• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 252
  • 18
  • 8
  • 6
  • 5
  • 5
  • 5
  • 5
  • 5
  • 4
  • 2
  • 2
  • 2
  • 2
  • 1
  • Tagged with
  • 329
  • 329
  • 178
  • 159
  • 127
  • 119
  • 118
  • 90
  • 86
  • 59
  • 58
  • 56
  • 53
  • 44
  • 43
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
121

The role of the school governing bodies in creating an educative climate in schools : a case study of a school in Soweto South Africa

Thekiso, Maria Monki 11 1900 (has links)
This study is about the School Governing Bodies (SGBs) which currently run schools in the country and it was done in a school in Soweto as a case study. The participants were the vice-chairperson, principal, deputy, secretary and treasurer because these are the core of the executive membership of the SGBs. The role of each is fully described in the policy documents of the Department of Basic Education. The focus of the study was to find out whether the SGBs do indeed create an educative atmosphere in schools as laid down in the government policies or have the discretion and leeway to deviate from such without incurring the wrought of the Department. The research was conducted through the qualitative approach because it involved a series of in-depth interviews. The study used a purposive sampling method to identify a few participants who are actually involved in the management of the selected school. Hence, the research findings are such that the interviewees claim that they knew very little of their new responsibilities, duties and functions when they took office but gradually they acquired the necessary information, knowledge and skills to discharge their exacting mandate. They point out that the South Africa School’s Act 84 of 1996 is the most informative policy document that guided and also assisted them in carrying out their responsibilities with confidence. In the final analysis, the study revealed that workshops on skills development are very much important because they are empowering. From the research findings various themes emerged which formed the basis upon which the following proposal was made, i.e. that: a methodological theoretical framework that has at its core the SGB with other important stakeholders in the periphery contributing towards creating an educative climate in the school be established. / Educational Leadership and Management / D. Ed. (Education Management and Leadership)
122

Die impak van beheerliggame as komponent van onderwysbestuur tydens die herstruktureringsproses

