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The management of parent involvement in historically disadvantaged secondary schools in Tshwane West District, GautengRamadikela, Phillip Mahlodi 06 1900 (has links)
The aim of this study was to examine the management of parent involvement in historically disadvantaged secondary schools in Tshwane West district, Gauteng. A literature study was undertaken to investigate the existing theories and models of parent involvement as well as their practical application. A literature study was also done to explore the historical development of the management of parent involvement in South Africa. The advantages of and barriers to parent involvement were also investigated through the review of both local and international literature. An interpretive, qualitative approach was adopted and an investigation of the management of parent involvement was conducted in three of the selected historically disadvantaged secondary schools in Tshwane West district, Gauteng. In-depth interviews were conducted with principals and focus-group interviews were held with three teachers as well as three members of the School Governing Bodies of each of the three selected schools. The overall impression was that the extent of parent involvement in the education of their children was very minimal due to the inability of the School Management Teams, especially school principals, to initiate, facilitate and sustain organisational structures and management processes which would ensure the effective involvement of parents in the education of their children. As a result of those findings, it was realised that a need existed to equip members of the management teams, including school principals, with appropriate skills that would assist in the implementation and sustenance of effective parent involvement programmes. / Educational Leadership and Management / M. Ed. (Education Management)
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Student persistence in higher education : a study of the challenges and achievements of a group of historically disadvantaged senior students studying at the University of the Western CapeSampson, Leonie Georgina 03 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Students from impoverished economic backgrounds have the highest drop‐out rates
within the higher education sector. Research conducted both locally and
internationally reveals that there are several variables that influence a student’s
decision to leave the higher education institution. Very little research has
concentrated on why students from deprived backgrounds advance academically or
what enables them to do so.
In South Africa, numerous changes have been introduced on the social, economic
and educational fronts in attempts to correct the inequality prevalent in the country.
In education, various changes and programmes have been introduced. Increasing
access to higher education for poor black students has been one of the primary goals
of change within that sector. The results, though, are alarming. Despite this
increased access, many continue to drop out; the reasons are varied.
Some, however, do stay. This research was aimed at finding out what contributed to
a group of poor black students’ advancing academically when many of their peers
had dropped out. There is no theory of what these factors could have been.
Although the researcher realises that the results of this study will not be
generalisable, it is an important discussion to initiate if we as South Africans truly
want to support disadvantaged students entering higher education institutions.
Without attempts to find adequate support structures, many will continue to be let
down by the system. / AFRIKAANSE OPSOMMING: Studente uit ʼn verarmde ekonomiese agtergrond het die hoogste uitvalkoers in die
hoëronderwyssektor. Navorsing wat plaaslik sowel as internasionaal uitgevoer is,
toon dat daar verskeie veranderlikes is wat ’n student se besluit beïnvloed om die
hoëronderwysinstelling te verlaat. Bitter min navorsing is al gedoen om vas te stel
wat dit is wat studente uit ʼn verarmde ekonomiese agtergrond in staat stel om
akademies vol te hou en te vorder.
Daar is verskeie veranderings op die sosiale, ekonomiese en onderwysfront in Suid‐
Afrika ingevoer om die ongelykheid wat in die land heers, te probeer regstel. Wat
onderrig betref, is verskeie veranderings en programme ingevoer. Een van die
vernaamste doelwitte van verandering in hierdie sektor was verhoogde toegang tot
hoër onderwys vir arm swart studente. Nogtans is die resultate kommerwekkend.
Hoewel hulle toegang verkry, val talle van hierdie studente steeds uit – om verskeie
redes.
Nietemin is daar studente wat volhou. Hierdie navorsing is daarop gemik om uit te
vind wat daartoe bygedra het dat ’n groep arm swart studente akademies vorder
terwyl baie van hulle eweknieë uitgeval het. Geen teorie bestaan oor wat hierdie
faktore kon gewees het nie. Hoewel die navorser besef dat die resultate nie
veralgemeen kan word nie, is dit belangrik dat hierdie gesprek aan die gang kom as
ons as Suid‐Afrikaners werklik steun wil bied aan benadeelde studente wat
instellings van hoër onderrig betree: As ons nie toereikende ondersteuningstrukture
probeer vind nie, sal talle steeds deur die stelsel in die steek gelaat word.
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The management of parent involvement in historically disadvantaged secondary schools in Tshwane West District, GautengRamadikela, Phillip Mahlodi 06 1900 (has links)
The aim of this study was to examine the management of parent involvement in historically disadvantaged secondary schools in Tshwane West district, Gauteng. A literature study was undertaken to investigate the existing theories and models of parent involvement as well as their practical application. A literature study was also done to explore the historical development of the management of parent involvement in South Africa. The advantages of and barriers to parent involvement were also investigated through the review of both local and international literature. An interpretive, qualitative approach was adopted and an investigation of the management of parent involvement was conducted in three of the selected historically disadvantaged secondary schools in Tshwane West district, Gauteng. In-depth interviews were conducted with principals and focus-group interviews were held with three teachers as well as three members of the School Governing Bodies of each of the three selected schools. The overall impression was that the extent of parent involvement in the education of their children was very minimal due to the inability of the School Management Teams, especially school principals, to initiate, facilitate and sustain organisational structures and management processes which would ensure the effective involvement of parents in the education of their children. As a result of those findings, it was realised that a need existed to equip members of the management teams, including school principals, with appropriate skills that would assist in the implementation and sustenance of effective parent involvement programmes. / Educational Leadership and Management / M. Ed. (Education Management)
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Focus schools and vocational education in the Western CapeLarey, Desiree Pearl 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The main goal of this thesis was to better understand the role and function of the focus schools
project in the Western Cape, to explore the reasons for their emergence in 2006, and to locate the
policy initiative within historical and policy developments around vocationalism in the province. The
study focused in particular on how one focus school experienced the roll-out of this policy decision,
what the impressions of the learners and educators at a case study school were, and also how
officials attached to the Western Cape Education Department described the emergence and
implementation of the policy.
