Submitted in partial fulfilment of a Master's Degree in the Department of Educational Planning and Administration at the University of Zululand, 2006. / Education policy documents such as the National Constitution, No. 108 of 1996 (NC) and the South African Schools Act, No. 84 of 1996 (SASA) mandate and encourage partnerships in the education system. Schools are recognized as being embedded within a wider socio-economic environment and must therefore develop effective and meaningful partnerships to facilitate communication and service channels that allow them to respond to the educational needs of their service constituency as well as to draw expertise and support from these constituencies thereby sustaining positive growth and remaining relevant. The democratisation of education has challenged School Manager Teams (SMTs) to transform the school's relationship with its service constituency and forge meaningful and effective partnerships between itself and the School Governing Bodies (SGBs) with the global aim of improving quality education. The SMT is the primary agent for an effectively management structure within a school. The SGB is the primary governance structure of the school. It is therefore critical for a solid partnership, with clearly defined roles and responsibilities, to exist between these entities. The current study was triggered by an observation of school management and governance in practice which suggests that there is in many instances a breakdown in the development of an effective SMT-SGB partnership. Many reasons have been proposed to explain this phenomenon including the tack of parent involvement in school matters, the apparent dictator-like leadership style of some principals and the lack of participative management in schools (Chetty, 1998). Embarking on a literature review, the researcher investigates strategies to promote a partnership between school managers and parents as governors of schools. An empirical study is also undertaken to evaluate to what extent these strategies are being employed by SMTs and SGBs in building meaningful and effective partnerships and to exposing shortcomings in efforts to build such partnerships.

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

A literature and an empirical study disclosed that parental involvement in school activities has too little impact in education at different schools in the Dl 1 area. The literature study revealed that neither arguments for, nor arguments against parental involvement in school activities should be overemphasized at the expense of the principals and SGB's. The educators are taking no initiative to improve or build up home-school relationships with parents or with the community. For better results there should be: educator-parent involvement, which is essential in promoting and supporting school performance, teaching and learning, and in the general well-being of the citizens of the future; and a parental involvement, which can make a valuable contribution to the educational process through commitment to and knowledge of their children. The empirical method, using questionnaires, was successful in obtaining information about parental involvement in school activities. It also established how co-ordination can be successful at school between the principals, SGB's, educators, parents and learners in the promotion of effective education implementation. The study established that, if practical partnerships succeed, benefits will be reaped from increased parental involvement, in that there could be: an improvement of learners' academic achievement, attitudes and inspiration; an increased motivation to attend school; an involvement by the community in the structures of the school; parental assistance in the management of a school within the School Management Team and the School Governing Body; an improvement of home-school communication; an improvement at schools in all respects; and the end-product will not only be the creation of an atmosphere conducive to teaching and learning, but proper, practical partnerships will be established in the educational system in these areas. A number of recommendations were made with regard to the research findings for the Johannesburg South Mega District (Dl1). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

A literature and an empirical study disclosed that parental involvement in school activities has too little impact in education at different schools in the Dl 1 area. The literature study revealed that neither arguments for, nor arguments against parental involvement in school activities should be overemphasized at the expense of the principals and SGB's. The educators are taking no initiative to improve or build up home-school relationships with parents or with the community. For better results there should be: educator-parent involvement, which is essential in promoting and supporting school performance, teaching and learning, and in the general well-being of the citizens of the future; and a parental involvement, which can make a valuable contribution to the educational process through commitment to and knowledge of their children. The empirical method, using questionnaires, was successful in obtaining information about parental involvement in school activities. It also established how co-ordination can be successful at school between the principals, SGB's, educators, parents and learners in the promotion of effective education implementation. The study established that, if practical partnerships succeed, benefits will be reaped from increased parental involvement, in that there could be: an improvement of learners' academic achievement, attitudes and inspiration; an increased motivation to attend school; an involvement by the community in the structures of the school; parental assistance in the management of a school within the School Management Team and the School Governing Body; an improvement of home-school communication; an improvement at schools in all respects; and the end-product will not only be the creation of an atmosphere conducive to teaching and learning, but proper, practical partnerships will be established in the educational system in these areas. A number of recommendations were made with regard to the research findings for the Johannesburg South Mega District (Dl1). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

No description available.

