In keeping with international trends in education, South Africa has embraced inclusive education as the means by which diverse learners, including those who experience barriers to learning, should be educated. Premised on the need for schools to change and become responsive to diverse learners by offering the support necessary for access and participation, inclusion is beginning to be realised in South African schools. Independent schools comprise a small but significant sector in South African education, and, despite not having access to state resources, are implementing inclusive education. This study investigates the schools belonging to the oldest and largest independent schools' association, the Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners who experience barriers to learning are included in ISASA schools and the practices that facilitate their inclusion. Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the most common extrinsic barriers are family problems and language barriers. Support for these learners is provided at school-wide and classroom level through the implementation of various inclusive practices that have been described in the international literature on inclusion and in local policy and guideline documents. These include developing policies that guide the support of learners who experience barriers to learning; ensuring that personnel are available to provide appropriate support; harnessing support for learners, their parents and teachers both from within the school and from the wider community; ensuring wheelchair access and employing classroom and other strategies that facilitate access and participation. ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most are showing progress and commitment to inclusion. In so doing, these schools are implementing ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who experience barriers to learning wherever this is feasible educationally, and also realising Constitutional values of equality, dignity and freedom of discrimination. / Educational Studies / D. Ed. (Inclusive Education)

In this study the ownership, governance and funding of schools in South Africa are examined in time perspective in order to show the development of the above-mentioned aspects in South Africa through the ages, and to provide recommendations for the future. In the historical survey the ownership, governance and funding of schools in South Africa from 1652 to 2004 are indicated. This has been done for the Whites, Coloureds, Indians and Blacks. The historical pattern of the provision of education in South Africa has often changed during the period under discussion. The education of Whites, Coloureds, Indians and Blacks was provided, and funded separately (1652 to 1993). Imbalances and inequities were common phenomena. Attempts to address the above issues (1994 to 2004) are also indicated. Finally, some recommendations for redressing the present imbalances and inequities with regard to the above three aspects are provided. / Educational Studies / M.Ed. (History of Education)

World-wide, the nature, purpose and existence of private education has evoked intense interest and controversial debate. For many, private education presents a legal-moral dilemma. On the one hand, it is recognised as a fundamental right in terms of freedom of association, religion and culture. On the other, it raises perplexing moral and philosophical issues about social exclusivity, selectivity and elitism. Notwithstanding the equally compelling legal, social, economic, educational and political arguments for and against private education, private schools in South Africa, which are increasing in number, continue to form an essential and permanent part of the education system. Private education is a complex subject which can be researched from a myriad of perspectives. This study is essentially a legal enquiry into the legal status of private schools in South Africa within the new democratic constitutional dispensation and how the law affects the organisation, governance and management of private schools. To this end, the study is confined to a discussion on legal aspects relating to private school governance, public funding of private schools, teachers' appointments and discipline, student admission and discipline and religious freedom. In discussing the legal context of such topics, a number of issues emerged concerning the complex nature and diversity of private schools, the relationship between the State and the private school sector, the right of private schools to exist and the implications of the bill of rights for private schools. Furthermore, the study raises challenging questions about the issues of choice, autonomy, religious freedom and diversity, which lie at the heart of the establishment and maintenance of private schools in a democratic society. Finally, one of the difficulties of conducting such a study is that South African law is complex and changing, and it is still in a state of evolution, given the recentness of the Constitution and the bill of rights. This means that while some legal issues pertaining to private schools are fairly well settled, for the most part it is not possible to provide a comprehensive or definitive statement about complex and often highly sensitive issues but merely to pose various legal-education questions and problems for consideration. In time, many of the issues raised will no doubt be settled by the courts / Educational Leadership and Management / D.Ed. (Educational Management

The study population for the research comprised Grade 9 learners attending three co-educational, independent schools in KwaZulu-Natal in order to determine factors influencing the selection of business studies for FET phase. Methodology involved qualitative and quantitative approaches with closed and open-ended questionnaires plus one-on-one interviews. Descriptive statistics were produced and opened ended questions and interviews were examined for trends and influences. Findings reflected wide divergence in factual information, attitudes, and opinions on significant issues such as expected level of difficulty, influence of educators, parents and peers on selection, amount of work required and value of subject for future studies or careers. Conclusions were that there was a lack of completed research indicating a need for future research, greater preparation was required pre-FET level to assist decision making about selection of the subject which should involve parents, educators and input from the business world. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The core role and responsibility of the school principal is to be an instructional leader. The principal sets the tone in terms of teaching and learning in the school. In this study I focus on school principals at independent schools in Gauteng and explore their instructional leadership practices. To understand these practices I drew on Weber’s instructional leadership model and distributed leadership. In this interpretive, qualitative, phenomenological study I purposively sampled three independent schools in the Gauteng province based on exceptional academic achievement. I selected their school principals as participants. Data was generated using semi-structured interviews, collage inquiry and artefact inquiry. The findings indicate that the day-to-day instructional leadership practices of the participants are quite expansive and are geared towards ensuring quality in teaching and learning. Furthermore, they receive the requisite support from stakeholders and mediate the challenges they experience in their instructional leadership in multiple ways. / Educational Management and Leadership / M. Ed. (Education Leadership and Management)

