Bibliography: pages 155-164. / This research study attempted to gather, present and analyse information regarding the current role of the Parent-Teacher-Student-Associations in the democratic governance of secondary schools for purposes of contributing towards the education governance policy discourse as South Africa moves away from apartheid to democracy. Central to this largely fact-finding exercise was an attempt to make a contribution to an understanding of how the Parent-Teacher-Student-Associations, in the execution of their duties, practice both democracy and accountability; operate; resolve tensions and/or differences among parents, teachers and students; impact upon the schools in general; and relate to both the Department of Education and Training and other organs of civil society. Further, this survey attempted to ascertain m which crucial areas the Parent-Teacher-Student-Associations are most lacking, and how these could be strengthened. And finally, an attempt was made in this study to contribute to the possible future role of the Parent-Teacher-Student Associations in the new democratic education dispensation, and how, in the execution of this new role the Parent-Teacher-Student-Associations should relate to the new, future democratic government. The study concluded with a number of recommendations for policy in the area of democratic school governance. The study used largely a survey method. The Parent-Teacher-Student-Associations of three secondary schools under the auspices of the Department of Education and Training in the Western Cape region were surveyed. The single most important data-gathering instrument used was the interview. Numerous conclusions were arrived at. First, the Parent-Teacher-Student-Associations studied were found to be very powerful and effective in their areas of operation in school governance despite their inability to have access to resources of power, wealth and expertise. These Parent-Teacher-Student-Associations are important education policy actors who are not only influencing policy, but are in total control of very crucial policy areas in their schools. Second, the study concluded that whereas the Parent-Teacher-Student-Associations studied represent an important step towards the full democratisation of education in general, and in their schools in particular, their role in school governance could not be described as an unqualified success. However, despite the problems associated with the PTSAs involvement in school governance, their role does have the potential to make for better schools. And finally, because of the limited nature of the study in terms of the methodology, scope and time, the conclusions arrived at here cannot and should not be generalised beyond the confines of the study as no attempt was made to embark upon regional or national research exercise.

Includes bibliographies. / This paper explores possible future policy options for a democratically elected South African government as regards private schools. The paper establishes the context of contemporary and historical state policy for private schools in South Africa in combination with a comparative international perspective, a summary of arguments in the literature for and against private schools, and principles identified by a recent (non-governmental) policy investigation into education in South Africa (NEPI) as encapsulating the demands of the democratic movement concerning education. These principles therefore serve as evaluative criteria for the examination of future fiscal and regulatory policy for private schools in South Africa. It will be shown that, as compared to many countries, private schools in South Africa are moderately regulated and receive only moderate financial assistance. However, the historical (and current social and political) context of state policy for private schools will be shown to be one of increasing state support since the early 1980s. It will be argued that this increased level of ideological and fiscal support for private schools in the past decade is a consequence of the government's reformist strategy, and its identification with the politics of 'New Right' parties, which dominated Britain and the USA in particular during the 1980s. It will also be demonstrated that changes in state policy have resulted in large-scale growth in the private schooling sector over the past decade. It is against this background that the lens of democratic principles and fiscal implications will be used to focus on possible future policies for private schooling in South Africa.

