Thesis (M.A.) --University of Limpopo, 2012 / The study was undertaken because the researcher was concerned about the denial of poor learners the right to education, as their parents could not afford to pay School Fees due to high unemployment and poverty in rural schools. The researcher noticed that schools sent learners home to collect school fees and also withheld learner reports until the required amount was paid. As a result, “Fee Exemption policy” was available to exempt poor parents from paying School Fees, but it was not effective because schools did not inform them to apply for this policy. As a result, poor learners decide to dropout. The government introduced “no-fee-schools” policy to end marginalisation of poor learners. Further, it appeared that School Allocations are little because rural schools have a shortage of school facilities and some of the facilities are too expensive.A purposive sampling strategy was used to select 3 public secondary schools as research sites and 26 respondents as a sample of the target population. Respondents consisted of 8 members; the principal, SGB member and 6 educators from School A; Nine (9) respondents; the principal, 2 SGB members and 6 educators from School B; the principal, 2 SGB members and 6 educators from School C. Twenty-six respondents were considered to be sufficient because my focus was not on representation. The respondents were considered to be key informants with required data. Interviews and document analysis were used as data collection methods. The researcher used semi-structured interviews because they are interactive, and they also give the respondents a voice associated with their perspectives and experiences. Document analysis was used to supplement data collected through interviews. The interviewees discovered that learners were denied the right to education, despite the departmental policies formulated to help poor learners and theirparents. Furthermore, “no-fee-schools” policy was formulated to enable poor students to access education, but it is problematic because School Allocation is not deposited to school accounts on time and does not cover all the school costs. The study recommends that poor learners should not be denied the right to education and that the departmental policy (viz., Fee Exemption Policy) should be monitored to ensure that marginalised learners benefit from this scheme. This policy should also be budgeted for so as to enable poor schools to purchase modern facilities to improve the quality of teaching and learning and employ extra educators so as to reduce the educator-learner ratios and so on.

This mixed methods study focused on six individuals' experience with producing and uploading art instructional content to YouTube. The main aim was to understand the goals and motivations of educators who are not state certified classroom teachers outside of the YouTube environment. This study provides insight about how the field of art education is expanding beyond classrooms, museums, studios, and community centers. Participants had varied motivations and goals for posting their content, but commonalities were identified during data analysis. Narrative inquiry and coding were used to identify and understand meaning and themes within and across interviews. Quantitative data indicated that a shift in gender roles associated with 20th century education might be under way. Little scholarly research has been undertaken on the art educational offerings of YouTube. Although art education is a broad field, vast numbers of people in the global community turn to YouTube for free education. Looking at who offers art instruction on YouTube gives the field of art education a unique insight into its own evolution. / text

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This study examines student activism and student protests that occurred at South African higher education institutions (HEIs) during the academic years 2015 and 2016. These protests were inspired by multiple grievances experienced by students at HEIs, which included protesting against the maintenance and celebration of imperial symbols at universities as well as the unaffordability of academic and residence fees. These protests were different to previous student protests in that student discontentment and protests were popularised and advocated through social media under Twitter hashtags such as #RhodesMustFall (RMF) and #FeesMustFall (FMF).

