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Despite educational legislation and school reforms to promote improved performance and quality education, underperformance among secondary school learners is still the norm in the rural schools of KwaZulu-Natal (KZN). This dissertation investigates the problem of learner underachievement by means of a literature study and an empirical inquiry. The former provides an overview of the provisions for and problems of rural schooling in both an international and local context and it is followed by a discussion of learner assessment and learner achievement in the South African education system, with specific reference to KZN's schooling system and the problem of learner underachievement. The empirical inquiry investigates the experience of learner achievement in four rural schools in KZN and makes use of qualitative data gathered during individual and focus group interviews conducted with a small sample of underachieving learners and their parents, educators and school managers. Based on these findings, recommendations for improvement are made. / Comparative Education / M.A. (Comparative Education)

Despite educational legislation and school reforms to promote improved performance and quality education, underperformance among secondary school learners is still the norm in the rural schools of KwaZulu-Natal (KZN). This dissertation investigates the problem of learner underachievement by means of a literature study and an empirical inquiry. The former provides an overview of the provisions for and problems of rural schooling in both an international and local context and it is followed by a discussion of learner assessment and learner achievement in the South African education system, with specific reference to KZN's schooling system and the problem of learner underachievement. The empirical inquiry investigates the experience of learner achievement in four rural schools in KZN and makes use of qualitative data gathered during individual and focus group interviews conducted with a small sample of underachieving learners and their parents, educators and school managers. Based on these findings, recommendations for improvement are made. / Comparative Education / M.A. (Comparative Education)

This research was conducted in the Waterberg District with particular focus on the Nylstroom Circuit. The primary aim of this research was to assess the performance of farm school governing bodies in the Limpopo Province. The farm schools that were selected for this purpose were in the Nylstroom Circuit since it had a number of farm schools. The school governing body members such as the chairpersons, the principals and educators in the governing bodies of those farm schools participated in this study. The primary data collection method used in this research was semi-structured interviews. Participant observations were carried out on the sites before the interviews were conducted. Documents were analysed at the randomly selected schools. This research revealed that many farm school governing bodies cannot perform their duties because of various challenges such as poverty, illiteracy, lack of time off from work and the long distances that have to be travelled to meetings. In order for these farm schools to overcome these challenges, this research made a number of recommendations, based on the conclusions reached. / Educational Studies / (M.Ed. Educational Management))

School evaluation has increased in importance in recent years, particularly at the level of the whole school. It is the process which assesses the worth and merits of the institution. Due to the fact that, in most cases, evaluation is judgemental, the notion of Whole School Evaluation (WSE) was introduced into the South African education system by the national Department of Education after the 1994 democratic election. WSE has since then became the official evaluation system in South Africa. In WSE schools undergo internal as well as external evaluation. The results of the evaluation are then used by schools to draw the School Improvement Plans which are aimed at school improvement. This study explores the implementation of WSE in rural primary schools in Limpopo Province. A literature study investigated school evaluation within the international and the South African context, the provision of education in Limpopo Province and existing models of WSE. Against the background of the conceptual framework provided by the literature, a qualitative investigation was done in four primary schools in the Vhembe district in Limpopo Province. Data were gathered by means of in-depth interviews with principals of schools and supervisors. The researcher also conducted