Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.

The post-apartheid government of South Africa has committed itself to achieving fundamental transformation of the education system. The government has adopted policies and measures that aimed to bring about the goals of equity and redress, and to enhance democracy and participation of all groups in development and decision making processes at all levels. It is acknowledged that the democratic government has accomplished a lot in education within this short period and has made numerous strides in enhancing equity, redress and social justice; providing high quality education for all the people of South Africa; bringing about democratisation and development; and enhancing effectiveness and efficiency. However, despite these apparent achievements, this study shows that there have been a number of setbacks and contradictions in the policies which have affected the process of bringing about fundamental changes and transformation in the education sector. The setbacks and contradictions resulted from factors which have affected the type of policies developed to transform the education sector. They also affected the formulation and implementation of the policies, thereby limiting the achievements of the goals of transformation agenda in education. Hence, this study examined the politics of transformation and change in the education sector by examining the type of policies that have been put in place; their formulation, implementation and outcome. The main research questions are: • What kind or type of policies have been put in place to transform the education sector? • How and by whom were the policies formulated? • How are these policies being implemented and what have been the outcomes of the process? Transformation and in particular the policy process is beset with continuous debate, contestation and struggle for the success of ideas and interests which are pursued by individual actors, groups and policy networks through the institutions. During these different stages policies are modified, constituted and reconstituted. As a result, they give rise to intended and unintended outcomes which are likely to support or contradict the objectives of those policies. Hence, the process cannot be explained using only one approach or theory. Therefore, this study has been situated in ideas, group and network and institutional approaches or theories to examine the factors that have affected education policies, their formulation and implementation and the overall transformation of education in South Africa. It contends that policy change and variation result from interaction of ideas and interests within patterns of group and policy networks and preset institutions. The study adopts qualitative interpretive methodology in order to question, understand and explain institutions; interests groups and ideas; socio economic and power relations involved in the process. It also appraises the framework for action. In addition to conducting literature review, unstructured interviews were held with officials from provincial and national Departments of Education, members of national and provincial legislatures, principals, teachers, members of school governing bodies, learners, Non-governmental organisations, Community based organisations, Faith based organisations, teachers’ and workers’ unions. Observations were made during meetings of school governing bodies. The study draws reference from the Eastern Cape Province between 1994 and 2002 and looks at the school level (Basic and Further Education levels). Reference is also made to selective policy instruments namely, the South African Schools Act (SASA) (1996), Curriculum 2005 and Norms and Standards for School Funding (1999). Overall, the findings of the study have shown that various factors have led to setbacks and contradictions in the policies that were adopted in education. They have also affected the formulation and implementation of the policies, hence exerting certain limitations on the achievements of the goals of transformation in education. The factors identified in the findings are the outcome of the negotiated settlement and subsequent changes made by the apartheid government in education before the 1994 elections; constraints and unequal participation of different groups in education policy development in various established structures and avenues; drawbacks in the implementation of education policies by decentralised structures and agents at various levels. This was exacerbated by lack of capacity, lack of adequate resources, lack of commitment and will among some of the civil servants coupled with corruption and mismanagement. The legacy of apartheid and the homeland governments, together with existing backlogs added another layer. Consequently, there were challenges in the economic policy which led to inadequate funding for education. The findings of this study show that competing ideas and interests advanced by groups and networks have impact on decision making, policy content and implementation. Therefore, some policies will reflect and maintain the interests of those individual actors, groups and policy networks that exerted most influence. The findings also reveal that institutional norms and rules, inadequate resources, lack of capacity and skilled human resources and economic environment, constrain decision making, policy content and implementation.