Masters in Public Administration - MPA / In Wallacedene, the researcher became aware that minimum parental participation in school activities had reached alarming standards. This is related to learner performance which is of concern to educators, principals and education department officials. Parents are expected to perform certain roles in the governance of schools for the improvement of the quality of education in public schools. Parents are not honouring their obligatory responsibility of participation as required in terms of the public schools governing legislation. The research focused on parental involvement in primary schools in Wallacedene examining both the nature and extent of parental involvement in school governance. This study followed the qualitative approach to determine if parents are involved in school activities and governance. Questionnaires, interviews and document analysis were utilized for data gathering. Participants were members of the School Governing Bodies (SGB) of the three primary schools in the Wallacedene area. From the data gathered, the findings of the study indicated that parents in the townships of the Wallacedene area are not involved in school activities and governance. Issues of skills deficiency, low literacy levels, language barriers and socio-economic conditions seem to limit parental involvement in school governance. This study proposes possible recommendations to assist the school-based personnel and parents in developing and maintaining stronger and greater participation in school governance.

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research. Johannesburg 2013 / This study investigates and addresses the issue of bullying of teachers by learners, which is also referred to as teacher-targeted bullying (TTB). The purpose of this study is to obtain data relating to the nature and extent of teacher-targeted bullying in a High School in Gauteng West. The setting is a former Model C, co-educational school, consisting of 1 354 learners (Grade 8 to Grade 12). The ethnicity of the School is predominantly Black, with 60% Black learners to 40% Caucasian, and the gender ratio of learners in the school is 706 girls to 648 boys. The current teacher population consists of a staff quotient of seventy-five teachers (75), twenty (20) male and fifty-five (55) female teachers, who are employed at the school, which will also be known as “the workplace” for the purposes of this research. The procedure for this research entailed using a teacher group of seventy (70) teachers, of whom fifty four (54) volunteered to complete the questionnaire, allowing an in-depth response by establishing factors contributing to the difficulties of learner bullying experienced by teachers; the effect on teacher performance, morale and student learning; and the support needed from education management for teachers experiencing bullying by their learners. From these questionnaires, the process was extended to a semi-structured interview, in order to follow up on the questionnaire. This allowed an understanding of the teacher’s life experiences or situations as experienced in their own words, for the twelve (12) volunteer teachers who had experienced bullying by learners. In this mixed method design, quantitative results enhanced generalizability, and qualitative results helped to explain how teachers experienced teacher-targeted bullying by learners in this Gauteng West High School. The research findings indicated that, prominent in this study, is the stress reported by teachers relating to the disciplining of learners. The level of reported learner-on-teacher-bullying was more evident in the classroom. It was also reported that all Grades were problematic for teachers, but the level of reported stress was more evident with Grade 9 male learners in same-gender classes. Furthermore, difficulties within this school environment, as well as the effect on teachers’ performance, morale and support from school management were established. In an effort to respond to the epidemic of learners who target and bully teachers, a reconceptualisation of the learner-on-teacher-bullying construct in the School under review, as well as other schools in South Africa, is needed. Thus bullying of teachers by learners must be tackled as a whole-school issue, with the focus on positive learner behaviour, good support structures, and active leadership, ensuring that staff are not only supported, but are also seen to be supported, by the various role players.

Thesis (MPA.) -- University of Limpopo, 2017 / Employment of educators has never been such a problem as it is now where race and ethnicity are at the centre stage in the recruitment and appointment of educators. The high rate of unemployment and exorbitant cost of living in the country also worsen the situation. The problem of employment in public education is compounded by the semi-literate School Governing Bodies (SGB) especially in most disadvantage rural schools, who are expected to recommend the appointment of educators to the Head of the Department. Employment of educators remains a challenge in the Department of Education. This research study provides a critique and an analysis of the role played by the SGB in school governance as elucidated in the literature and also stated by the South African Schools Act 84 of 1996. The aim of the study is to ascertain the alignment of educators‟ employment policies to South African Schools in the Mopani District. The research also highlights the challenges that hinder effective governance and management such as lack of knowledge and skills, to interpret and implement policies and regulations when appointing relevant educators. The study reveals an unethical behaviour amongst principals and governing body of policy non-adherence that amounts to corruption within the public service. The dysfunctionality of governance and management to hire relevant, competent and qualified educators to occupy promotional posts cause more problems in the society as a whole, such as lack of accountability in terms of best education for the learners who are our future generation. The department should revise the roles and laws concerning school governors. The maladministration occurring in public institutions and schools is to be punished by law and public servants are to be accountable for their wrong actions taken. In conclusion the Public Service Act 103 of 1994, section 11 stipulates that filling of posts in the public service must be given a democratic values and must follow democratic principles. Appointments should be based on qualifications, skills and competences. Nevertheless educators are appointed into various positions through corrupt activities. This must come to an end for effective governance in education to prevail.