This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%). Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools. The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm. Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system. The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment. Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic / Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten. Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic / Fristående skolors arbete med elever i behov av särskilt stöd / Speciella yrken? – om speciallärares och specialpedagogers arbete och utbildning

World-wide, the nature, purpose and existence of private education has evoked intense interest and controversial debate. For many, private education presents a legal-moral dilemma. On the one hand, it is recognised as a fundamental right in terms of freedom of association, religion and culture. On the other, it raises perplexing moral and philosophical issues about social exclusivity, selectivity and elitism. Notwithstanding the equally compelling legal, social, economic, educational and political arguments for and against private education, private schools in South Africa, which are increasing in number, continue to form an essential and permanent part of the education system. Private education is a complex subject which can be researched from a myriad of perspectives. This study is essentially a legal enquiry into the legal status of private schools in South Africa within the new democratic constitutional dispensation and how the law affects the organisation, governance and management of private schools. To this end, the study is confined to a discussion on legal aspects relating to private school governance, public funding of private schools, teachers' appointments and discipline, student admission and discipline and religious freedom. In discussing the legal context of such topics, a number of issues emerged concerning the complex nature and diversity of private schools, the relationship between the State and the private school sector, the right of private schools to exist and the implications of the bill of rights for private schools. Furthermore, the study raises challenging questions about the issues of choice, autonomy, religious freedom and diversity, which lie at the heart of the establishment and maintenance of private schools in a democratic society. Finally, one of the difficulties of conducting such a study is that South African law is complex and changing, and it is still in a state of evolution, given the recentness of the Constitution and the bill of rights. This means that while some legal issues pertaining to private schools are fairly well settled, for the most part it is not possible to provide a comprehensive or definitive statement about complex and often highly sensitive issues but merely to pose various legal-education questions and problems for consideration. In time, many of the issues raised will no doubt be settled by the courts / Educational Leadership and Management / D.Ed. (Educational Management

Using a qualitative case study method, this study sought to understand parents’ perceptions of the implementation of inclusive education that their learning disabled children experienced at independent schools when compared to the guidelines for implementing inclusive education as provided for by the Department of Education’s Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011. In line with universal human rights movements and South African law, the inclusion of learners with learning disabilities or learning barriers into mainstream classrooms is necessary to enable them to succeed. South Africa adopted a policy of Inclusive Education in 2001 with the policy document, ‘The Education White Paper 6 on Inclusive Education’. This document paved the way for new approaches to teaching, learning and assessment. To achieve the intentions of the Department of Education (DoE) the Department of Basic Education has published numerous guidelines for addressing inclusion in the classroom. This research focused on the most recent guideline entitled ‘Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011’ by focusing on curriculum differentiation and accommodation for learners with learning difficulties Independent schools maintain that they are not obliged to follow the DoE’s policy documents and guidelines because they are independent. The question is, do they have their own protocols in place to replace those of the DoE? However, the argument is that independent schools should be held accountable for the effective learning support of learners in their schools that experience barriers to learning by having the same or similar policies and guidelines as those of the DoE. The researcher used the guidelines provided by the DoE as a benchmark for the implementation of support measures in inclusive education to study the practices and specific support offered to learners experiencing learning problems in independent schools. The research revealed that the absence of explicit guidelines at independent schools creates uncertainty among parents. The researcher concluded that when independent schools do not deliver the anticipated appropriate support, parents are powerless to demand more effective support for their children. The opinion of the parents was that the implementation of inclusive education at independent schools can be advanced by the adoption of guidelines that are similar to those in use at public schools. / Inclusive Education / M. Ed. (Inclusive Education)

