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Managing change - how educational leaders manage transformational change within a framework of control and constraintsSchlebusch, Juliet Claire 12 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: There are many new developments in the field of schooling. Some of these
developments - school based management, new curriculum developments and
devolution of control to the school level have brought with it policy changes.
Many educational leaders are struggling to keep pace with these changes that
are taking place in the management of education. Others are struggling against
the changes, while possibly not fully understanding the dynamics of these
changes.
In a time of rapid political and social change, the need for spelling out the
concomitants of educational leadership has become both necessary and
essential. Planned quality intervention by the state has completely
underestimated the lack of managerial competencies among educational
leaders. Quality in leadership is not a luxury item in educational
transformation, changes in leadership are in fact central to instilling the
democratic values and principles which underpin the new educational policies.
There must also be a comprehensive strategy which addresses educational
leadership as a school-wide intervention. There needs to be a more coordinated
effort between provincial education departments and schools to bring
their collective resources to bear on school quality change; but the process
must be prioritised and co-ordinated by the state.
This assignment seeks to establish what challenges and constraints educational
leaders face in their attempts to effect transformation in South Africa. It details
the daily strategies and plans used by educational leaders as they go about
running their schools. Strategic opportunities in the policy field should be
harnessed to drive education quality improvements. It is vital to link in-service
development to policy implementation.
Ultimately the monitoring and evaluation system in place must track the impact
of the changes more carefully. This would allow departments to define future
poiicies and programmes based on informed choices about which quality
interventions make a difference. This is critical since the evidence shows that
most changes have not always resulted in the planned leadership
improvements. There is no reason for this trend to continue as this research
shows that many schools have considerable advantages working in their
favour: a relatively stable schooling infrastructure, a growing corps of qualified
educational leaders and a policy environment in which there is optimism about
change and transformation in the school sector. / AFRIKAANSE OPSOMMING: Daar is huidiglik vele nuwe ontwikkelinge in die onderwysstelsel. Sommige van
die ontwikkelinge: skool - gebaseerde bestuur, nuwe kurrikulum ontwikkelinge
en die afwenteling van bestuur na skoolvlak, het verskeie beleidsveranderinge
meegebring. Vele onderwysleiers vind dit problematies om tred te hou met die
veranderinge in die bestuur van opvoeding. Ander weer, toon 'n weerstand teen
die veranderinge, moontlik omdat hulle nie die dinamika van die verandering
verstaan nie.
In 'n tyd van politieke en sosiale veranderinge, is dit belangrik en noodsaaklik om
gepaardgaande verskynsels van onderwysleierskap na vore te bring. Beplande
bevoegde toetredings van die staat het die tekorte aan bestuursbekwaamheid van
onderwysleiers heeltemalonderskat. Bevoegdheid in leierskap kan nie geag word
as 'n luukse item in onderwystransformasie nie. Veranderinge in leierskap is
inderdaad sentraal tot die vaslegging van die demokratiese waardes en beginsels
wat die nuwe onderwysbeleidsverklaringe ondersteun.
Daar moet 'n allesomvattende strategie en -toetreding wees, wat onderwys
leierskap as 'n skool aangeleentheid aanspreek. Daar word 'n skool
gekoordineerde poging tussen provinsiale onderwysdepartemente en skole
benodig om hulle kollektiewe hulpbronne toe te wy aan
skoolkwaliteitsveranderinge, maar die proses moet deur die staat gekoordineer en
goedgekeur word.
Hierdie werkstuk poog om te bepaal watter uitdagings en beperkinge
opvoedkundige leiers in die gesig staar in hul pogings om by te dra tot
tranformasie in Suid-Afrika. Die strategieë en metodes wat deur opvoedkundige
leiers gebruik, word in die daaglikse bestuur van instellings, word gespesifiseer.
Dit is belangrik om onderwysontwikkeling aan beleidsimplementering te koppel.
Die monitering en evalueringstelsels wat in plek is, moet noodwendig tred hou
met die gevolge van die veranderinge. Dit sal toelaat dat departemente hul
toekomstige beleide en programme, op ingeligte en kwaliteitstoetredings baseer,
wat 'n verskil maak. Dit is krities, want bewyse dui aan dat veranderinge nie
altyd in die beplande leierskapverbeteringe eindig nie. Daar is geen rede vir die
veloop van gebeurtenisse nie, want die studie wys dat die skole aansienlike
voordele in hul guns het: 'n betreklike stabiele skoolinfrastruktuur; 'n groeiende
komponent van onderwysleiers, en 'n beleidsomgewing waarin daar optimisme
oor veranderinge en transformasie in die opvoedingssektor is.
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Leerkragte se belewing van bemagtiging en die implikasies daarvan vir die skoolkultuur en -klimaat : 'n ondersoek aan 'n hoërskool in die Suid-KaapJoubert, Francois 12 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In the light of the emphasis on the decentralization of school management in South
Africa, the empowerment of all role players to be involved in decision-making has
became crucial.
My concern is with the experience of the process of empowerment by leaders in
education.
