M.Ed. / Please refer to full text to view abstract

M.Ed. (Education Management) / Please refer to full text to view abstract

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

M.Ed. / The objective of this study was to investigate the proportion of teachers' input with regard to career and future orientation. A literature study was undertaken and it is evident that against a background of change in society and the economy, there is a definite need for more specific and up to date career and future orientation in the schools. Furthermore, the importance of career and future orientation as a process is emphasised. In chapter two, all the essential components of career and future orientation are identified, and a model illustrating the integration of these two aspects as a cyclical process is posited. An empirical study was undertaken and these components were used to develop the research instrument. The research design is discussed in chapter three. In chapter four the hypotheses for each item are tested, and the findings are discussed. A summary of these findings, together with the conclusions, recommendations and suggestions for further research are made in this chapter. Within the context of the paradigm shift which has taken place within the new dispensation for education, from in-put curriculum model to process out-put approach (COTEP, 1996: preface), as well as considering the altruistic nature of teaching, it becomes evident that responsibilities of the teacher rise above and beyond the call of duty which existed in the past. Education should equip its learners with skills that go beyond the basics (Calitz, 1991:10). In terms of the responsibilities of teachers as set out in the Provincial Gazette Extraordinary (1995:50) teachers clearly have a responsibility which goes beyond merely teaching subject content. Prof. Bengu makes the following statement: °Our message is that education and training must change. It cannot be business as usual in our schools, colleges, technikons and universities. the national project of reconstruction and development compels everyone in education and training to accept the challenge of creating a system which cultivates and liberates the talents of all our people without exception"(Govemment Gazette, 1995:5). The teacher must endeavour to educate pupils towards self-actualisation in order to improve the quality of life for both the individual and the country (Government Gazette, 1995:21). According to Van der Merwe and Berkhout, (1991:96) the effects of unemployment on our education system are especially noticeable in terms of the objectives of education, learners and learning content. New parameters are being set for the competence of the people who must help others to achieve competence. It should not be a case of °do as I read in a book, or do as I did 20 years ago° (Gamble & Tyers, 1994:11). It appears that in the context of social change and the subsequent need for guidance, the advent of a global economy, and different manpower requirements, as well as in light of growing unemployment amongst manpower wrongly trained, career and future orientation should become a continuous process throughout the everyday learning experience of the pupil, so that the human resources of South Africa can be developed to the optimum. The findings of this research indicate that teachers by and large believe their input with regard to career and future orientation to be adequate. However, from data collected in the empirical investigation, it is evident that teachers do not perceive themselves as actively participating in the orientation of pupils towards a career and their future. With regard to the items pertaining to this study, it appears that teachers tend to be more active in future orientation activities than career orientation. Taking into consideration the distinction made between career orientation and future orientation, the following findings are illustrated by the analysis of the data. With regard to future orientation, concerning helping pupils to prioritise life-values, teaching decision making skills and helping pupils to set realistic goals for their future, teachers perceive these as being activities in which they deliver a higher input than the career orientation activities. These future orientation activities feature first, second and third in rank order in terms of the perception of teachers with regard to the proportion of their input (see table 4.1). Furthermore, according to the results of the research, it seems that the senior primary teachers and those who are in managerial positions are more concerned with future orientation (refer 4.8 and 4.10).

Thesis (MBA)--Stellenbosch University, 2012. / Vision and mission statements are believed to play an important role in organisations in their quest to provide clear and concise guidance to their ambitions and purpose. This is especially true for not-for profit organisations as they do not have a ‘bottom-line’ to drive performances and other strategic decisions. Although several studies have been conducted on the effect of effective vision and mission statements on organisations, there is no evidence of a study having been conducted on secondary schools in the Helderberg area, to the best of the researcher’s knowledge. The aim of this study was to explore the extent to which the vision and mission statements are communicated and used within the two secondary schools as part of their decision making processes, especially by the principals of these schools. In order to sufficiently address the implementation, communication and integration of the vision and mission statements in the secondary schools, the following research questions were formulated: • What is the level to which the school’s mission and vision statements are used by its principals to guide decision-making processes and the setting of goals and ambitions? • How well are the school’s mission and vision statements communicated to – and understood by its stakeholders? • How to properly create and integrate the school’s vision and mission statements in order to ensure improved and sustainable academic performances This study explores the levels of communication of the vision and mission statements most notably by the principals to the rest of the school’s stakeholders and the integration of these statements into the daily decision making processes. Furthermore, the study investigates the review process of these statements and whether the principals embody the values and visions of their respective schools. From the analysis of the findings, it was clear that these statements are still largely unknown within the two schools, as only 54% of the correspondents have ever seen these statements. The views were varied about whether principals have communicated the vision and mission statements to the stakeholders of the schools. According to Sherman (2001: 24) the ability to clearly and concisely communicate the vision and mission of the organisation is a critical characteristic of leadership. The study also concluded that the statements appeared to not have been fully understood, embodied and communicated by both the principals interviewed. The lack of a clear strategy and the focus on solving crisis issues at the schools were evident during the interviews with both principals. This research findings were analysed, concluded and recommendations made on the factors that could assist the establishment, communication and integration of the vision and mission statements within secondary schools within the Helderberg area.

M.Ed. / Democracy is the focal point of this discussion. South Africa is a new democracy and its success depends on the quality of the contribution that her citizens will make. Enthusiasm alone will not work, but if coupled with a knowledge about democratic principles, it can make a difference. This study focuses on participation and co-responsibility as democratic principles. The school is seen as a place where these principles can be taught in a systematic way. The problems which are therefore addressed in this dissertation are, whether children are sufficiently informed about participation and co-responsibility by the time they reach Std. 10 and whether there are any aspects with regard to these principles about which children have almost no knowledge.