The education in the forest comes from to constitute a new relation between the human been with the nature, this one has been suffering transformation throughout the times. One of major examples about this, is the agriculture, which emerged in the moment that the men passed from that what he usually harvested, or from what the nature offered to them, to plant their aliment, modifying drastically the ecosystems. So the agroforestry systems successionals, which means conceivable, groups of herbaceous, arbustives and arborous, that try to reproduce a dynamic sucessional and natural, it s a watershed of agroecology, characterides as a regenerative among men an nature, ruled by the respect, complementarity, diversity, without thinking about the return of Physis but in the coexistence and possessions of life. It s found in the free education, wich ask for the participation, culture, conscience is a fundamental instrument for this way of making agriculture. The agroforestry systems successionals has principles the diversity and the species density, in this order, the local knowledge is essential, and the respect pertaining to the agriculturists and the community. The research develop with agriculturis from Oiteirinhos Farm in the town Japaratuba, in Sergipe, wich the local agriculturists in relation to the agroforestry systems sucessionais and to possibilities a collective appropriating principles that rules in the region. Was verified that the relationship between the agriculturist and nature, the knowledge of the social actors involved in the proposal. After that an elaboration of a geographic data bank proceeded about the use of the land. The implantation of the agroforestry systems successionals, was followed, in the agriculturist and finally the construction of the categories obtained from the voices in interviews and observations of the agriculturists. In the end, this work confirms the importance in dealing with agroforestry systems successionals inherence to a educative process tangent to a environmental sustainability and cultural, so, if it s been constructing territories and territorietalities, and the agriculturist turns info a co-creator for the reality, partner and not dominator, when the inclusion, the participation, the possessions turns info a consequence of a new attitude for been in the world and with the world. To conclude, the perception of these people passed through a modification process, or reconstruction. The collective appropriation of the agroforestry systems successionals went beyond the perception, as a nature, so, showing the methodological proposal of education for agroforestry systems successionals built throughout this long process of implantation. / A educação na floresta vem como uma forma de constituir uma nova relação do ser humano com a natureza, esta que vem sofrendo transformações ao longo dos tempos. Um dos maiores exemplos disso é a agricultura, que surgiu no momento em que o homem passou daquilo que habitualmente colhia, ou que a natureza lhe oferecia, para plantar seu alimento, modificando dessa forma radicalmente os ecossistemas em que vive. Assim, os sistemas agroflorestais sucessionais, que significam conceitualmente, consórcios de espécies herbáceas, arbustivas e arbóreas, em que se procura reproduzir uma dinâmica sucessional natural, é uma vertente da agroecologia, caracterizados como um modelo regenerativo, que se apresentam como uma alternativa para construir uma relação do ser humano com a natureza, pautada no respeito, na complementariedade e na diversidade, sem pensar num retorno à physis, mas na coexistência e no pertencimento de vidas. Encontra-se na educação libertadora, que prima pela participação, cultura, conscientização um instrumento fundamental para a construção desse modo de fazer agricultura. Os sistemas agroflorestais sucessionais têm como princípios básicos a diversidade e a densidade de espécies; nesse sentido, o conhecimento local é essencial e o respeito ao saber do agricultor pertencente a comunidade. A pesquisa desenvolveu-se com agricultores familiares, na Fazenda Oiteirinhos no município de Japaratuba, em Sergipe, tendo como objetivo geral investigar a percepção dos agricultores familiares em relação aos sistemas agroflorestais sucessionais e possibilitar uma apropriação coletiva dos princípios que os regem na região. Para tanto, verificou-se como se dá a relação dos agricultores com a natureza, o conhecimento dos atores sociais envolvidos na proposta. Em seguida procedeu-se à elaboração de um banco de dados geográficos de uso da terra. Acompanhou-se o processo de implantação dos sistemas agroflorestais sucessionais, assim como a representação destes através de mapas mentais dos agricultores e por fim a construção de categorias a partir das falas obtidas em entrevistas e observações dos agricultores. Por fim, neste trabalho afirma-se a importância de se trabalhar com os sistemas agroflorestais sucessionais inerentes a um processo educativo tangendo a sustentabilidade ambiental e cultural, pois se está construindo territórios e territorialidades, e o agricultor passa a ser um co-criador da realidade, parceiro e não dominador, quando a inclusão, a participação, o pertencimento passam a ser conseqüência da nova atitude de estar no mundo e com o mundo. Para concluir, a percepção destas pessoas passou por um processo de modificação, ou de reconstrução. E a apropriação coletiva dos sistemas agroflorestais sucessionais se deu além da percepção, como uma mudança de valores demonstrada em suas atitudes frente à natureza, apresentando-se, então, a proposta metodológica da educação para sistemas agroflorestais sucessionais construída ao longo do processo de implantação destes.

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Šiuo metu plačiai diskutuojama apie ikimokyklinio ugdymo įstaigos pokyčius bei rezultatus. Didelė ugdymo programų įvairovė. Todėl didelis dėmesys skiriamas ugdymo kokybės užtikrinimui, diegiama patikima ugdymo turinio vertinimo sistema. Vis didesnis dėmesys skiriamas ugdymo programų kūrimui, netradiciniams ugdymo metodams, tame tarpe ir M. Montessori pedagoginei sistemai. Tačiau dar neatskleista priešmokyklinio ugdymo turinio kokybės samprata M. Montessori pedagoginėje sistemoje. Šio baigiamojo darbo tikslas – atskleisti priešmokyklinio ugdymo turinio kokybės sampratą M. Montessori pedagoginėje sistemoje. Tyrimo objektas: Priešmokyklinio ugdymo turinio kokybės samprata. Tyrimu siekta: 1. Apibrėžti priešmokyklinio ugdymo turinio sampratą remiantis „laisvojo ugdymo paradigma“. 2. Atskleisti priešmokyklinio ugdymo turinio kokybės ypatumus. 3. Išskirti priešmokyklinio ugdymo turinio kokybės kriterijus M. Montessori pedagoginėje sistemoje. 4. Identifikuoti priešmokyklinio ugdymo turinio kokybės kriterijų raišką M. Montessori pedagoginėje sistemoje. Tyrimo rezultatų pagrindu suformuluotos tyrimo išvados: Priešmokyklinio ugdymo turinio kokybei M. Montessori pedagoginėje sistemoje ypatingą reikšmę turi vaiko amžių atitinkanti ugdomoji aplinka ir priemonės. Priemonės skiriamos individualiems gebėjimams lavinti. Priešmokyklinio ugdymo turinio kokybę sąlygoja ugdytojo - santūraus stebėtojo, tyrinėtojo, kuris stengiasi nesikišti į vaiko veiklą samprata. Įgyvendinant ugdymo turinį... [toliau žr. visą tekstą] / The changes and the outcomes in the pre-school educational institutions are being widely discussed nowadays. The variety of the educational systems used is being of a wide scale. Therefore, a considerable attention is being admitted to the achievement of the educational quality and the introduction of the plausible evaluation system of the educational content. A growing attention is being paid to the development of the educational programs as well as to the unconventional educational methods and the Montessori education therein. The aim of this final paper: To define the conception of the quality of the pre-school educational content in the Montessori educational system. The object of the research: The conception of the quality of the pre-school educational content. The goals of the research: 1. To define the conception of the pre-school educational content on the basis of the “free education paradigm”. 2. To reveal the peculiarities of the pre-school educational content quality. 3. To exclude the criteria of the pre-school educational content quality in the Montessori education. 4. To identify the manifestation of the qualitative criteria in the Montessori pre-school education. The following conclusions of the research can be inferred on the basis of the results: The educational setting and means corresponding the child’s age have a particular significance for the qualitative educational content of the Montessori pre-school education. The means attributed to develop the... [to full text]