The implications of empowerment or the lack there-off for the school culture and
climate, as well as the underlying role played by the leadership approach of
educational leaders, are examined.
By engaging in an interpretative analysis of data (questionnaires which contains the
views of various role players) I examined the relationship between empowerment,
school culture and climate, as well as transformational leadership.
Empowerment is not a simplistic concept which is clear from the mutual coherence
between the school culture and climate and the particular role assumed by the
transformational approach. The particular interaction between transformational
leadership, empowerment and the school culture and climate implies greater clarity
from all role players about the impact of empowerment.
In this way participative management can realise in a spontaneous manner and can
change be seen as a unique opportunity to improve teaching and learning.
KEY WORDS Empowerment, school culture and climate and transformational
leadership. / AFRIKAANSE OPSOMMING: In die lig van die klem op die desentralisasie van skoolbestuur in Suid-Afrika is die
bemagtiging van alle rolspelers tot effektiewe deelname in besluitneming
onontbeerlik. My besorgdheid is met die belewing van die proses van bemagtiging
deur onderwysleiers. Die implikasies van bemagtiging of die gebrek daaraan vir die
skoolkultuur en -klimaat, asook die onderliggende rol wat die leierskapbenadering van
die onderwysleiers in die verband speel, is ook ondersoek.
Verbind tot 'n interpretatiewe data-analise (vraelyste met die menings van verskeie
rolspelers daarin vervat) het ek die verband tussen bemagtiging, skoolkultuur en
-klimaat en transformatiewe leierskap ondersoek.
Bemagtiging is nie 'n simplistiese begrip nie dit blyk onder meer uit die onderlinge
samehang daarvan met skoolkultuur en -klimaat en die besondere rol wat die
transformatiewe leierskapbenadering veronderstel. Die besondere wisselwerking
tussen transformatiewe leierskap, bemagtiging en skoolkultuur en -klimaat vereis 'n
groter duidelikheid by alle rolspelers oor die impak van bemagtiging. Sodoende
realiseer deelnemende bestuur spontaan en word verandering as 'n besondere
geleentheid beskou om onderrig en leer voortdurend te verbeter.
SLEUTELWOORDE Bemagtiging, skoolkultuur en -klimaat en transformatiewe
leierskap
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The Cape Technikon: a study of its human resource management training and development policy and practicesHendricks, Shahieda Bebe January 2005 (has links)
This study investigates human resources management, training and development and their compliance with the skills development legislation and the link to the strategic goals of the Cape Technikon. The Cape Technikon is known as a previously &ldquo / white&rdquo / or advantaged institution. The institution's political history and consequent demographic profile display some scars of ignorance. This resulted in the institution's neglecting to invest in the development of those competencies needed to function in a constantly changing education, training and development environment. The success of any organisation depends on its human resources, who are the most important asset of any organisation, therefore effective and efficient human resources management and training and development management play a critical role in the well-being of employees. Human resources training and development policies, practices and activities guide the institution with implementation and should be considered to take on a strategic role to achieve their objectives.
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Die bestuur van die organisasieklimaat aan 'n tegniese kollege20 November 2014 (has links)
M.Ed. (Educational Management) / Please refer to full text to view abstract
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Nie-diskriminasie en gelykheid as demokratiese beginsels en die skool19 November 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
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Trends, tropes and positioning in the university research sub-system n emerging knowledge economies : a theory of research entanglementAbrahams, Lucienne Ann January 2016 (has links)
A thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Doctor of Philosophy, May 2016 / Universities in 21st century emerging knowledge economies seek to build a culture and practice of research activeness and intensiveness. How do university research sub-‐‑systems position universities to push through conditions of adversity to realise research activeness and intensiveness? Based on data collected from an exploratory study of selected research active universities in India and four case studies from a single research active university in South Africa, the research finds that university research sub-‐‑systems, operating in emerging knowledge economies, are engaged in quantum research games. Research complexity and adversity; uncertainty with respect to the outcomes and impact of research; and contestation with respect to resources, values and value; renders the university research game a quantum game, leading to the research entanglement of scientist-‐‑researchers. Epistemologically located in social constructionism and using grounded theory analytical methodology, the theory of positioning universities for research activeness and intensiveness through research entanglement identifies four trends of entanglement. Research actors who operate in a habitual state of heightened entanglement are able to push through adversity. It is theorised that the position of leaning towards heightened research entanglement creates an advantage for universities towards achieving greater research activeness and intensiveness. Where the position of leaning away from entanglement is dominant, this may create institutional stasis and an inability to advance the institution towards greater research effort / GR2018
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Parents' perceptions of the use of technology in South African primary schoolsShunmugam, Lauren Olivia January 2016 (has links)
A research project submitted in partial fulfilment of the requirements for the degree of
MA in Research Psychology in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, March 2016 / Despite 20 years of democracy, education in South Africa is still plagued by the inequalities carried over from apartheid. Concerns on issues of standardisation in education, which are linked to socio-economic status, make it increasingly difficult to determine what skills learners are leaving the schooling system with (Blignaut, 2009; Du Plessis & Webb, 2012; Lumadi, 2011; Maiyo, 2015; Watts, 2001). There is a need to bridge the gap that currently exists within education, and one way in which this is thought possible, is through the integration of technology in the classroom (Department of Education, 2004). In 2015 the Smart Schools Project was put in place to promote the implementation of technology in South African schools. One of the aims of this project is to standardise education through redressing the inequalities within the country. This study aimed to investigate the perceptions of parents, with regards to the introduction of technology within primary school classrooms in South Africa. In order to achieve the main aim of this study, perceptions of parents were explored from parents whose children were in private and government-funded schools. This study used a combination of two models in order to understand how parents’ usage and acceptance of technology could possibly influence their children’s interaction with technology. This study found that how parents come to use and accept technology is not influenced by socio-economic status. Further, it was noted that acceptance and usage impacted how they viewed technology being introduced in the classroom. / GR2017