There are many parametric statistical models that have been designed to measure change in nonequivalent control group studies, but because of assumption violations and potential artifacts, there is no one form of analysis that always appears to be appropriate. While the parametric analysis of covariance and parametric ANCOVAS with a covariate correction are some of the more frequently completed analyses used in nonequivalent control group research, comparative studies with nonparametric counterparts should be completed and results compared with those more commonly used forms of analysis. The current investigation studied and compared the application of four ANCOVA models: the parametric, the covariate-corrected parametric, the rank transform, and the covariate-corrected rank transform. Population parameters were established; sample parameter intervals determined by Monte Carlo simulation were examined; and a best ANCOVA model was systematically and theoretically determined in light of population assumption violations, reliability of the covariate correction, the width of the sample probability level intervals, true parent population parameters, and results of robust regression. Results of data exploration on the parent population revealed that, based on assumptions, the covariate-corrected ANCOVAS are preferred over both the parametric and rank analyses. A reliability coefficient of ṟ=.83 also indicated that a covariate-corrected ANCOVA is effective in error reduction. Robust regression indicated that the outliers in the data set impacted the regression equation for both parametric models, and deemed selection of either model questionable. The tightest probability level interval for the samples serves to delineate the model with the greatest convergence of probability levels, and, theoretically, the most stable model. Results of the study indicated that, because the covariate-corrected rank ANCOVA had by far the tightest interval, it is the preferred model. In addition, the probability level interval of the covariate-corrected rank model is the only model interval that contained the true population parameter. Results of the investigation clearly indicate that the covariate-corrected rank ANCOVA is the model of choice for this nonequivalent control group study. While its use has yet to be reported in the literature, the covariate-corrected rank analysis of covariance provides a viable alternative for researchers who must rely upon intact groups for the answers to their research questions. / Ph. D.

1. Purpose of the Study. The purpose of this study was to examine the priority status of institutional goals as perceived by students, faculty, and administrators in Virginia rural community colleges. The research questions were (1) What are the student, faculty, and administrator perceptions of the present ("is") priority of community college goals?; (2) What are the student, faculty, and administrator perceptions of the preferred ("should be") priority of community college goals?; and (3) What differences exist between the three reference groups between present and preferred perceptions of the priority status of goals? 2. Methods and Procedures. A questionnaire, based upon the Virginia Community College System stated goals, was developed to gather answers pertinent to the research. A random sample of 821 students and 91 faculty and all 70 administrators from six rural community colleges in Virginia responded to the questionnaire. Each respondent was asked to rate each of the 24 goals in terms of its present ("is") and preferred ("should be") importance along a continuum. Responses could vary along a five-point scale from a rating of one ("of no importance") to five ("of extremely high importance"). CONCLUSIONS 1. In general rural Virginia community college students, faculty, and administrators differed in their perceptions of the present and preferred priority status of the Educational Program and Operational Goals. Based upon this general finding, this study indicates a lack of widespread support for the priority of the institutional goals as developed by the Virginia Community College System. 2. All three reference groups indicated that nearly all of the goals should be of greater importance than they were perceived to be at the time of the study. This general finding supports the conclusion that goals are desired states which are not totally attainable. 3. To the extent that goal hiatus, as one component of Martorana and Kuhns Interactive Forces Theory accurately explains academic change, it appears that several goal priorities for the rural colleges within the Virginia Community College System are in a position to be rearranged. / ED. D.

published_or_final_version / Public Administration / Master / Master of Social Sciences