Kesten, Elaine 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The South African education system, like any other organisation is constantly in the process of change. Critical issues that gave rise to the transformation of the education system in South Africa will be identified in this study. The education crisis is briefly discussed with reference to the educational, social and political demands. A synopsis of the reports, recommendations and outcomes is given. The conclusion drawn from all these reports was that there was a need for a new democratic education system. The establishment of a single, unified democratic education system was therefore the ideal that was striven for. A framework of the new democratic system with special reference to the historical developments prior to 1994 until the integrated system that officially came into power with the 1996 Schools Act is broadly discussed. Matters referred to include, the political struggle and the education crises that gave rise to restructuring, the establishment of a new system as well as the problems surrounding governance and management in the new system. Various governance and management models relevant to transformation and democracy are examined. The conclusion reached is that a real partnership that builds on mutual trust and respect is the desired relationship to promote democracy. Consequently a variety of governing and management partnerships are described and their implications for education identified. Educational governance and management are complex issues and the decentralisation of political balance at national and local level is placed under a magnifying glass. The steps taken to reinforce and re-establish this educational partnership are also evaluated. Focus is placed on the activities especially of the governing bodies of individual schools and how the democratic process is interpreted and the principles applied by the role players. The impact of a governing body as a "juristic person" on the existence of their individual schools is assessed. The different standards, values and attitudes reflected through governance in the education process are indicated. In the light of the problems with integration in the educational process and interpretation of certain laws a concept analysis has been done and various shortcomings, successes, and future trends pinpointed. In conclusion, certain recommendations are made for successful governance and management during the restructuring process. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwysstelsel, soos enige ander organisasie, is gedurig in 'n proses van verandering. In hierdie studie word die kritiese kwessies wat aanleiding gegee het tot die transformasie van die onderwysstelsel in Suid- Afrika geïdentifiseer. Die krisisse wat in die onderwys ontstaan is kortliks beskryf na aanleiding van onderwyskundige, sosiale en politieke eise. 'n Oorsig is oor verslae, aanbevelings en uitkomste gegee. Uit die gevolgtrekking gemaak uit alle verslae was dat daar 'n behoefte aan 'n nuwe demokratiese onderwysstelsel bestaan het. Die stigting van 'n enkele, verenigde demokratiese onderwysstelsel is dus die ideaal wat nagestreef word. 'n Raamwerk van die nuwe demokratiese stelsel word breedvoerig bespreek met spesiale verwysing na die historiese aanloop voor 1994 tot die geïntegreerde stelsel wat amptelik in werking getree het met die 1996 Skolewet. Daar is onder andere verwys na die politieke stryd en die onderwyskrisisse wat aanleiding gegee het tot die herstrukturering, die stigting van die nuwe stelsel asook die problematiek rondom beheer en bestuur in hierdie nuwe stelsel. Enkele bestuurs- en beheermodelle wat relevant is vir transformasie en demokrasie is ondersoek. Daar is tot die gevolgtrekking gekom dat 'n werklike vennootskap gebou op wedersydse vertroue en respek die gewenste verhouding is om demokrasie te bevorder. Gevolglik is etlike bestuurs- en beheervennootskappe beskryf en enkele implikasies daarvan vir onderwys uitgespel. Onderwysbeheer en bestuur is komplekse aangeleenthede en die desentralisasie van politieke balans op nasionale en plaaslike vlak word ook onder 'n vergrootglas geplaas. Watter stappe gedoen word om hierdie balans te verstewig en te herbevestig in die onderwysvennootskap is ook gëevalueer. Fokus is geplaas op die werksaamhede van veral die beheerliggaam van individuele skole en hoe die demokratiese proses geïnterpreteer en die beginsels toegepas word deur die betrokke partye. Die impak wat beheerliggame as "regspersoon" op die voortbestaan van die individuele skole het, word geassesseer. Daar word op verskillende waardes, standaarde en houdings soos gereflekteer deur beheerstrukture in die onderwysstelsel, gewys. 'n Konsep-analise is gedoen in die lig van die problematiek met integrerasie in die onderwysstelsel en interpretasie van wette en enkele tekortkominge, suksesse en toekomstige ontwikkelings uitgelig. Ten slotte is aanbevelings gemaak vir die suksesvolle beheer en bestuur van die onderwys tydens die herstruktureringsproses.
123

Vermont's Sacred Cow: A Case Study of Local Control of Schools

Martin, Michael Steven 01 January 2017 (has links)
ABSTRACT When it comes to school governance, the concept of "local control" endures as a powerful social construct in some regions of the United States. In New England states, where traditional town meetings and small school districts still exist as important local institutions, the idea of local control is still an important element of policy considerations, despite increasing state and federal regulation of education in recent years. With its small school districts and myriad governance structures, Vermont represents an extreme case example of the intersection between participatory democracy and the local control of schools. With nearly 285 school boards composed of over 1,400 school board members for a statewide k-12 population of just over 88,000 students, Vermont has the most board members per pupil in the nation. In addition, the state's patchwork of local districts, supervisory unions, unified districts, and other governance entities make up the most complex school governance system in the country. Following the passage of Act 46 in 2015, Vermont school districts began new voluntary merger negotiations and restructuring through the process known as "unification". This qualitative case study of Vermont school governance examined the question of local control as a social construct across four school districts which, taken together, represent a range of attributes as defined by geography, demographics, and governance structures. Extended structured interviews comprised of image-based prompts and open-ended questions with 19 school board members provided the principal source of data. A review of state and local documents and interviews with 11 superintendents and policymakers allowed for triangulation of the data. Results suggested these principal findings: 1) multiple meanings of local control coexist, 2) statutory requirements and limited local resources curtail the exercise of local control in practice, and 3) school boards are starting to take a broader view of governance by emphasizing stewardship over micromanagement and redefining local communities beyond town boundaries.
124

Financial management as the function of the school governing body.