Further goals of the study were to contextualize the policy process that led to this form of provision,
and to conceptualise how this fitted in with educational development issues in the province. A brief
backdrop of historical developments and its role in the education of communities in the Western
Cape, particularly the coloured community, was provided to contextualize the policy initiative. The
main contribution of the thesis is its description and analysis of policy documents and the
viewpoints of a range of people connected to a new provincial initiative, focus schools, with regard
to what a focus school is meant to achieve and how it is experienced. Data was collected by
studying a range of unpublished policy documents, and to link these to interviews conducted with
departmental and district officials, educators, learners, and one principal in relation to one case
study school.
The study showed that focus schools were regarded mainly as a form of vocational education
provision to accommodate the desire of the Western Cape economy for intermediate skills in the
mid-2000s. It illustrated how the focus school band has run its own unique course within
educational structures since 2006, and highlighted how they have fulfilled their goal of getting more
learners from historically disadvantaged communities into further study or into positions that better
serve the needs of the local economy.
The thesis suggested that the policy focus of getting learners into higher education seemed
misguided and contrary to the goals of vocational education provision. This policy confusion was
further highlighted by learners interviewed in the study who noted that they would have preferred to
follow a more academically-based path. Few believed they could either get to university (as
claimed by policy officials) or into a viable employment poisition by following a vocational route at
school. / AFRIKAANSE OPSOMMING: Die hoofdoel van die tesis was om ´n beter begrip van die rol en funksie van die fokusskool-projek
in die Wes-Kaap te verkry, die redes vir die ontstaan van hierdie skole in die jaar, 2006 te
ondersoek, asook om die beleids-inisiatief binne die historiese en beleidsontwikkeling rondom
beroepsonderwys (vocationalism) in die provinsie na te speur. Die navorsing konsentreer
hoofsaaklik op hoe een fokusskool die implementering van die beleidsbesluit ervaar, en in hoe ´n
mate die leerders en die opvoeders verbonde aan die gevallestudie-skool die onderwysvoorsiening
beleef. ´n Gedeelte van die ondersoek gee ook die sieninge van sleutelpersone in die Wes-Kaapse
Onderwysdepartement weer.
Verdere doelwitte van die ondersoek was om die beleidsproses wat gelei het tot hierdie
onderwysvoorsiening te kontekstualiseer, en om dit te konseptualiseer in hoe ´n mate dit inpas in
die opvoedkundige ontwikkeling binne die provinsie. ´n Kort agtergrond skets van die historiese
ontwikkeling en die rol wat onderwys in die gemeenskappe van die Wes-Kaap, spesifiek die van
die bruin (kleurling) gemeenskap was aangebied om die beleids-inisiatief te konseptualiseer. Die
belangrikste bydrae van die tesis is die beskrywing en analise van beleidsdokumente en die
standpunte van 'n verskeidenheid van mense wat betrokke is by die nuwe provinsiale inisiatief,
fokusskole, met betrekking tot wat fokusskole beoog om te bereik en hoe dit beleef word. Inligting
was versamel deur die bestudering van 'n reeks van ongepubliseerde beleidsdokumente, en dit
verbind met onderhoude wat gevoer was met departementele- en distriks-amptenare. Opvoeders,
leerders, en 'n skoolhoof verbonde aan een gevallestudie skool was ook ondervra.
Die navorsing het getoon dat fokusskole ´n vorm van beroepsonderwys is om die strewe van die
Wes-Kaapse ekonomie vir intermediêre vaardigheidsvlakke te verhoog. Die planne was gedurende
die middel 2000´s in werking gestel. Die navorsing het ook getoon dat die fokusskool-projek sy eie
unieke verloop binne die onderwys strukture sedert 2006 gehad het. Die ondersoek het ook getoon
dat die strewe om meer leerders uit die historiese benadeelde gemeenskappe sover te kry om
verder te gaan studeer of posisies te vervul om die plaaslike ekonomie te bedien, nie so suksesvol
is soos die beleid dit vooruitstel nie.
Die tesis stel voor dat die beleidsfokus om leerders na hoër onderwys te lei, misleidend is en
teenstrydig is met die doelwitte van beroepsonderwys. Die verwarring wat deur die beleid
veroorsaak was, was verder belig deur die leerders wat onderhoude mee gevoer was. Die leerders
se mening is dat hulle liefs verkies om die meer akademiese-gebaseerde weg te volg. Min van
hulle het geglo dat hul weg oop is na hoër onderwys soos wat amptenare van die Wes-Kaapse
Onderwysdepartement beweer of dat beroepsmoontlikhede daar is nadat hy beroepsonderwys in
fokusskole gevolg het.
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