Already in its Education Strategy, adopted by the Executive Board in 2007, UNICEF fully obligates to the international commitment to universal education and defines its contribution to national efforts to fulfil children’s right to education. In September 2010, UNICEF further published a special report on a study showing that an equity-focused approach to child survival and development is the most practical and cost-effective way of meeting the health MDGs for children. For the modelling process of the research a simulation was run employing the Marginal Budgeting for Bottlenecks (MBB) model, jointly developed by the World Bank and UNICEF. This model has been widely used in international public health research to design and test development strategies. In its consistency with the human-right based approach, the MBB model addresses bottlenecks in the capacity of duty-bearers to fulfil human-rights as well as barriers of the capacity of right-holders to claim their rights. Using the MBB model, policymakers and researchers can simulate varying configurations of service delivery modes to expand access of coverage and measures to encourage usage. For each strategy, the model generates the predicted impact on intervention coverage and outcomes, overall cost and cost-effectiveness. UNICEF’s global refocus on equity and the most disadvantaged children makes it necessary to introduce improved planning and monitoring instruments. In this context, the MBB model is used as a budgeting and simulation tool for UNICEF interventions in health and nutrition. UNICEF aims to use harmonized tools across different sectors to reduce transaction costs and to improve comparison and sharing of lessons learned between the different sectors. However, it is also important to adapt and develop instruments based on the diverse needs of different sectors to ensure best results. Therefore, the main purpose of this research is to find an answer to following question: Can, and if so, how can the Marginal Budgeting for Bottlenecks model, developed for the health sector, be adapted for planning, costing and budgeting allocations in the education sector? An adapted Marginal Budgeting for Bottleneck model for education could be applied for a comprehensive sector analysis, comparing intervention alternatives and setting policy goals and strategies. It could further be used to monitor the implementation of major sector reforms with regard to the comparison of potential versus actual impact of interventions on learning achievements. Applying two production functions, the MBB model applies the basic principle of Cost-Effectiveness Analysis, comparing the costs of education interventions with the corresponding expected impact on increased service coverage. However, detailed inputs, outputs, outcomes and impacts and the corresponding correlations would need to be defined for an Service Production Function (inputoutput) and an Education Production Function (output-outcome/impact). Further, a selection of globally proved remedial actions to overcome sector bottlenecks need to be specified. Education interventions largely depend on the country context and different countries and regions apply different remedial actions. Since the relationship of input and impact is not as linear as the illness-treatment relationship in health, international research and comparison of effective interventions would need to be conducted. The MBB model is applying service coverage determinants of both, supply and demand side. Therefore the approach could be a helpful instrument in the context of the Human Rights-based Approach as used within programming of the United Nations and UNICEF. However, applying further analysis on humanitarian aspects of programming always depends on the availability of disaggregated information. Based on the outline of the Service Coverage Concept and the Marginal Budgeting for Bottlenecks model and the conceptual adaptation of the MBB model for its use in education, following suggestions can be made for the Service Delivery Modes and Service Coverage Determinants: Overall, an MBB model in education could have added value for education planning, budgeting and impact simulation. However, it has to be considered that applying the model requires extensive data input for all six Service Coverage Determinants for each of the five Service Deliver Modes. Although, the MBB model could be adjusted to only cover a certain sub-sector within Quality Education for All. Five Service Delivery Modes Ten Sub-Packages 1. Pre-School Education 1.1 Public Early Childhood Education 1.2 Private Early Childhood Education 2. Formal Basic Education 2.1 Public Formal Basic Education 2.2 Private Basic Education 3. Non-Formal Basic Education 3.1 Public Non-Formal Basic Education 3.2 Private Non-Formal Basic Education 4. (Lower) Secondary Education 4.1 Public Secondary Education 4.2 Private Secondary Education 5. Adult Literacy, Continuing Education 5.1 Youth and Adult Literacy Interventions 5.2 Continuing Education Six Service Coverage Determinants Indicator Supply side 1. Availability of essential commodities Pupil-Classroom Ratio by grade Pupil-Textbook Ratio 2. Availability of human resources Pupil-Teacher Ratio (or Pupilqualified Teacher Ratio) by grade 3. Geographic and financial accessibility School-Distance School-Costs by grade Demand side 4. Initial Utilization Net-Enrolment Ratio (or Gross- Enrolment Ratio) by grade 5. Continuous Utilization Survival Rate by grade 6. Effective Utilization Graduation Ratio Graduation Test Scores Overall, an MBB model in education could have added value for education planning, budgeting and impact simulation. However, it has to be considered that applying the model requires extensive data input for all six Service Coverage Determinants for each of the five Service Deliver Modes. Although, the MBB model could be adjusted to only cover a certain sub-sector within Quality Education for All.