The study population for the research comprised Grade 9 learners attending three co-educational, independent schools in KwaZulu-Natal in order to determine factors influencing the selection of business studies for FET phase. Methodology involved qualitative and quantitative approaches with closed and open-ended questionnaires plus one-on-one interviews. Descriptive statistics were produced and opened ended questions and interviews were examined for trends and influences. Findings reflected wide divergence in factual information, attitudes, and opinions on significant issues such as expected level of difficulty, influence of educators, parents and peers on selection, amount of work required and value of subject for future studies or careers. Conclusions were that there was a lack of completed research indicating a need for future research, greater preparation was required pre-FET level to assist decision making about selection of the subject which should involve parents, educators and input from the business world. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to keep education relevant and engaging. Classrooms where critical thinking, communication, creativity and collaboration are embraced are required in schools. The environment where these components are present can be referred to as 21st century classrooms. Establishing these locales require a leader who is able to create the vision for the changes that need to take place. One who will fashion a learning environment where teachers feel secure and have the confidence through teacher development to embark on and embrace a new arrangement in their classroom. The principal needs to embrace his/her instructional role in establishing these 21st century classrooms. This research project investigated precisely what the instructional role of the principal necessitates in aiding teachers to establish 21st century classrooms. A qualitative research design, embedded in the constructivist paradigm in the form of a hermeneutic study was chosen as research method. Using semi-structured interviews, the researcher attempted to find out how the principal of each school visited, viewed 21st century classrooms, as well as what skills and knowledge he/she required as the instructional leader in leading teachers to establish 21st century classrooms. The researcher used purposeful sampling to select the participants who would have the greatest insight into establishing 21st century classrooms at their school. Trustworthiness was ensured in the collection and interpretation of data. The researcher transcribed the collected data and it was later analysed. Once analysed, the data was interpreted and arranged under the research sub-questions. The findings established that each participant is quite knowledgeable concerning the attributes and characteristics of a 21st century classroom. Many of the principals played a strong instructional role in their school and displayed many of the characteristics and skills necessary to create an environment where teachers could competently bring 21st century skills and knowledge into their classrooms. In most of the schools visited, 21st century classrooms are well on their way to being established. It is evident that the theory of 21st century classrooms is far more prevalent in some of the schools visited than the practical application thereof. In some of the schools visited a whole philosophy of learning, which encases all the 21st century attributes has been implemented. Each school could be placed on a continuum, with no one school being at the same space in their journey to implement 21st century skills and knowledge into their teachers’ pedagogy. / Leerders reageer nie meer op inhoudgedrewe en/of onderwysgesentreerde onderrig nie. Literatuur toon dat veranderinge in onderwysmetodiek en pedagogie moet plaasvind ten einde onderwys relevant en interessant te hou. Klaskamers waarin kritiese denke, kommunikasie, kreatiwiteit en samewerking omhels word, is die nuwe maatstaf. Die omgewing waarin hierdie komponente teenwoordig is, word na verwys as die 21ste eeu klaskamers. Die stigting van 21ste eeu klaskamers vereis ʼn leier wat in staat is om ʼn visie te skep en dit na te volg. Een wat ʼn leeromgewing verseker waarin onderwysers veilig voel en selfvertroue opbou deur personeelontwikkeling. Sodoende word onderwysers bemagtig om die nuwe veranderinge in die klaskamer te omhels. Die skoolhoof speel ʼn sterk rol in die vestiging van hierdie 21ste eeu klaskamers en moet dus ʼn instruktiewe rol aanneem. Hierdie navorsingsprojek ondersoek wat presies hierdie instruktiewe rol van die skoolhoof behels in die ondersteuning van onderwysers om hul toe te rus vir 21ste eeu klaskamers. Hierdie navorsingsprojek is gebaseer op ʼn kwalitatiewe navorsingsontwerp, gegrond op die konstruktivistiese paradigma in die vorm van ʼn fenomenologiese studie. Deur gebruik te maak van semi-gestruktureerde onderhoude, het die navorser gepoog om uit te vind hoe die skoolhoof van elke skool wat besoek is, 21ste eeu klaskamers beskou en oor watter vaardighede en kennis ʼn skoolhoof as onderrigleier moet beskik om onderwysers in 21ste eeu klaskamers te vestig. Die navorser het van ʼn doelbewuste steekproef gebruik gemaak om geskikte kandidate te identifiseer wat kennis dra oor die vestiging van 21ste eeu klaskamers by hul eie skole. Betroubaarheid van die data is verseker deur die versameling en interpretasie daarvan. Die data is deur die navorser getranskribeer en later ontleed. Na analise is die data geïnterpreteer en dan in geskikte navorsings sub-vrae ingedeel. Die bevinding was dat elke kandidaat grondige kennis aangaande die eienskappe en kenmerke van 21ste eeu klaskamers het. Baie van die hoofde vervul ʼn sterk instruktiewe rol in hul skool en beskik oor die nodige eienskappe en vaardighede om ʼn omgewing te skep waarin onderwysers met bevoegdheid 21ste eeu vaardighede en kennis in hul klaskamers kan toepas. In meeste van die skole wat besoek is, is 21ste eeu klaskamers besig om pos te vat. Dit is ook duidelik dat die teorie van 21ste eeu klaskamers baie meer op die voorgrond is by sommige van die skole wat besoek is, as wat die praktiese toepassing daarvan is. In sommige van die skole wat besoek is, is ʼn leerfilosofie wat alle 21ste eeu kenmerke omvat geïmplementeer. Daar is ʼn kontinuum waarop elke skool geplaas kan word wat aandui dat nie een skool op dieselfde vlak in hul implementering van 21ste eeu vaardighede en kennis in hul onderwyspedagogie is nie. / Educational Leadership and Management / M. Ed. (Education Management)