20 August 2008 (has links)
A financial function is one of the aspects of a business enterprise and a department that is involved with finances of the business is known as a financial department. Financial management, as a discipline, is interlinked with other activities that occur within a business organization such as production, marketing, purchasing, personnel functions, et cetera (Cronje, et. al. 1991:16,22). In a school organization there are different departments and committees, which are dependent on the financial committee of the institution for their survival. The finance committee focuses on making decisions with regard to the finances of the school and the generation of extra income, through alternative sources to add value to the organization, for the reason that schools cannot operate successfully with school fund only. Berkhout and Berkhout (1992:4) outline sources of finance that can assist the committee to generate more funds. For a school to operate and perform, the financial management function effectively, it is necessary for one to understand the internal and external environmental factors, which can affect the smooth running of the school. / Dr. P.J. du Plessis
125

Die voortgesette opleiding van skoolbeheerliggame : 'n taak van die skoolbestuurspan

14 August 2012 (has links)
D.Ed. / This research focussed on how the school management team could create in—service training opportunities for school governing bodies because the management team has the finger on the pulse of the exact needs of the schools. Firstly a literary review was undertaken to determine how school governing bodies are presently functioning. The following findings were deduced: There is a definite need for further training for the school governing bodies of previously disadvantaged schools. Most school governing bodies do not function effectively as a result of uncertainty of their roles and powers, the lack of relevant knowledge and skills as well as the fact that a large number of the parent body is illiterate. Schools do not create enough training opportunities for their governing bodies. Secondly, an empirical study was undertaken in order to achieve the goal of this research. Structured questionnaire and focus group interviews were used. The above research instruments were based on the perceptions of respondents with regard to effective school governance and in- service training of governing bodies. Three representative groups on the governing body namely parents, teachers and principals were used as respondents. The questionnaire consists of a Section A ( biographical details), Section B (accountable school governance) and Section C (school based training). Section B and Section C consist of 16 items each. After a factor analysis of Section B one factor emerged. This factor had a Cronbach-Alpha-reliability coefficient of 0.955 and was named accountable school governance. Hypotheses based on accountable school governance were stated. The data was analysed and interpreted by comparing the mean scores of: two independent groups; and three or more independent groups. Statistical significant differences between two independent groups were investigated by using Levene's student t-test. Where three or more independent groups were involved, ANOVA (Analysis Of Variance) followed by Dunette T3 or Scheffe tests were used. Discussions and explanations of the mean scores were provided. The perceptions of the majority of the respondents were that their governing bodies do not execute their duties and responsibilities effectively.The factor analysis of Section C was problematic in that only seven out of sixteen items could be used to form a factor. hi spite of a very low Cronbach-Alpha-reliability coefficient of 0.592 this factor could be named as school based training. Focus group Tell me how you experienced the training workshops that were organised by the Department of Education? What are your feelings that the school should be involved in the training of school governing bodies? The responses from the interviews indicated that the majority of the respondents were not satisfied with the training workshops that were organised by the Department of Education. The general feeling was that the workshops were very infrequent. It was recommended that training should take place on a continuous basis. This will enable members of governing bodies to develop their potential, which will in turn contribute The respondents were not in favour of the school management team providing training to school governing bodies. They were concerned that the management team would not be as objective as external organisations or institutions. However they were of the opinion that the school is in the best position to solve its own problems. A shadow period for training should be provided where the old office bearers serve as mentors for the newly elected members. This is to ensure stability and continuity of the organisation. In this regard the school management team should plan, control and co-ordinate in-service training programs on a continuous basis.
126

