MPM / Oliver Tambo Institute of Governance and Policy Studies

MEd (Educational Management) / Department of Educational Management / See the attached abstract below

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

The aim of this study was to investigate the causes and consequences of learner aggression in rural secondary schools in the Empangeni District of KwaZulu-Natal. The study also sought to establish the management strategies required to manage learner aggression in rural secondary schools. An in-depth literature study was conducted in this regard. A qualitative research design and methodology was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. This study found that the causes of learner aggression were rooted in the family, the environment and the school. It was further established that the consequences of learner aggression were so serious that it resulted in victims experiencing intense fear, anxiety, tension, depression and ill-health. Furthermore, the findings of the empirical investigation concurred, to a large extent, with the findings of the literature study. Based on these findings, recommendations were made regarding the management of learner aggression in rural secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

The study focuses on management strategies of the highly impoverished secondary schools of the Mount Fletcher District in the Eastern Cape. Challenges facing the impoverished learners and managerial experiences of principals of these schools have been discussed in the study. A literature review provided a conceptual framework and covered definitions of poverty, school management strategies, leadership styles and qualities required for a successful principal heading a secondary school with impoverished learners. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with principals, Life Orientation teachers and parents. Finally a synopsis of findings and recommendations were made to assist the policy makers, Departmental officials, principals, teachers and parents in proper management of secondary schools in the poor rural communities. / Educational Leadership and Management / M. Ed. (Education Management)

This study is based on a need for community involvement in farm schools to enhance effective teaching and efficient learning. The rationale behind it was to determine the current state of community involvement in farm schools in the Pietermaritzburg area, with a view to determining the extent to which the current community i nvolvement, namely, the active participation of parents, teachers, the farmer, the church, the state and the private sector could be extended on a large scale. The study revealed that the community involvement dimension of schooling is central to the teaching profession. If neglected, no effective teaching and efficient learning can materialise. The role of the farm school principal in the realisation of this goal is indispensable. The empirical survey and literature revealed that farm school principals can address the serious shortcoming concerning the participation of community members in the affairs of farm schools. / Educational Studies / M. Ed. (Comparative Education)

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (MEd)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: Prior to 1994, the school principal in conjunction with the Department of Education used to be responsible for the control and management of school finances. With the establishment of the South African Schools Act 84 of 1996, however, the liability in respect of finance has changed dramatically as self-management took effect in schools. With the Minister of Education’s announcement of no-fee schools in poor communities (quintiles 1–3) in 2006, parents’ obligation to pay school fees fell away. Together with the aforementioned policy and decentralisation, through which power, control and management have shifted from the national to the local level, schools have started to bear a heavier financial burden as well. However, principals and governing body members have often not been trained to cope with this. The purpose of this study was to determine the impact of the no-fees policy on the financial control and management of rural schools in the West Coast-Winelands education district (circuits 1, 2 and 3). The data for the research were firstly gathered by means of a literature review, after which an exploratory study was conducted in 20 rural no-fee schools in the abovementioned education district by way of questionnaires. The school principals and chairpersons of school governing bodies each received a questionnaire. They were afforded two weeks to complete it. The researcher personally analysed the data, based on which certain findings and recommendations are made at the end of the study. / AFRIKAANSE OPSOMMING: Voor 1994 was die skoolhoof in samewerking met die Departement verantwoordelik vir die beheer en bestuur van skoolfinansies. Met die instelling van die Suid-Afrikaanse Skolewet 84 van 1996 het die aanspreeklikheid ten opsigte van finansies egter drasties verander, deurdat selfbestuur by skole in werking gestel is. Met die Minister van Onderwys se aankondiging in 2006 van geenskoolfondsskole in arm gemeenskappe (kwintiel 1–3), het ouers se verpligting om skoolgeld te betaal verval. Tesame met voormelde beleid en desentralisasie, waardeur mag, bestuur en beheer vanaf nasionale na plaaslike vlak verskuif is, het skole nou ʼn groter finansiёle las begin dra. Tog is skoolhoofde en beheerliggaamlede dikwels nie opgelei om hierdie finansiёle las te dra nie. Die doel van hierdie studie was om die invloed van die geenskoolfondsbeleid op die finansiёle beheer en bestuur van landelike skole in die Weskus-Wynland-onderwysdistrik (kring 1, 2 en 3) te bepaal. Die data vir die navorsing is eerstens by wyse van ʼn literatuuroorsig ingesamel, waarna ʼn ondersoekende studie deur middel van vraelyste by 20 landelike geenskoolfondsskole in bogenoemde onderwysdistrik onderneem is. Skoolhoofde en beheerliggaamvoorsitters van die skole het elk ʼn vraelys ontvang. Hulle is twee weke gegun om die vraelyste te voltooi. Die navorser het persoonlik die data ontleed, op grond waarvan bepaalde bevindings en aanbevelings aan die einde van die studie gedoen word.

The primary purpose of this research was to investigate the extent to which rural schools understand and perceive the concept of participative management. The concept of participative management has been viewed as an ideal style of leadership and management for school development purposes. In South Africa’s case, it is an educational policy which is expected to reign in all school management bodies. Many theorists envisaged participative management as enhancing active involvement of relevant stakeholders and it has been advocated by many scholars who believe it is the best leadership style in implementing democratic values to education, particularly South African rural education, which is still in a transitional stage. As an interpretive orientated study, this research had an interest in understanding the research participants’ subjective experiences as well as their general perception of participative management. As case-study-driven research, it sought to investigate their understanding of the concept in their natural setting. This included various meanings they aligned with and attached to participative management, their attitudes, their interpretations and feelings towards it. The study employed a focus group data gathering technique in collecting data. The findings of this study suggest that participative management has been embraced by rural school management to a certain extent. There are potentially positive aspects that have been brought by participative management to the school, namely, shared vision, common goals, shared decision-making and general involvement of relevant stakeholders. However, the study has depicted a lack of ethical values on the side of some stakeholders and this hinders the smooth implementation of participative management. The study has also revealed that there are challenges facing rural schools in terms of parental involvement in school governance. Challenges such as lack of commitment to the school, illiteracy among adults and communication breakdown between the school and its parents are still rife in rural schools. Besides these challenges, the blood of participative management is flowing steadily in the veins of the rural school communities.