focus group interviews with School Management Team (SMT) members from participating schools. Data was analysed, discussed and synthesized. Analysed data revealed the following findings: schools experience difficulties in conducting self-evaluation, educator development in rural primary schools in Limpopo is a problem and the district and the Department of Education do not assist schools concerning development after WSE has been conducted. As a result of these findings, there is a need to assist schools in their development endeavours after WSE. The district officials as well as supervisors should find ways and means of assisting schools in the route to development. Areas for further investigation that would enhance WSE in rural primary schools have been identified. Finally, the conclusion is drawn that schools need to be rehabilitated after WSE. This will assist in developing the whole institution and improving the level of education in South African schools. / Educational Studies / D. Ed. (Education Management)

The wars of dispossession and land claims amongst the various racial groups caused dissatisfaction which led them to split from each other enabling the Whites to possess greater part of the South African soil. Because the Xhosas had their own system of education, the Whites felt that the Xhosas had first to be anglicised in order to 'tame' them. Missionary institutions such as Lovedale, Healdtown and St Matthews were established to Christianise the Xhosas. The missionaries succeeded in their endeavour because the Xhosas started sending their children to the missionary institutions already established and this influenced the Xhosas to establish their own tribal schools that would cater for secondary education facilities. The <Jovernmenr· subsidised the tribal communities to establish secondary schools in their areas. Fifteen,secoodary schools were established enabling the communities to exercise control over their own schools as the missionary institutions were controlled by the Cape Department of Education. / Educational Studies / M. Ed. (History of Education)

Thesis (MEd (Special education))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The value of partnerships within the South African education system has for many years been emphasised by various researchers. It is only since the first democratic election in South Africa in 1994 that the government was committed to the extension of partnerships between schools, parents, learners and the community on both local and national level. In Article 29 of the Constitution (RSA, 1996a) parents are given the assurance that the state will execute their role as educational partner. The state also gives other partners enough scope to implement their educational partnerships according to their worldview and philosophy of life. The aim of this study was the exploration of challenges and mechanisms for partnership between three rural primary schools and the Department of Educational Psychology and Specialized Education, now referred to as the University of Stellenbosch (US), as tertiary institution. The needs expressed by the particular schools, the social consciousness role of the US within the community and thirdly the empowerment role of partnerships served as motivation for the study. A constructivist, interpretative paradigm was used and the research design can be classified as empirical research with primary data generating textual data. The literature review explored the challenges within systems, mechanisms for partnerships and different systems within partnerships in view of a meta-theoretical frame of reference. The research results regarding challenges within specific systems are summarized under three headings, namely positive findings, negative findings and differences of opinion. Results regarding the exploration of the partnership shows that the researcher throughout the study consistently recognised the uniqueness of each school; trusting relationships were established; the schools were continuously involved in all the processes; a partnership of collaboration was emphasised; the processes were continuously evaluated and the schools were predominantly positive about the collaborative partnership with the US. The findings of this study have important implications for the further exploration of partnerships between schools and persons and/or institutions on both local and national level. The positive results accomplished through this partnership with the three schools acts as motivation for further extension of partnerships. Recommendations serve as foundation for a partnership of consultation, collaboration and teamwork between schools and other systems. / AFRIKAANSE OPSOMMING: