Spelling suggestions: "subject:"ducational change -- south africa"" "subject:"ducational change -- south affrica""
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Restructuring school governance : the changing leadership role of the principal in a democratic decision-making milieuMasheula, Nkosana Maxwell 25 August 2009 (has links)
With the advent of democracy in South Africa, education has undergone major changes. One of these changes seeks to entrench democratic management and governance in schools. In terms of section 16 of the South African Schools Act of 1996 the governance of public school is vested in the governing body, but the professional management must be undertaken by the principal under the authority of the Head of Department. Parents are not involved in the teaching and learning domain. This study investigated the leadership role of the principal in the management and governance of the public schools in the Ekurhuleni East Education District (Gauteng Province). The data were obtained through a structured questionnaire and the stakeholder participation grid. Respondents were principals from the primary and secondary schools. It is recommended that consideration be given to the ongoing capacity building of the SGB's so that they give better, efficient and effective service. / Educational Studies / M.Ed. (Education Management)
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The role of the principal in managing change at secondary school level in the Limpopo ProvinceTshubwana, T. S. 30 June 2007 (has links)
The study was conducted in the secondary schools of Vhembe district. Five secondary schools were selected for study.
Data were collected by interviews. Interview involved asking questions, listening and recording answers and then following up with additional relevant questions.
The findings revealed that lack of training regarding change influences people to resist change. Therefore, before the initiation of any change, the Department of Education should train all stakeholders involved in the day-to-day implementation of change. This will minimize resistance during the implementation stage.
The study recommends that educators and HoD's should work hand in hand to support their principals in order to ensure the smooth running and management of change in their schools. / Educational Studies / M. Ed. (Education Management)
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Stakeholder involvement by the school management teams in managing change : a case study in selected Kwamashu secondary schoolsMchunu, Hamilton Themba 19 April 2011 (has links)
No abstract available / Teacher education / M.Ed. (Education Management)
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Onderwysers se belewing van transformasie : implikasies van onderwysbestuurPrins, Karel 11 1900 (has links)
The aim of this study was to determine how teachers experienced transformation in education and what the implications were for education management. The approach was qualitative, exploratory and descriptive. In a case study design six redeployed teachers from an ex-model C school were purposefully selected as sample. In-depth interviews were conducted with the teachers. Informal interviews and observation were also used to collect data. The results focussed on the teachers‟ views of transformation and their experiences of transformation policy and how it was managed; the financial implications of transformation and the impact thereof on the teachers. It was concluded that individual teachers experienced some aspects of transformation positively, for example promotion opportunities. Negative experiences were related to transformation that was enforced overhastily and did not consider all role players or prepare teachers well. Recommendations were made for managing transformation and for further study.
Key concepts:
transformation;
education management;
case study design;
redeployed teachers;
positive experiences of education transformation;
negative experiences / Further Teacher Education / M. Ed. ((Onderwysbestuur) Further Teacher Education)
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Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-NatalMbelu, Sifiso Emmanuel 07 February 2012 (has links)
The study identifies the challenges in the implementation of Inclusive Education in the Umgungundlovu District of Education and establishes the possible solutions. The basis for this investigation is the Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001).
The study was conducted in the Umgungundlovu District of Education in the area of Pietermaritzburg. A qualitative research method was used. Data collection strategies that were used are structured interviews, observation and a questionnaire.
The study reveals the following challenges that hamper theimplementation;Negative attitudes of some educators and parents towards inclusion, lack of Skills Development Programmes for educators, minimal involvement of parents as well as lack of infrastructural development. These challenges could be dealt with by appointing a Manager within the District to ensure that advocacy on Inclusive Education, training of educators and infrastructural improvement in all schools are done. / Educational Studies / M.Ed. (Inclusive Education)
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The role of the school guidance counsellor in multicultural educationNair, Meenatchie Shunmugam 11 1900 (has links)
with the emergence of multiculturalism and the opening up of schools to all
races in South Africa, the education system is undergoing enormous
changes. Educators and pupils are faced with unfamiliar cultures, languages
and backgrounds. This diversity has resulted in a need for schools to evolve
I with the changing circumstances. The complexities associated with racial
integration necessitates an educational programme suitable to meet the
I needs of our culturally diverse society. A change strategy is necessary to
provide teachers with a multicultural approach to education which is
ultimately aimed at providing pupils o e cultures with equal
opportunities to learn and succeed in a multicultural society.
It is the concern of this dissertation to examine the role and function of the
school guidance counsellor in attempting to meet the needs of educators, and
pupils coming from different cultural, ethnic, racial and socio-economic
backgrounds. / Psychology of Education / M. Ed. (Psychology of Education)
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Kommunikasievaardighede as middel tot effektiewe konflikbestuur in multikulturele skoolsituasies : 'n onderwysbestuursperspektiefVölker, Anna Louise 06 1900 (has links)
Text in Afrikaans / In hierdie verhandeling word gepoog om teen die agtergrond van multikulturele skoolsituasies in Suid-Afrika 'n oorsig van die problematiek random kommunikasievaardighede te gee. Algemene intra- en interpersoonlike kommunikasievaardighede word uitgelig.
In aansluiting by 'n literatuurondersoek is kwalitatiewe data deur middel van onderhoude met skoolhoofde en onderwysers wat by multikulturele skoolsituasies betrokke is, ingesamel.