School governing bodies: the impact on school principals

Lebethe, Mosiwa Elias Kenneth 19 May 2014 (has links)
Fundamentally, the new school governance policy brought to life by the South African Schools Act of 19iv, intended to transform and restructure education governance in public schools, so that through full representation and participation of all role players/stake-holders in school governance through their School Governing Bodies (SGB), effective governance of schools could be attained and enhanced. What emerges from the practice is that in exception of intended effects, this policy also yields unintended effects. These unintended effects then, tend to counteract the basic objective of the new school governance policy. Hence the aims of this study are two-fold: (a) to explore critically the impact of SGB on school principals in the Klerksdorp/Potchefstroom region, and to highlight the dynamics of relationships, and modus operand! of both SGB and school principals, and what it takes to promote partnerships that will alternatively result in effective school governance. The critical exploration of the impact of SGB on school principals in the Klerksdorp/Potchefstroom region was conducted through a survey method. Randomly fifteen public secondary schools were selected from former education departments. Data gathering techniques comprised of structured questionaires, unstructured, open-ended interviews, observation of formal meetings and the study and analysis of relevant documents. Analysis of data was carried out in terms of Bell's, (1993, p. 127) criterion: What emerged out of this study was that the new policy yielded significant changes in terms of:- (i) power relations, (ii) decision-making processes, (iii) levels of accountability and (iv) responsibility, (v) general compliance with legal and constitutional requirements but with little or no shift in mindset (paradigm), (vi) an increase in workload of principals (especially in African schools) due to lack of capacity and finally (vii) intentional or unintentional failure to embrace certain reforms. These outcomes constitute intended and unintended effects. On the basis of the above-mentioned outcomes one may conclude by agreeing with 'Thomas (1992, p. 127) assertion that: “The dilemma of school reform arises from the relationship between school governors and professionals within schools”. Certainly transformation of school governance in Souih Africa is likely to experience this same dilemma. Secondly Mortimore and Mortimore (1991, p. 128) in turn alleged that: - “Under both the 1986 Act and the Education Reform Act of 1988, School Governing Bodies have increased powers and responsibilities, the exercise of which called, for a rethinking of relationships between a head teacher and his/her S..G.B.” Like-wise the S.A.S.A of 1996, empower SGBs through the transference of certain roles and responsibilities to them. A review of relationships between school principals and S.G.B within every public school in South Africa is a "must", if school principals and F G.B, aim at attaining effective governance in their schools in line with the S.AS.A of 1996 and the Constitution of the R. S. A 1996. Key words1- school governing bodies; school principals; roles and responsibilities; effective partnerships; governance policy; levels of accountability and responsibility; relationships; review and reconceptualisation; power relations; stakeholders.
127

The role of the school governing bodies in Lesotho: A case study of four high schools

Matalasi, Julia Masetho 22 May 2014 (has links)
The involvement and active participation o f stakeholders in school governance through a fair representation creates a sense o f accountability, ownership and belonging to a school. This study examined and assessed the roles and functions played by the School Governing Bodies (SGBs) in Lesotho Secondary and high schools. In doing this, the study investigates how the roles and functions are put into practice and find out the stakeholders perceptions about the SGBs. A case study of four high schools was carried out. To capture the stakeholders’ perception about the SGBs, the study used semi-structured interviews and unstructured observations. The opinions were sought from the following stakeholders; parents ,teachers, chiefs, proprietor’s, nominees, district education officers (DEOs) and District Resource Teachers(DRTs). In addition, this study was informed by local and international literature on school governance. The study reveals that even though tha Lesotho policy on school governance was established within a short time without adequate preparations, the structure is highly supported by the respondents. However the members o f SGBs need regular training for the duties they are expected to perform and to know the powers they have. The findings also indicate that, if there are strong bonds and partnerships between the members of SGBs, teachers, students and the community at large, there will be cooperation and commitment. The study recommends that learners should be included in the SGB because they are future leaders. If you do not take the children forward, the future will remain in the past.
128

A participação do conselho escolar na elaboração do plano plurianual de gestão da ETEC Antonio Devisate /