Die waarde van vennootskappe binne die Suid-Afrikaanse onderwys is reeds vir jare deur verskeie navorsers beklemtoon. Dit is egter eers sedert Suid-Afrika se eerste demokratiese verkiesing in 1994 dat die regering hom verbind het tot die uitbou van vennootskappe tussen skole, ouers, leerders en die gemeenskap op beide plaaslike en nasionale vlak. In Artikel 29 van die Grondwet (RSA, 1996a) word aan ouers die versekering gegee dat die staat sy rol as opvoedingvennoot sal deurvoer. Die staat gee ook aan ander vennote genoeg ruimte om hulopvoedende vennootskappe volgens hul bepaalde wêreld- en lewensbeskouing in skole uit te leef. Die doel van hierdie studie was die verkenning van uitdagings en meganismes tot vennootskap tussen drie landelike primêre skole en die Departement Opvoedkundige Sielkunde en Spesialiseringsonderwys, voortaan na verwys as die Universiteit van Stellenbosch (US), as tersiêre instelling. Die behoeftes uitgespreek deur die betrokke drie skole, die US se sosiale bewustheidsrol binne die gemeenskap en derdens die bemagtigingsrol wat vennootskappe inhou het as motivering gedien. Daar is vanuit 'n konstruktivistiese, interpretatiewe paradigma gewerk en die navorsingsontwerp kan geklassifiseer word as empiriese navorsing met primêre databronne wat tekstuele data genereer. Die literatuuroorsig het gepoog om aan die hand van 'n meta-teoretiese verwysingsraamwerk ondersoek in te stel na uitdagings binne sisteme, meganismes tot vennootskappe en verskillende sisteme binne vennootskappe. Die navorsingsbevindinge rakende uitdagings binne bepaalde sisteme word bondig saamgevat onder drie hoofde, naamlik positiewe bevindinge, negatiewe bevindinge en meningsverskille. Bevindinge ten opsigte van die verkenning van die vennootskap het aangetoon dat die navorser deurentyd die uniekheid van elke skool erken het; dat In vertrouensverhouding gebou is; dat die skole sover moontlik op In deurlopende basis in al die prosesse betrek is; dat die navorser deurlopend klem gelê het op In vennootskap van samewerking; dat prosesse deurlopend geëvalueer is en dat die skole oorwegend positief was oor die vennootskap van samewerking met die US. Die bevindinge van hierdie studie hou belangrike implikasies in vir die verdere verkenning van vennootskappe tussen skole en persone en/of instansies op beide plaaslike en nasionale vlak. Die positiewe resultate behaal deur hierdie vennootskap met die drie skole moet dien as aansporing vir verdere uitbouing van vennootskappe. Aanbevelings wat dien as grondslag vir 'n vennootskap van samewerking, konsultasie en spanwerk tussen skole en ander sisteme word gedoen.

This study examined the perceptions of school superintendents of districts and building principals of schools within selected shared service arrangements in the state of Texas who receive services from the cooperative, and selected directors of rural shared service arrangements pertaining to the responsibilities and roles of shared service arrangements when site-based decision-making (SBDM) was used as the guiding philosophy.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2017-10-19T18:24:39Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Ronir Rodrigues.pdf: 2080403 bytes, checksum: 4c4cc4acd7c5a8440330ccdc5cadf3f1 (MD5) / Made available in DSpace on 2017-10-19T18:24:39Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Ronir Rodrigues.pdf: 2080403 bytes, checksum: 4c4cc4acd7c5a8440330ccdc5cadf3f1 (MD5) Previous issue date: 2017-08-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa pretende contribuir com a produção de conhecimento na área da História da Educação Rural Brasileira, como objetivo geral buscou-se analisar o processo de escolarização primária rural e a organização pedagógica das escolas rurais, no distrito de Itaiacoca, município de Ponta Grossa, PR, no período de 1930 a 1960. Especificamente definiram-se: contextualizar o processo de escolarização brasileira da população rural, a partir das legislações brasileiras vigente no período delimitado para a pesquisa; investigar a institucionalização das instituições escolares rurais no Paraná, evidenciando os determinantes econômicos, políticos, sociais e históricos que influenciaram a instrução pública do estado; reconstruir o processo de expansão das escolas públicas rurais e organização pedagógica no distrito de Itaiacoca, no município de Ponta Grossa, PR. Desta forma, elegeu-se como objeto de pesquisa as escolas rurais do distrito de Itaiacoca-PR, com ênfase no ensino público primário rural, a partir da perspectiva crítica as acepções de análise Estado, trabalho e educação permearam a pesquisa. A metodologia consiste na pesquisa bibliográfica documental, por meio da identificação de