Die wyse waarop mense met mekaar praat is deurslaggewend.
Kommunikasieprobleme kan ontstaan wanneer kultuurgroepe met mekaar kommunikeer.
Die hantering van misverstande en konflik in multikulturele skoolsituasies is belangrik. Onderwysbestuurders moet verskeie kommunikasievaardighede tydens 'n konfliksituasie aanwend. Die doeltreffende funksionering van 'n skool word grootliks medebepaal deur effektiewe kommunikasievaardighede wat toegepas word om verhoudinge
tussen verskillende groepe te verbeter. Onderwysbestuurders behoort
opgelei te word om effektief met alle betrokkenes in 'n konfliksituasie te kommunikeer. / This paper endeavours to give a review of the problematic nature of communication skills against the background of multicultural school situations in South Africa.
General intra and interpersonal communication skills are highlighted.
Further to the literature review, qualitative data has been gathered through interviews with a number of principals and teachers who are involved in multicultural school situations.
The manner in which people speak to each other is important. Communication problems can occur when culture groups communicate. The management of misunderstandings and conflict is important in multicultural school situations. Education managers must utilise several communication skills during a conflict situation. The successful functioning of a school is essentially co-determined by the employment of
effective communication skills to improve relationships between different groups.
Education managers should be trained to communicate effectively with all persons involved in a conflict situation. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)
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Facilitators and learners : co-creating a better understanding of one anotherDe Jager, Esmé. 06 1900 (has links)
In South African schools various factors influence relationships between facilitators and
learners, compounding their frustrations: class sizes, cultural and language barriers, and
hierarchical power/knowledge relations. These problems have led to a polarisation
between facilitators and learners which could cause facilitators to experience a lack of
appreciation and agency. Learners participated in this qualitative study experienced
themselves as without voices, and wanted to be acknowledged as people with worthwhile
knowledges of their own. This report shows how the therapist and participants engaged in
a participatory process of narrative co-search during individual and group conversations
where social construction of knowledges and practices of acknowledgement and care,
enchanced by letters and externalising conversations, led to the co-creation of a better
understanding of one another. This resulted in a more caring, supportive and
acknowledging school community, where facilitators re-connected with their preferred
stories, and learners found acknowledgement for their own knowledge and preferred
ways of living. / Philosophy, Practical & Systematic Theology / M. Th. (Practical Theology with specialisation in Pastoral Theology)
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The role of the Gauteng Education and Training Council in education policy-makingHeckroodt, Annétia Sophia 07 1900 (has links)
In the new democratic dispensation, the Gauteng Education and Training Council (GETC)
is the first statutory council instituted in South Africa, allowing civil society to participate
in education policy-making. Against this background, this study explored the policy process and the
participation of stakeholders. A literature study investigated the theory on policy and the
participation of civil society in the policy process. The inception of the GETC was fully
documented and a qualitative study undertaken to determine the role of the GETC in education
policy-making. Data gathering was done mainly through semi-structured interviews with
GETC members. The data was analysed, discussed and synthesised. The major findings were that
stakeholders valued the opportunity to participate and members had high expectations of the
contribution they could render in the policy-making process. Although most members had a good grasp
of the policy process, lack of administrative resources and participative skills founded in the
exclusion of large segments of society from partaking in such consultative structures in the
past, was evident in some organisations. The function of the Administrative Secretary is
deemed important in facilitating the functions of the GETC and training for this incumbent was
emphasised. The lines of communication between the GETC and the Member of the Executive Council
(MEC) need to be clearly structured in order to expedite the movement of documents between them.
The I'vfEC needs to be more visible to GETC members. The GETC, MEC and the Gauteng Department of
Education (GDE) have to explore ways and means of establishing a sound relationship to serve the
cause. Consensus between the GETC and the GDE should be reached regarding the role and
place of the GETC in the GDE Policy Route. Areas for further investigation that would enhance the
role of the GETC in the policy-making process have been identified. The study concluded that the
GETC renders a valuable contribution empowering citizens to become involved in formal participative
structures which will contribute towards broadening the basis of acceptance of responsibility for
education, by society. This will assist in attaining its declared vision to improve the level of
education in South Africa / Educational Studies / D. Ed. (Comparative Education)
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Educators' experience of transformation and change in a full service primary schoolFeldman, Beverley Antoinette 06 1900 (has links)
In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for this study, changes have included, among others, frequent curriculum revision; a different approach to assessment; changes in school management as well as making a transition from a mainstream to a full service school, focused on the inclusion of learners who experience mild to moderate barriers to learning. Against this background the purpose of this study was to explore the subjective experience of educators in this particular school, and the subsequent impact that aspects of curriculum change and educational reform may have had on them; then secondly to put practices in place that would enable them to positively embrace new ideas, create knowledge and share ideas as educators. The study was conducted with 21 educators at a full service school. The research findings show them to be overloaded with administrative tasks as pressure is put on them to present evidence of their competence and functionality; many of them were tired, confused or angry. They felt rushed and obligated to implement a curriculum that they perceive to compromise effective teaching and learning; and ultimately, the learners. / Psychology of Education / M. Ed. (Guidance and Counselling)
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