Matsumoto, Thais Yuri. January 2018 (has links)
Orientador: Cândido Giraldez Vieitez / Banca: Neusa Maria Dal Ri / Banca: Érika Porceli Alaniz / Resumo: O presente estudo tem como foco principal a atuação do Conselho de Escola na elaboração do Plano Plurianual de Gestão da Escola Técnica Estadual "Antonio Devisate", com o objetivo de identificar os limites e as possibilidades de participação dos membros desse órgão colegiado no processo de elaboração do plano escolar. O Conselho de Escola é um órgão deliberativo que está presente na Escola Técnica Estadual "Antonio Devisate" e em todas as escolas técnicas do Centro Paula Souza, autarquia do Estado de São Paulo, sob o mesmo regimento e aparatos administrativos. Para a análise e compreensão dessa realidade, o estudo apresenta as políticas educacionais; a caracterização do Conselho de Escola; os parâmetros legais que regem a concepção do Plano Plurianual de Gestão da Escola Técnica Estadual "Antonio Devisate"; e a participação do Conselho de Escola no processo de elaboração do Plano Plurianual de Gestão. Para investigar a realidade foi realizado a pesquisa empírica de abordagem qualitativa, tendo como objeto de estudo o Conselho de Escola da Escola Técnica Estadual "Antonio Devisate". Os dados foram coletados por meio de análise de documentos administrativos e entrevista com os membros do Conselho Escolar da gestão vigente para identificar a participação na elaboração do Plano Plurianual de Gestão da Escola Técnica Estadual "Antonio Devisate". Com a pesquisa conclui-se que os dispositivos legais e administrativos não garantem a plena atuação e participação do Conselho de Escola ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This present study has as main focus the performance of the School Council in the elaboration of the Plurianual Plan of Management of the State Technical School "Antonio Devisate", with the objective of identifying the limits and possibilities of participation of the members of this collegiate organ in the process of elaboration of the school plan The School Council is a deliberative organization that is present at the State Technical School "Antonio Devisate" and in all technical schools of the Centro Paula Souza, an autonomous state of São Paulo, under the same regiment and administrative apparatus. For the analysis and understanding of this reality, the study presents educational policies; the characterization of the School Council; the legal parameters governing the design of the Plurianual Plan of Management of the State Technical School "Antonio Devisate"; and the participation of the School Council in the process of preparing the Plurianual Plan of Management. In order to investigate the reality, the empirical research of qualitative approach was carried out, having as object of study the School Council of the State Technical School "Antonio Devisate". The data were collected through analysis of administrative documents and interviews with the members of the School Council; the legal parameters governing the design of the Plurianual Plan of Management of the State of the current management to identify the participation in the elaboration of the Plurianual Plan of Manag... (Complete abstract click electronic access below) / Mestre
129

A gest?o democr?tica na rede de educa??o profissional do Estado do Rio de Janeiro: A institucionaliza??o dos conselhos escolares / The democratic management in profissional education systems of Rio de Janeiro state: the school councils institutionalization