fontes primárias e secundárias disponíveis e catalogadas durante o período anunciado. Os resultados alcançados têm como meta responder à questão norteadora de como ocorreu a escolarização primária rural e a organização pedagógica das escolas rurais, no distrito de Itaiacoca, município de Ponta Grossa - PR, no período de 1930 a 1960? O referido trabalho está organizado em três capítulos, os quais remetem o contexto do geral para o particular, vinculados ao seu contexto histórico, econômico, político, social e consequentemente na organização educacional da referida época. O trabalho integra os estudos do Grupo de Estudos e Pesquisa "História, Sociedade e Educação" dos Campos Gerais - PR: HISTEDBR/UEPG, vinculando-se à pesquisa sobre História das Instituições Escolares, História Regional da Educação e Estudos Temáticos da linha de pesquisa história e políticas educacionais, do Programa de Pós-Graduação em Educação da Universidade Estadual de Ponta Grossa. / This research aims at contributing to the production of knowledge in the area of Brazilian Rural Education History. As a general goal it sought to analyze the rural elementary schooling process and the pedagogical organization of rural schools, in the district of Itaiacoca, city of Ponta Grossa – PR from 1930 to 1960. More specifically, the text proposal is: to contextualize the Brazilian rural population schooling process, based on the Brazilian laws in force in the period investigated; to investigate the institutionalization of rural education institutions in Paraná, highlighting the economic, political, social and historical determiners influencing the state public education; to reconstruct the process of expansion of rural public schools and the pedagogical organization in the district of Itaiacoca, in the city of Ponta Grossa – PR. Therefore, the research focus was the rural elementary public education in rural schools in the district of Itaiacoca – PR. From the critical perspective the meanings of analysis State, work and education permeated the research. The methodology was based on the documental bibliographic research, through the identification of primary and secondary sources available and indexed during the period under investigation. The results achieved aimed at answering the main question: How did rural elementary schooling and pedagogical organization of rural schools occur in the district of Itaiacoca, city of Ponta Grossa - PR from 1930 to 1960? This work is divided into three chapters, which start from the general context to the specific one, linked to its historical, economic, political and social context and, consequently, in the educational organization of that time. The work is part of the studies of the Group of Studies and Research “History, Society and Education” in Campos Gerais – PR: HISTEDBR/UEPG, linked to the Education Institution History research and Theme Studies in the research line History and Educational Policies of the Education Post-Graduation of the State University of Ponta Grossa.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-12T18:37:55Z No. of bitstreams: 1 2017 - F?bio de Oliveira Guimar?es.pdf: 1251443 bytes, checksum: 253b701b2675bab50e6a173f746b3ba8 (MD5) / Made available in DSpace on 2018-09-12T18:37:55Z (GMT). No. of bitstreams: 1 2017 - F?bio de Oliveira Guimar?es.pdf: 1251443 bytes, checksum: 253b701b2675bab50e6a173f746b3ba8 (MD5) Previous issue date: 2017-12-08 / The research studied the challenges of rural education: closure of rural schools in Brazil. One of the problems still experienced today in the countryside is the rural exodus and the terrible conditions of access and permanence in these spaces. Our main objective with this text is to evaluate the extremely high rates of closure of rural schools in Brazil in the last fifteen years. About 32,512 schools were closed, according to the source of the II PNERA - Report of the II National Survey on Education in Agrarian Reform. The Constitution of the Brazilian Federative Republic of 1988, the Law on the Guidelines and Bases of National Education and the following public policies: PRONERA - National Program for Education in Agrarian Reform, PROCAMPO - Support Program for Higher Education in Field Education and PRONACAMPO - National Program of Field Education are radically against the policy of closing schools. The course of this work was accomplished through the survey of sources, critical analysis of existing documentation, legislation, visits to universities, social movements of the field and libraries. As still partial results of the work we understand the culture in a very broad sense of educational formation of the subjects, bearers of references to the identity, action and memory