This research study seeks to examine the impact of Outcomes-Based Education (OBE)from a developmental perspective in the Eastern Cape. Two schools were selected as research sites, one from a previously advantaged area and the other from a previously disadvantaged area. These schools were evaluated on their understanding of OBE and its relationship to development. OBE was introduced in South Africa under controversial circumstances because of the legacy of apartheid education from which we are coming. Because of that, schools in South Africa reflect the inequalities that are resulting from apartheid legislation. In 1994 the government introduced the Reconstruction and Development Programme (RDP) to eradicate all the discrepancies resulting from apartheid. On the educational sphere, OBE was the curriculum policy aimed at eradicating the legacy of apartheid education. The then Minister of Education was convinced that OBE or Curriculum 2005 would be a developmental approach to education and would take South Africa into the 21st century. Ever since its introduction, educators have encountered many problems with the implementation of OBE, especially in the previously disadvantaged areas of the Eastern Cape. The researcher used semi-structured interviews to collect data from the respondents. However, one set of questionnaires was prepared for the educators, students, parents and education government officials. Because of the qualitative nature of the questionnaire the data collected was also analyzed qualitatively. Each question was analyzed from each of the focus groups and the researcher established findings that were analyzed in relation to the literature review. The researcher then was able to reach his own conclusions on the impact that OBE has on the South African education system and recommendations on what could be done for OBE to be successfully implemented and to be developmentally effective in previously disadvantaged areas of South Africa. The recommendations propose useful interventions, which could be made by the government to assist all the stakeholders involved in education in both an understanding and better implementation of OBE in Previously Disadvantaged Areas (PDA’s). They include provision of support to stakeholders and that teachers should be taught about the relationship between OBE and reconstruction. The research study focuses mainly on OBE and its relationship to development in urban or Previously Advantaged Areas (PAA’s) of two Eastern Cape schools. It will be relevant to the Eastern Cape Education Department in its efforts to implement OBE in schools and it could be a source of knowledge to educators. The conclusion that has been reached, however, is that there is a lot of ignorance about this new system of education to both educators and parents. There is also evidence of ignorance to matters pertaining to the relationship between OBE and it’s relationship to the Reconstruction and Development Programme (RDP). A major recommendation that is made then is that for OBE to be relevant in the South African context, it should help to improve the lives of ordinary people in South Africa, especially in Previously Disadvantaged Areas.

Higher Education Institutions (HEIs) have been in a state of change, and in South Africa, the term “transformation” is used to describe the changes occurring. These changes have implications for the structure, processes and focus of HEIs, and as such have implications for Information Technology (IS/ICT) support for HEIs. IS/ICT support for organisations is predicated on several factors, such as effective informational and technical support at all levels of the organisation, but especially support for the strategic goals of the organisation (alignment). For organisations in a state of rapid change other issues need to be considered, such as flexibility, and new and diverse information and communication needs. This paper investigates the use of Information Technology to support HEIs in transformation. The research examines factors that make HEIs less amenable to rationalist techniques such as mixed management styles and a “different” value chain. The difficulties for IS/ICT support of HEIs at all managerial levels is discussed, especially the issue of alignment with institutional goals. Thereafter, transformation of HEIs and the possibility of IS/ICT support in achieving the ill-defined goal of transformation is examined. The research uses management and IS/ICT theories such as the widely used and reported Porter’s value chain, Anthony’s information model, and Minzberg’s organisational model to suggest an analysis model for HEIs (Applegate, McFarlan and McKenney, 1996; Minzberg, 1979; Ward and Peppard, 2002). Furthermore, from the analysis of the literature, a model of antecedent factors for successful HEI transformation supported by IS/ICT is proposed. The research makes use of a comparative case study approach in which 3 (three) South African HEIs are investigated through the “lens” of the developed model. The major finding of the research is that the potential use of IS/ICT support for HEIs is not optimal in the three cases examined. Results of the analysis suggest that: • IS/ICT alignment with organisational goals at HEIs is low and holistic IS/ICT strategic management is lacking. The areas of Knowledge Management and Communication Management are conducted informally and Knowledge Management, especially, is not fully exploited. • The greatest area of concern is the lack of IS/ICT support for academic management, where academics are increasingly required to perform administrative and managerial tasks. • The merger/incorporation information needs have not caused major system problems, but other intangible aspects of the mergers/incorporations could be better supported by IS/ICT. The research concludes with a set of actions that should ensure a higher level of support, amongst which are the more holistic management of IS/ICT especially for Academic management needs, and particularly the use of IS/ICT in innovative ways to overcome the challenges of the “transformed” Universities: There are areas of excellence but the full possibilities afforded by technology are not exploited maximally in support of transformation. Research suggests that the reasons for this are mainly the lack of holistic strategic management of IS/ICT.