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Evaluating development effectiveness assessing and comparing the impact od education intervention in South AfricaBesharati, Neissan Alessandro January 2016 (has links)
A thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. / This research is a contribution to the field of development evaluation. Much of the evaluation practice in development and public policy remains weak in scientific validity, and challenged by issues of attribution and comparability of results across different studies. After an in-depth review of the existing literature and an analysis of the current shortfalls and knowledge gaps in programme evaluation, the research proposes a methodological framework that allows for the empirical measurement and comparison of the impact of diverse types of interventions aimed at addressing a specific outcome of interest. The evaluation framework informs decision-making in social-economic development processes, by combing elements of theory-based counterfactual evaluation, multiple-treatment meta-analysis, mixed methods, and participatory approaches. The evaluation framework is tested in South Africa by utilising the proposed package of methods through two case studies presented in this thesis, to generate evidence for policy-makers, programme managers, and investors operating in the education sector. The first is an evaluation of the impact of the corporate social investments of Anglo American Platinum in Limpopo and North West provinces, that utilised geo-spatial features of mining operations to conduct a quasiexperiment. The second is a comparative analysis of major interventions implemented in South Africa to improve learning outcomes in public schools. The education meta-analysis is the first of its kind to be conducted in South Africa, and has revealed many locally-produced impact studies which had not previously been captured by international reviews on school interventions in developing countries. The empirical work conducted in this research confirms existing theories and reveals new insights into the role of the private sector, the proximity of schools to mines, psycho-social and economic factors, learner age and home language, educational material, quantity and quality of teachers, school management, and accountability systems, in affecting education outcomes. The research highlights some of the programmes and policies which have been most effective in South Africa’s schooling sector, while cautioning about the contextual factors and methodological design features which influence the effect sizes being reported in the evaluations of development interventions. The research concludes by reflecting on the experiences, data and cost analysis challenges, and the lessons learnt from the application of the proposed evaluation approaches in South Africa’s education sector. It discusses the limitations of the framework, and how this can be further refined for future use in other countries, sectors, and development policy contexts. / GR2018
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Prospects and problems of transforming universities in South Africa, with special reference to the right to be an African universityLebakeng, Teboho Josiah January 2004 (has links)
Thesis (Ph.D. (Sociology)) -- University of Limpopo, 2004 / Refer to the document
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The effect of resistance to change on quality education in Limpopo ProvinceMbalati, Basani Violet January 2010 (has links)
Thesis (PhD. (Education)) --University of Limpopo, 2010 / This thesis is a study on the effect of resistance to change on quality education
in Limpopo Province. The study investigated basic challenges in the change process at schools.
The empirical research was done by using semi-standardized interviews where predetermined questions were posed to each participant in a systematic and consistent manner but allowed the participants
to go on discussing issues on the effect of resistance to change on quality education beyond the questions confines. (cf. Struwig & Stead, 2001:98). Observations and perusal of documents complemented the interviews to gather information. Data was analyzed through
tables.
The study has revealed the reasons why do people (educators) resist change, pin-pointing the source of the resistance which makes it possible to see what needs to be done to avoid resistance or convert it into commitment to change.
The literature review has brought to the light that change is not only needed because of what has happened in South Africa in the past, but made it very clear that education is changing everywhere in the world. South Africa has not only an opportunity to heal the crippled system of education but
to simultaneously catch up with the world. The relevance of theory to the effect of resistance to change on quality education has been highlighted. The study is based on the ambiguity theories which stress uncertainty and complexity in schools and other organizations characterized by
problematic goals, unclear technology and fluid participation in decision making with reference to the new approaches of
facilitation and learning
The study also attempted to look at policy initiatives with reference to uniform systems for schools and governance to promote quality education. Also, an attempt was made to integrate educational laws, policies and regulations with regard to the provision of quality education.
Finally, recommendations to deal with resistance to change were high-lighted. In education, the megatrends are already making themselves felt for those who attempt to resist the change, the future holds frustration, unhappiness and ultimately defeat. For those interested in the
improvement of quality education and for those who are willing to recognize the changes coming, there will be opportunities, challenges and the thrill of having participated in one of the most existing periods in history. It is the researchers wish that each South African hope to be equal to the task, for failure will have disastrous consequences not only for our learners, but ultimately for the System of Education and the entire Society.
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