of the different groups formed in the Brazilian society. In the Dissertation, we will defend an educational service specialized in the rural schools, including creating possibilities for individual and collective subjects in the field to have the same teaching conditions in capitals and urban centers. We will rescue the identities of gender, race and culture of the various localities of the peasants, contemplating the diversity of educators and learners in their formation. The closure of the rural schools, daycare centers, preschools, elementary and high schools, can be characterized as a crime against public administration and punished with all the rigor of the Law. If possible, they are treated as heinous crimes, adolescents at risk, leading to rural exodus, crime, disorderly growth, irregular land occupation, among other aspects. Denied basic elementary human rights to the subjects of the field, a chain reaction is generated. Individuals and camp collectives are assaulted and marginalized, deprived of the basic subsistence minimum. This debate is strengthened on March 27, 2014. Article 28 of the LDB was amended with the following text: "The closing of rural schools, indigenous and quilombolas will be preceded by a manifestation of the normative organ of the respective education system, which will consider the justification presented by the Secretary of Education, the analysis of the diagnosis of the impact of the action and the manifestation of the school community. " At this juncture, the social movements of the countryside are protagonists and denounce the daily lives of students who live in the countryside, however, to continue their studies, it is necessary to travel to the city. / A pesquisa estudou os desafios da educa??o do campo: fechamento das escolas do campo no Brasil, Um dos problemas vividos ainda hoje no campo ? o ?xodo rural e as p?ssimas condi??es de acesso e perman?ncia nesses espa?os. Nosso principal objetivo com esse texto ? avaliar os ?ndices alt?ssimos de fechamento das escolas do campo no Brasil nos ?ltimos quinze anos. Cerca de 32.512 escolas foram fechadas, segundo fonte do II PNERA ? Relat?rio da II Pesquisa nacional sobre educa??o na reforma Agr?ria. A Constitui??o da Rep?blica Federativa Brasileira de 1988, a Lei de Diretrizes e Bases da Educa??o Nacional e as seguintes pol?ticas p?blicas: PRONERA ? Programa Nacional de Educa??o na Reforma Agr?ria, PROCAMPO ? Programa de Apoio ? Forma??o Superior em Licenciatura em Educa??o do Campo e PRONACAMPO ? Programa Nacional de Educa??o do Campo s?o radicalmente contra a pol?tica de fechamento das escolas. O percurso desse trabalho se concretizou atrav?s do levantamento de fontes, an?lise cr?tica da documenta??o existente, legisla??o, visitas ?s universidades, movimentos sociais do campo e bibliotecas. Como resultados ainda parciais do trabalho compreendemos a cultura num sentido bem abrangente de forma??o educacional dos sujeitos, portadores de refer?ncias ? identidade, a??o e mem?ria dos diferentes grupos formados na sociedade brasileira. Na Disserta??o, defenderemos um atendimento educacional especializado nas escolas do campo, inclusive, criando possibilidades para que os sujeitos, individuais e coletivos, do campo, tenham as mesmas condi??es de ensino das capitais e centros urbanos. Resgataremos as identidades de g?nero, ra?a e cultura das diversas localidades camponesas, contemplando a diversidade de educadores e educandos, em sua forma??o. O fechamento das escolas do campo sejam elas, creche, pr?-escola, ensino fundamental e ensino m?dio, podem ser caracterizados como crime contra a administra??o p?blica e punidos com todo rigor da Lei. Se poss?vel, equiparados ? crimes hediondos, pois colocam crian?as e adolescentes em risco, propiciando o ?xodo rural, a criminalidade, o crescimento desordenado, a ocupa??o irregular do solo, entre outros aspectos. Negados os direitos humanos b?sicos elementares aos sujeitos do campo, uma rea??o em cadeia ? gerada. Indiv?duos e coletivos do campo s?o agredidos e marginalizados, destitu?dos do m?nimo b?sico de subsist?ncia. Esse debate ? fortalecido em 27 de mar?o de 2014. O Artigo 28 da LDB foi alterado, com o seguinte texto: ?O fechamento de escolas do campo, ind?genas e quilombolas ser? precedido de manifesta??o do ?rg?o normativo do respectivo sistema de ensino, que considerar? a justificativa apresentada pela Secretaria de Educa??o, a an?lise do diagn?stico do impacto da a??o e a manifesta??o da comunidade escolar?. Nessa conjuntura, os movimentos sociais do campo s?o protagonistas e denunciam o cotidiano de estudantes que residem no campo, no entanto, para continuarem seus estudos, se faz necess?rio o deslocamento para cidade.