戴希立. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 126-134). / Dai Xili. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 論文撮要 / Chapter 第一章 --- 導論 --- p.1 / Chapter I --- 外地教育參與的趨勢 --- p.1 / Chapter II --- 本地教育參與的趨勢 --- p.4 / Chapter III --- 研究目的 --- p.7 / Chapter 第二章 --- 香港教師諮詢途徑 --- p.10 / Chapter I --- 香港教師諮詢途徑的背景和現狀 --- p.10 / Chapter II --- 小組討論 --- p.21 / Chapter 第三章 --- 文獻評述 --- p.29 / Chapter I --- 諮詢和參與 --- p.29 / Chapter II --- 參與 --- p.31 / Chapter III --- 諮詢的價值和目的 --- p.34 / Chapter IV --- 發揮諮詢效能所需要具備的條件 --- p.41 / Chapter V --- 效能 --- p.47 / Chapter VI --- 評價效能的指標 --- p.49 / Chapter 第四章 --- 研究設計 --- p.54 / Chapter I --- 研究問題 --- p.54 / Chapter II --- 研究方法 --- p.54 / Chapter III --- 研究對象及資料提供 --- p.57 / Chapter IV --- 資料分析 --- p.59 / Chapter V --- 研究限制 --- p.62 / Chapter 第五章 --- 研究結果與討論 --- p.65 / Chapter I --- 小組討論的會議內容 --- p.65 / Chapter II --- 調查問卷 --- p.80 / Chapter 第六章 --- 建議 --- p.110 / Chapter 第七章 --- 結論 --- p.114 / 附錄 --- p.117 / Chapter "一," --- 教育政策的制訂 / Chapter "二," --- 調查目卷 --- p.118 / 參考書目　 --- p.124

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Thesis (MEd)--University of Stellenbosch 2002. / ENGLISH ABSTRACT: The transformation of education in South Africa has provided broader and better opportunities to school communities to make more purposeful and effective changes to the culture of learning. The primary focus of this research is to accentuate the importance of school policy and its role in the management structure of the school. The new South African Schools Act (1996) allows for greater parent involvement, responsibility, power and rights. Consequently the governing body has been allocated decision-making powers regarding school policy formulation. A literature study to discuss the broad concept of educational policy and related concepts such as education system, governance and school policy, was undertaken. There was a specific focus on three policy areas, namely admission policy, discipline policy and uniform policy as well as the formulation of policy in schools. Empirical research was done at six selected schools through unstructured interviews with the persons concerned to collect the data. Policy gives direction, serves as a point of departure and gives power to the organisation. Written policy documents were absent at most of the schools due to the fact of insufficient training in policy formulation. Recommendations from the literature study could be useful to schools in fulfilling their needs. Key words: School policy; School management; Governance; Admission policy; Discipline policy; Uniform policy. / AFRIKAANSE OPSOMMING: Die transformasie van die onderwysstelsel in Suid-Afrika bied groter en beter geleenthede vir skoolgemeenskappe om doelgerigte en effektiewe veranderinge aan die leerkultuur te maak. Die primêre doel van die navorsing is om die belangrikheid van skoolbeleid en die rol wat dit speel in die bestuurstrukture van die skool, te beklemtoon. Die nuwe Suid-Afrikaanse Skolewet (1996) het groter ouerbetrokkenheid, verantwoordelikheid, regte en magte verleen, met ander woorde die beheerliggaam het besluitnemingsbevoegdhede rakende die skool ten opsigte van beleidsformulering. 'n Literatuurstudie om die oorkoepelende begrip onderwysbeleid te bespreek en aanverwante begrippe soos, onderwysstelsel, beheer en skoolbeleid te verduidelik, is onderneem. Daar was spesifiek gelet op drie beleidsareas naamlik: toelatings, dissipline en uniformbeleid asook die formulering van 'n skoolbeleid. Die beIeidsareas is bespreek aan die hand van riglyne uit die Skolewet en die ontleding van data wat verkry is uit die ondersoek. 'n Empiriese ondersoek is by ses geselekteerde skole gedoen en die nodige data is deur ongestruktureerde onderhoudvoering met belanghebbendes bekom. Beleid gee rigting, dien as 'n vertrekpunt en gee mag aan 'n organisasie. Geskrewe beleidsdokumente het by meeste van die skole ontbreek en dit kan toegeskryf word aan 'n tekort aan opleiding in die formulering van skoolbeleid. Aanbevelings uit die literatuur kan deur die skole gebruik word indien dit die skool se behoefte bevredig. Sleutelwoorde: Skoolbeleid; Skoolbestuur; Beheer; Dissiplinebeleid; Toelatingsbeleid; Uniformbeleid.