The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.

Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.

This thesis has identified and analysed the role of an NGO called Gadra Education in advancing education rights to the less advantaged people of Grahamstown in South Africa. Gadra Education’s role has been identified as twofold. Firstly as an educational NGO, Gadra Education’s initiatives directly impact on the lives of the less economically and socially privileged learners who, due to their previous learning environment in state schools, do not achieve academic results that ensure entry into tertiary level. Secondly its role is identified in its nature as an organisation that emerged due to the deficiencies in the state schooling system. It therefore stands de facto as a critical institution for critique of the state’s education system. The thesis concludes that without confronting the Department of Education or collaborating with it, Gadra Education offers a significant alternative approach which can potentially influence the state to improve the state schooling system. Its strategy of non-confrontation to the state, informal and non-corporatist is advantageous as an NGO that focuses on the actual provision of education. It focuses on instilling Ubuntu values of sharing and giving that are of critical significance in teaching and learning. The context of the thesis is located broadly within socio-economic rights and specifically on education rights. In South Africa where the state has not adequately met the educational obligations for the economically and socially less privileged citizens, the emergence of educational NGOs that focus on providing education to the poor is of vital importance. Although other NGOs that confront the state are important in pushing the state to deliver especially on school infrastructure, teacher deployment and other educational challenges, Gadra Education model ensures academic success for the learner. Lessons can be drawn from Gadra Education which can be potentially useful to state schools and other NGOs that seek to advance education rights to disadvantaged communities.

Higher Education in the late 1990’s experienced significant problems with capacity due to many black students applying to enter previously white institutions (Jansen, 2002:159). The main concern of the new ANC government was the status of historically black institutions. They were unstable due to the migration away from black to white universities and technikons. This reduced their financial status and viability. In addition, the anticipated huge increase in black enrolments in higher education had not materialised (Finweek Survey, February 2009). In order to overcome both of these problems, the then Minister of Education decided to press ahead with a merger programme aimed at reducing the number of higher education institutions from 36 to 21 (Jansen, 2002:6). The primary objective of this research is to investigate the factors that influence employee perceptions of a post-merger Working Environment and Organisational Commitment: a case study of the administration staff in the Finance Department at Walter Sisulu University. There seems to be a lack of efficiently and effectiveness in the he operations of the Finance Department of Walter Sisulu University which this research will investigate through finding solutions to factors of improving the relationship between employee perceptions of their post-merger Working Environment and their Organisational Commitment. This exploratory study collected primary data through the distribution of questionnaires to 59 employees from the Finance Department at the Walter Susulu University, with a 69.12% response rate. The survey included closed questions that were analysed using statistical techniques. The findings revealed overall low scores of 31% for employee perception of their post – merger Working Environment and 50.21% for Organisational Commitment, together with its sub-dimension Affective, Continuance and normative. These scores are disturbing and need to be urgently addressed by the management of the Institution. The implication of the Finance staff’s low perception of their post – merger Working Environment and organisation Commitment is that the institution’s goals will be difficult to be fulfilled due to the low morale of the staff and the non-conducive working conditions. The Institution’s Management should be more transparent, more trustworthy, and more supportive towards staff members and have a good overall communication strategy.

