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Veranderende rol van die skoolhoof in die staatsondersteunde (Model C-) skool in die RSARossouw, J. P. (Johannes Petrus), 1953- 06 1900 (has links)
Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot
mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van
staatsondersteunde (Model C-) skole.
In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die
bestuur van die personeel en die gemeenskapsbetrokkenheid.
bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level.
In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement
of schools, namely the management of state-aided (Model C) schools,
are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have
been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement
The research concluded with the following findings: A participatory, transparent management style is the key to effective and
successful self-management of schools. Financial management has caused the biggest single change in the task of the
principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school.
The principal, management body and parents ought to ensure that a
partnership is developed in which there is openness, mutual trust and
collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively.
The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.
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'n Model vir leerlingdeelname aan skoolbestuur / Jurgens Johannes KokKok, Jurgens Johannes January 2000 (has links)
Since the democratic election in 1994 and the publishing of the SA Schools Act on
the 16th of November 1996 the South African education system has undergone a
fundamental transformation. Pupils are regarded as a specific interest group that
stands in a partnership relationship with other interest groups (stakeholders) in the
school. The principle of partnership advocated by the South African Schools Act
invites pupils to partake in and share responsibility for the governance, organising
and funding of public schools. To participate in school management pupils have to be
part of participative structures. Two such structures for pupil participation and
representation exist in South African schools, namely SRC's and the governing body
of the school.
The aim of this research is to develop a model for pupil participation in the
management of schools and specific attention was given to participative
management of pupils on the SRC and governing body of the school. In order to
operationalize the above mentioned aim an analysis of the nature of participative
management by pupils was done on the basis of theoretical approaches to
participative management.
Participative management by pupils can only be successful if the following
participative management techniques namely pupil participation, pupil empowerment,
influence. participative decision-making, delegation, democracy, decentralization,
committees and meetings are interwoven with the participative management process.
Pupil participation can also be successful if the advantages of such participation is
realised by all school interest groups.
The structure and functioning of pupil participation in the management activities of
the school is reviewed firstly by giving attention to the practices of pupil participation
in the education systems of a few international countries. This is done by analizing
the structure of each education system, the statutory directives for pupil participation
and the structures for pupil participation in these education systems. Secondly the
managerial involvement of pupils in the management activities of SRC's and the
governing bodies of schools was reviewed, while certain lacunas that resulted from
the lack of information were addressed by empirical research.
As a result of the preceding criteria a model for pupil participation in school
management was developed and certain findings and recommendations were
derived from it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000
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'n Model vir leerlingdeelname aan skoolbestuur / Jurgens Johannes KokKok, Jurgens Johannes January 2000 (has links)
Since the democratic election in 1994 and the publishing of the SA Schools Act on
the 16th of November 1996 the South African education system has undergone a
fundamental transformation. Pupils are regarded as a specific interest group that
stands in a partnership relationship with other interest groups (stakeholders) in the
school. The principle of partnership advocated by the South African Schools Act
invites pupils to partake in and share responsibility for the governance, organising
and funding of public schools. To participate in school management pupils have to be
part of participative structures. Two such structures for pupil participation and
representation exist in South African schools, namely SRC's and the governing body
of the school.
The aim of this research is to develop a model for pupil participation in the
management of schools and specific attention was given to participative
management of pupils on the SRC and governing body of the school. In order to
operationalize the above mentioned aim an analysis of the nature of participative
management by pupils was done on the basis of theoretical approaches to
participative management.
Participative management by pupils can only be successful if the following
participative management techniques namely pupil participation, pupil empowerment,
influence. participative decision-making, delegation, democracy, decentralization,
committees and meetings are interwoven with the participative management process.
Pupil participation can also be successful if the advantages of such participation is
realised by all school interest groups.
The structure and functioning of pupil participation in the management activities of
the school is reviewed firstly by giving attention to the practices of pupil participation
in the education systems of a few international countries. This is done by analizing
the structure of each education system, the statutory directives for pupil participation
and the structures for pupil participation in these education systems. Secondly the
managerial involvement of pupils in the management activities of SRC's and the
governing bodies of schools was reviewed, while certain lacunas that resulted from
the lack of information were addressed by empirical research.
As a result of the preceding criteria a model for pupil participation in school
management was developed and certain findings and recommendations were
derived from it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000
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Self-managing schools in Gauteng : challenges and opportunities for school-based managersSoga, Nombasa Ncediwe 15 June 2004 (has links)
Self-management is a relatively new concept in South Africa. The transformation of education after 1994 resulted in the promulgation of the South African Schools Act (SASA) 84 of 1996, which started the process of decentralisation of education. The SASA mandates the school governing bodies (SGBs) to play an active role in decision making in schools. The justification for the self-management of schools is that it promotes effectiveness and efficiency in schools.
The aim of the study was to investigate the challenges that are faced and the benefits/opportunities that exist for self-managing schools. The secondary aim of the study was to investigate how self-managing schools could be supported so that they become more efficient and effective.
This study focuses on 2 ex-DET self-managing schools in Gauteng. The findings reveal that teamwork amongst educators, parents and communities is essential for self-managing schools to be effective and efficient. / Educational Studies / M.Ed. (Education Management)
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Veranderende rol van die skoolhoof in die staatsondersteunde (Model C-) skool in die RSARossouw, J. P. (Johannes Petrus), 1953- 06 1900 (has links)
Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot
mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van
staatsondersteunde (Model C-) skole.
In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die
bestuur van die personeel en die gemeenskapsbetrokkenheid.
bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level.
In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement
of schools, namely the management of state-aided (Model C) schools,
are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have
been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement
The research concluded with the following findings: A participatory, transparent management style is the key to effective and
successful self-management of schools. Financial management has caused the biggest single change in the task of the
principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school.
The principal, management body and parents ought to ensure that a
partnership is developed in which there is openness, mutual trust and
collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively.
The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.
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Challenges of managing a shool with migrant learners : a case of Tshipise- Sagole Rural DistrictMaila, Ntshengedzeni 07 January 2016 (has links)
Department of Educational Management / DEd
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Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South AfricaNndwamato, Tendani Elizabeth 18 September 2017 (has links)
MEd (Educational Management) / Department of Educational Management / The aim of the study was to investigate challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks. An in-depth study of literature was undertaken, taking into consideration the following research question: What are the challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks in the Thohoyandou cluster of the Limpopo Province? The study used the qualitative and quantitative approaches. Purposive sampling was used in the selection of participants for the qualitative data and simple random sampling was used in the selection of participants for the quatitative data. Qualitative data was collected through the interviews and quantitative data was collected through questionnaires. The interview schedule was employed to collect qualitative data and 12 participants (8 SMT members and 4 curriculum advisors for Mathematics in the Thohoyandou cluster) were interviewed. Questionnaires were used to collect quantitative data and were completed by 75 Mathematics teachers. Qualitative data was analysed thematically and quantitative data was analysed through SPSS version 23. The study revealed that: Lack of understanding and knowledge of the process of school-based moderation of mathematics is a serious worm that needs to be addressed soon. Moderation of school-based assessment was not monitored appropriately. The study recommended that the Department of Basic Education should conduct workshops and train SMT members on the importance of school-based moderation to ensure quality teaching and learning of Mathematics.
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