Die empirische Untersuchung setzt sich mit der aktuellen Beratungstätigkeit der "insoweit erfahrenen Fachkraft" und deren Rahmenbedigungen gemäß § 8a Abs. 4 SGB VIII im Freistaat Sachsen auseinander.

Ein zentrales Thema der medizinischen Informatik ist der institutionsübergreifende Austausch von Patientendaten zwischen den Akteuren des Gesundheitswesens. Die Notwendigkeit einer einheitlichen nationalen Telematikinfrastruktur für einen institutions-übergreifenden Austausch wurde auch von der Politik anerkannt. Dementsprechend wurde 2003 mit dem Gesetz zur Modernisierung der gesetzlichen Krankenversicherung (GMG) der erste Grundstein gelegt. Eine der Anwendungen, die laut Gesetzgebung (§ 291a SGB V) über die Telematikinfrastruktur umgesetzt werden sollte, ist die sogenannte elektronische Patientenakte. Diese Anwendung sollte es dem Patienten ermöglichen, seine Versorgungsdaten in einer eigenen Dokumentation zu führen und mit den Systemen seiner Behandler elektronisch zu kommunizieren. Bei der Gesetzgebung wurde der Fokus sehr eng gefasst, um aus Datenschutzgründen eine enge Zweckbindung der elektronischen Patientenakte sicher zu stellen. Wichtige Themen wie die Partizipation der Bürger und Patienten an der medizinischen Forschung wurden ausgeklammert. Werden die Prozesse der elektronischen Datenerfassung in der Versorgung und in der medizinisch-klinischen Forschung (z. B. den Universitätskliniken) betrachtet, so fällt auf, dass relevante Daten für die Versorgung und die Forschung häufig identisch sind. Da die Systeme von Forschung und Versorgung aber getrennt voneinander betrieben werden, kommt es zu Doppelerfassungen. Diese Doppelerfassungen sind für einen Anwender, der Daten in beide Systeme eintragen muss, schwer nachvollziehbar - auch die gewünschte Partizipation der Patienten an Forschungsvorhaben ist so kaum möglich. Die grundlegende Idee dieser Arbeit ist es, eine Schnittstelle zwischen einer elektronischen Patientenakte und der medizinischen Forschung gemäß den Vorgaben der nationalen Telematikinfrastruktur zu konzipieren. Damit soll dem oben geschilderten Problem der Doppelerfassung von Patientendaten entgegengewirkt werden, indem mit Hilfe dieser Schnittstelle ein Austausch von Patientendaten über eine elektronische Patientenakte zwischen den Systemen der Versorgung und Forschung ermöglicht wird. Zu diesem Zweck wurden zunächst die Systeme der Versorgung und der Forschung analysiert und ein Kommunikationsmodell sowie Datenschutzanforderungen für die Kommunikation zwischen einer elektronischen Patientenakte und den Systemen der Forschung formuliert. Auf Grundlage des Kommunikationsmodells und der Datenschutzanforderungen wurden sowohl eine Fach- als auch eine Sicherheitsarchitektur für die Schnittstelle zwischen einer elektronischen Patientenakte und den Systemen der Forschung beschrieben. Als Ergebnis konnte herausgestellt werden, dass die Anbindung der IT-Systeme der medizinischen Forschung über eine elektronische Patientenakte sicher und datenschutzkonform umgesetzt werden kann. Abschließend wird der entstandene Ansatz mit bisherigen Lösungen zur Nutzung von Versorgungsdaten für die medizinische Forschung kritisch verglichen und die Stärken einer in der nationalen Telematikinfrastruktur integrierte Löschung gegenüber alleinstehenden Insellösungen hervorgehoben. Es wird herausgestellt, dass die grundlegenden Konzepte stehen, aber noch erheblicher Aufwand erbracht werden muss, um ein auf nationaler Ebene verfügbares System bereitzustellen. Vorschläge für die weiteren Arbeiten zu einem funktionierenden System sowie weitere Potentiale der Ergebnisse dieser Arbeit werden in einem Ausblick aufgezeigt.