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The purpose of this study was to explore the perceptions of principals and school board members (SBMs) regarding their working relationship in the Zambezi region of Namibia. Not much research about this area has been conducted in the Zambezi region and Namibia at large. The reviewed literature posits that principals play a major role in creating effective working relationships with SBMs. It also argues that positive working relationships between principals and SBMs are at the heart of making a school extraordinary. This working relationship can be fruitful if there is a closer understanding of the roles and responsibilities between the principals and SBMs. Three leadership theories that seemed to suit the study were analyzed and discussed. The transformational leadership, partnership and Dewey’s theory of democracy in education were relevant to this study. The three leadership theories guided the study in exploring the perceptions of principals and SBMs regarding their working relationships in the Zambezi region. They also guided the study to clarify the challenges that contributed to the lack of trusting working relationships between principals and SBMs in the Zambezi region in Namibia. The study is located in the interpretive paradigm, where a qualitative case study approach to the research problem was employed. For the purpose of the study, the researcher selected six schools, two primary schools, two combined and two senior secondary schools, as sites to explore the research problem. It is important to mention that the findings of the study cannot be generalized to all school boards in Namibia, since the research was limited to six schools in the Zambezi region only. The researcher summarized the findings of the study according to the four research questions. The findings derived from this study revealed that the majority of principals and SBMs perceived their working relationship as collegial. However, the study also revealed that some SBMs did not have a good working relationship with the principals. SBMs were not aware of how the finances of the school were utilized. Furthermore, they accused principals of not being transparent when it came to staff appointments. The findings from this study also revealed that, when there was a good working relationship between principals and SBMs at the school, it became easier to maintain discipline among learners and that learners performed better. There needs to be good communication between principals and SBMs, as principals and SBMs are important partners when it comes to the smooth running of a school. There were consultations between principals and SBMs on matters regarding school development. It was, furthermore, learnt that, where there were consultations between principals and SBMs, unity and trust were developed. The Ministry of Education, Arts and Culture (2001:15; 2016:2) in Namibia clearly points out that “For every state school, a school board must be established to administer the school affairs and promote the development of the school and learners of the school” and to “ensure the school is effective in its teaching and learning programme”. However, the study revealed that principals and SBMs were not working in accordance with the Education Act, Act 16 of 2001. SBMs lost interest in participating in school activities. It became evident that SBMs did not seem to be attending school board meetings when invited and rendered many excuses. It emerged from the findings that parent SBMs wanted to be given sitting allowances when attending school board meetings. The findings from the study indicate that there should be good communication between principals and SBMs. Regular school board meetings could help build a good working relationship between principals and SBMs. School board training should be organized for principals and SBMs. To mitigate the challenges faced by principals and SBMs regarding their working relationship in the Zambezi region of Namibia, recommendations associated with understanding of and adherence to policies, working together, communication, trust and fear among SBMs, are that all schools should have scheduled school board meetings that are communicated very early to everyone concerned and SBMs should be given sitting allowances. The researcher recommends that principals and SBMs receive compulsory and appropriate training that will help them to understand and perform their roles and responsibilities well. Where necessary, school board trainers should use a vernacular language (or seek the services of an interpreter) so that parent SBMs who are not fluently bilingual can understand and grasp all essential concepts of the training programme. In addition, the researcher recommends that community members, who are educated and knowledgeable but do not have children at the school, should be co-opted to serve on the school board. There should be clear policies and processes regarding the recruitment of staff who works at the school. The researcher posits that effective communication can be enhanced by employing vernacular languages in meetings to ensure that parent SBMs understand all the proceedings and are involved. It is advisable for the principal and other SBMs to communicate effectively, keep to what they say and always follow through with tangible actions. To reduce fear demonstrated by Learners’ Representative Council (LRCs) serving on the school board during meetings, it is advisable to give appropriate training so that they can gain a better understanding of their roles and responsibilities. In order for principals to work in harmony with SBMs, it is essential to have well-defined roles, as well as to treat everyone fairly and respectfully. / Educational Management and Leadership / D. Ed. (Education Management)