BARBOSA, Shirlene Consuelo Alves 31 March 2016 (has links)
Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-04-25T18:51:59Z No. of bitstreams: 1 2016 - Shirlene Consuelo Alves Barbosa.pdf: 1131547 bytes, checksum: 102d37cc70c7d60e32c2eba99aac7509 (MD5) / Made available in DSpace on 2017-04-25T18:51:59Z (GMT). No. of bitstreams: 1 2016 - Shirlene Consuelo Alves Barbosa.pdf: 1131547 bytes, checksum: 102d37cc70c7d60e32c2eba99aac7509 (MD5) Previous issue date: 2016-03-31 / This dissertation investigates how the democratic management is embedded in normative documents and inside Technological Educational Institutes, in State schools in Rio de Janeiro, focusing on Foundation of Support to Technical School (FAETEC). In this study the advances of educational policy will be discussed concerning the incorporation of the principle of democratic management in public system, since the Federal Constitution of 1988 until the PNE (the National Education Plan) of 2001 and, more specifically, in 2014. In this research, we try to identify how the question of participation has been incorporated by the FAETEC schools, analyzing the rules o the school councils. This study is concerned with the consolidation of the democratic management in this Institution and its branches, according to the Federal Constitution of 1988, the LDB (Brazilian Educational System) and to the National Education Plan. The implementation of School councils in Public schoolsis believed to represent a privileged forum to actualize the participation and the democratic management, besides promoting changes towards the participation of the school community into the decisions made there. It's intended, in the first place, to analyze how FAETEC was leading the implementation of the democratic management, the role of participation and the establishment of School councils in its branches in order to find out if the strategies and goals defined by the PNE were being accomplished. More specifically, this work claims to: (1) Analyze the power structure and how the decisions are made, according to the rules of the aforementioned institution; (2) Identify the obstacles that burden the proper implementation of actions oriented by participation nature and (3) Describe how the institution is organized to accomplish the pro participation demanded by the guidelines that can be found on the Federal Constitution/1988, LDB/1996 and the PNE/2014. A weak participation of the school community can be identified when the decisions are made, which lead to centralization of the power benefiting only the local managers. Although the professionals seem to comprehend the importance of the democratic management, the documents analyzed show how some behaviors try cover the lack of participation by the school community, even with democratic speeches and principles being announced as they were being applied. It's been concluded that the institutionalization of the School Council is guaranteed by legal documents, but it does not assure the proper establishment of it. It's understood that FAETEC was conceived taking into consideration the educational policies of the federal government, thus, it's identified that this institution has a ?hybrid? conception, in other words, its organization system follows the changes of the federal technical education and this hybridization may represent another defying factor to the consolidation of the democratic management. / Esta disserta??o investiga como a gest?o democr?tica se insere em documentos normativos e nas institui??es dedicadas ? educa??o profissional tecnol?gica, na rede estadual do Rio de Janeiro, focalizando a Funda??o de Apoio ? Escola T?cnica (FAETEC). Neste trabalho discutimos os avan?os da pol?tica educacional no que se refere a incorpora??o do princ?pio da gest?o democr?tica da educa??o p?blica, a partir da Constitui??o Federal de 1988, na LDB, e por fim, no Plano Nacional de Educa??o, de 2001, e mais especificamente de 2014.Nesta pesquisa, buscamos identificar como a tem?tica da participa??o tem sido incorporada pela rede FAETEC, atrav?s da an?lise de suas normativas, por meio dos conselhos escolares. Nosso estudo se preocupa com a consolida??o da gest?o democr?tica na institui??o e em suas unidades, conforme prev? a Constitui??o Federal de 1988, a Lei de Diretrizes e Bases da Educa??o, bem como o Plano Nacional de Educa??o. Partimos do entendimento deque os conselhos escolares s?o uma inst?ncia privilegiada na efetiva??o da participa??o e da gest?o democr?tica e que sua implanta??o e funcionamento nas escolas p?blicas promovem mudan?as na cultura pol?tica organizacional no sentido de estimular a participa??o da comunidade escolar. Objetivamos, inicialmente, analisar como a FAETEC estava conduzindo o processo de implanta??o da gest?o democr?tica e qual o papel da participa??o, em sentido lato e dos conselhos escolares, mais especificamente, nas suas unidades, face ?s metas e estrat?gias previstas para a gest?o democr?tica da educa??o p?blica no atual PNE. De forma mais espec?fica, s?o objetivos deste trabalho: (1) Analisar a estrutura de poder e os processos decis?rios, segundo as normativas da institui??o investigada; (2) Identificar quais s?o os principais obst?culos encontrados para a defini??o e implementa??o de a??es de car?ter participativo na institui??o e (3) Descrever como a institui??o se organiza para atuar conforme ?s diretrizes pr?-participa??o presentes na Constitui??o Federal/1988, LDB/1996 e PNE/2014. Identificamos uma t?mida participa??o da comunidade escolar nas tomadas de decis?es e, de certa forma, beneficiando os processos de centraliza??o de poder e os atores que est?o como gestores locais. Embora os profissionais demonstrem compreens?o da import?ncia da gest?o democr?tica, percebemos nos documentos analisados que a par de princ?pios e discursos democr?ticos persistem pr?ticas que mascaram e encobrem a aus?ncia de participa??o da comunidade escolar nos processos decis?rios. Conclu?mos que a institucionaliza??o do Conselho Escolar ? garantida pelos documentos legais, mas isso n?o assegura a efetiva??o dos conselhos escolares. Inferimos que a FAETEC foi concebida levando em considera??o as pol?ticas educacionais do governo federal, assim, identificamos que esta institui??o tem uma concep??o "h?brida", ou seja, sua forma de organiza??o acompanha as mudan?as do ensino t?cnico federal e essa hibridiza??o pode ser considerada como mais um fator desafiante na consolida??o da gest?o democr?tica.
130

Challenges to parental participation in school governance

Mashamaite, Dimakatso Engeneus January 2005 (has links)
Thesis (M. Dev.) --University of Limpopo, 2005 / Refer to document

Page generated in 0.0996 seconds