts discussed and (b) determining the degree of congruence between the legislative framework and the manner in which the policy is being implemented. The main finding of this research project was that schools do not posses the necessary capacity to implement the no-fee policy in its current form. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

No description available.

For many years the traditional point of view about principals was that they were the so-called teachers in a leadership role. They took the lead with the teaching of the curriculum and they had to be responsible for controlling the whole educational process. With the changes over the past few years, not only over the entire globe, but also specifically here in South Africa, the role of the principal has also changed. In terms of the new Schools Act and changing education legislation, the principal has many more responsibilities being a representative of the department at the school and a member of the school’s governing body. Human resource management is one of the most important aspects of school management. The purpose of this research is to determine which educational juridical determinants play a role in human resource management at schools. To succeed in the purpose of this research it is firstly determined which statutory common-law and judicial determinants are applicable and secondly the determinants’ implications for human resource management in education are emphasized. Subsequently a literature study was done about the work environment of the principal in the management of human resources at a school. The specific areas of human resource management at a school and the related role of the principal formed an essential pall of the research. After a questionnaire had been sent to a sample of principals and their responses had been statistically analysed, it was possible to deduce findings and compile recommendations. The general impression that came to the fore from the responses was that school principals experience a critical lack of competence as managers of human resources. This is possibly caused by a shortage of proper empowerment in the basic elements of human resource management as well as in the aspects of policy as determined by the Department of Education. The conclusion can justly be made that it will not only presently, but also in the future be absolutely necessary to pay formal attention to this important aspect. The training of teachers must without doubt include elements of human resource management as well as related educational legislation. When the preceding requirements are met and when the Department of Education continuously present empowerment workshops on this crucial subject, it will definitely lead to more effective and purposive management of schools. Furthermore it will also probably lessen the pressure on principals that will lead to a more stable management environment. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003

The purpose of this study was to compare differences in perceptions of officials and personnel of educational agencies according to the following criteria: geographic region; corporation size; and frequency of participation.This study was designed to assess perceptions regarding: needs assessment; evaluation; dissemination; innovation; cooperation; decision-making; released time; diffusion; interpersonal relationships; status of education; community relationships; post-graduate education; reading of officials; and class size.The respondents included: board presidents; superintendents; central office administrators; principals; and teachers.Data processing consisted of determining percentages of respondents selecting potential choices on a thirty-nine item questionnaire. Items were analyzed according to region, agency size, and frequency of participation.Prior assessments resulted in conflicting findings. The literature, before August, 1973, failed to confirm or refute the value of sampled programs.Data indicate the respondents have not made use of assessment instruments to define appropriateness of content included in curricula.Data indicate the problems inherent in evaluation are not viewed as a deterrent to effective evaluation.Data indicate that innovative educational practices have not received extensive coverage by newspapers.Data indicate that among respondents an inverse relationship exists between an individuals position in the educational hierarchy and direct communication about innovation. Data also indicate that professional personnel made more positive statements concerning innovation in 1973 and 1967. Data reveal the amount of independent study and number of instructional areas allowing independent study has increased since 1967.Data indicate that cooperative efforts by staff to improve the quality of education offered to students has increased since 1967.Data show that more decisions concerning innovation were made by professional personnel, below the rank of superintendent, in 1973 than 1967. Data reveal that cognitive and affective objectives are formulated one year or less in advance of utilization.Data indicate that most school governing bodies have not increased the number of days of released time provided for the improvement of instruction. Data show the availability of materials and equipment has become an important factor in improvement of instruction.Data indicate that assistance offered to students by teachers for the development of effective study and work habits has increased since 1967.Data indicate that assistance provided for the improvement of instruction has increased since 1967.Data show the diffusion of information about participation was unsuccessful in most school districts.Data reveal that the quality of college preparatory and vocational curricula has increased since 1967. Data indicate the number of educational options available to students has increased since 1967.Data indicate the acceptance of innovation has increased since 1967, but acceptance is reduced by increased levels of responsibility. Data reveal the conviction among teachers that pupils interfering with learning opportunities of other students should be excluded from school, has increased since 1967. Data show the treatment of students as responsible individuals by professional staff has increased since 1967.Data indicate the amount of time spent dealing with contemporary issues has increased since 1967. Data show that an education received in an authoritarian school system is the best preparation for citizenship in a democratic society has decreased since 1967.Data indicate the amount of observable evidence, of cooperation between administrators and school patrons for the improvement of education offered students, has increased since 1967. Data show the amount of observable evidence, of cooperation between teachers and school patrons, has increased since 1967.Data indicate the amount of financial incentives, offered to professional personnel to encourage additional graduate study, has not increased since 1967.Data show the reading of professional literature has increased since 1967.Data reveal that no consistent relationship exists between the frequency of participation and the patterns of responses by individuals participating in this study.

Thesis--Catholic University of America. / Bibliography: p. 216-230.

Thesis (M.A.)--California State University Channel Islands, 2007. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education.. Title from PDF t.p. (viewed August 31, 2008).

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).

Thesis (Ed. D.)--Illinois State University, 1978. / Title from title page screen, viewed Jan. 6, 2005. Dissertation Committee: Clayton Thomas, Ronald Halinski (co-chairs), Benjamin Hubbard, Mary Zey-Ferrell, Creta Sabine. Includes bibliographical references (leaves 81-84) and abstract. Also available in print.

Thesis--Catholic University of America. / Bibliography: p. 216-230.

Thesis (Ph. D.)--Illinois State University, 1969. / Title from title page screen, viewed Aug. 24, 2004. Dissertation Committee: Benjamin C. Hubbard (chair), Alan Hickrod, Alic Ebel. Includes bibliographical references (leaves 124-132) and abstract. Also available in print.