This study explores the potential for critical pedagogical innovation to expand student learning activity, meaning making and learning agency of first year undergraduate students. The study is located in a larger critical project. Rather than looking to support ‘unprepared’ students to better adapt to the current culture of higher education, the larger critical project looks to the generative potential of new students to elaborate the structure of higher education itself over time. The study emanates from a process of reflective self-critique of one higher education institution in South Africa serving a student population with little access to educational advantage. The emerging critique was located at the interface of institutional practice, student learning activity and the meaning making processes mediating the two domains. This critique gave birth to the pedagogical innovation at the centre of this study. The pedagogical innovation took the form of an activity system, with three sets of pedagogical tools mediating the system: tools to expand the learning practice of students, symbolic tools to expand the critical meaning making toolkit available, and tools designed to build a new learning community better aligned with interactive learning activity. This study is an intervention case study, theoretically grounded in the work of activity and socio-cultural theorists. The pedagogy was embedded within a semester long credit-bearing core course for entering first year students. The study follows the experience of the 652 students participating in the 2010 pilot experience. Upwards of 70% of students suggest that their reading (76%) and writing (71%) practice had changed by the end of the course. Over 80% indicated that the course made them better readers (85%) and writers (84%.) Students suggest that they read and write more and enjoy reading and writing more. They suggest that as motive expanded, activity of reading and writing expanded, complimentary activity expanded (e.g. expression and critical engagement), and participation across a number of domains expanded. Students with less historical access to educational advantage made stronger claims about the pedagogical toolkit than students with more access to educational advantage. This study suggests that under the right conditions, critical pedagogy focusing on student learning activity and meaning making can expand learning practice and meaning making of first year undergraduate students, contributing to an expanding claim on learning agency. It tentatively suggests that this type of learning architecture is well aligned for appropriation of students with less access to historical socio-educational learning privilege, but remains sensitive to the situated nature of historic disadvantage (for example, in campus sites.) The study points to the specific potential of three toolkits: toolkits to mediate expanded learning activity, toolkits to expand meaning making, and toolkits designed to directly reconstitute the learning community itself. The study concludes by extracting some lessons for critical pedagogical innovation serving first year studies into the future. It points to the importance of the domain of learning activity and meaning making, and suggests the kind of changes within the culture of higher education required to better unleash innovation in this area. It points to the generative potential of methods that better combine students and lecturers within pedagogical innovation processes. The study concludes by pointing to the relatively unoccupied area of critical research, whereby the work to expand the learning activity of first year students is aligned to the potential of students to elaborate the structure of higher education itself over time. The study points to three specific research areas: research building stronger pedagogical tools for first year students; research to better understand the critical meaning making project of students; and research to better understand the transformation of the pedagogical inheritance within higher education.

What initiated this research was the need for the assessment of the National Curriculum Statement policy implementation. This was brought about by the observation that there was a general complaint in the province that educators are struggling with the implementation processes. It would seem that at the formulation of this policy the schools for learners with disabilities were not considered. The main objective of this study, is therefore, to assess the implementation of the NCS policy in relation to the principle of inclusivity regarding learners with disabilities in schools. This has been achieved through finding out how educators are coping in a situation where they are expected to improvise learning and assessment methodologies to cater for a large variety of disabilities of which they are not trained to work with. This study used two techniques, face to face interviews with the subject advisors in the districts as well as with the educators at the schools. Questionnaires were used in the case of managers at school and district levels. Qualitative research was used to accumulate sufficient data to lead to the understanding of the problems that are encountered at different levels. In terms of the findings, most of the respondents pointed out that the policy does not adequately cater for the needs of both the learners and the educators of the special schools. They further mentioned that the outcomes according to the policy do not stipulate what is expected of the learners with barriers to learning due to their disability conditions. According to the responses of the different categories of participants, it became clear that the implementation of the NCS policy is not very successful due to a wide variety of problems that are encountered by the implementers. The main complained about problem is the need for the adaptation of the curriculum to accommodate the learners with disabilities. Furthermore, there is a dire need for the implementers to make reference to all the disabilities found at these schools so as to deal with their situation accordingly. The NCS policy promises change for the better, however the necessary ramifications related to its implementation need to be successfully managed and dealt with properly. This has implications on areas of concern, mainly the training of educators on mastering the implementation and assessment processes which are key to meaningful education. Considering that inclusivity is about change of attitude and behaviour as well as teaching and learning methodologies, it becomes difficult for these changes to materialise if and when inclusivity is not applied properly at the schools for learners with disabilities. The effectiveness of inclusivity depends on the consideration of all the factors that would lead to a healthy environment in the case of these schools. This would mean putting of all the relevant structures in place as well as encouraging team work at all levels, from the educators, management and the community. The district officials should always avail themselves for monitoring and supporting services at these schools. The findings of this study, may contribute to the asking of many questions. This may lead to further debates which may give rise to the need for further research on many aspects that have come up in this study.