This thesis is based on research aimed to develop and test a systematic framework to describe and analyse dysfunctions in underperforming schools in South Africa, the Explanatory Model of School Dysfunctions. The theoretical foundation of the model was created by synthesising the literature from various disciplines and conceptualising dysfunctions in relation to their antecedents, motivations, and consequences. The model was then applied and refined on three different data sets. The three data sets included data from principals, teachers, and learners. The principal data consisted of 80 essays written by principals or their representatives, the teacher data of 40 essays from teachers in the Gauteng area, and the learner data of 1,500 open-ended responses from recent high school graduates in South Africa. Content Configuration Analysis explored how school dysfunctions varied in degree, kind, and interconnectedness. Four groups of dysfunctions were identified: dysfunctions relating to rules and rule breaking, issues of competence, resources, and issues extrinsic to the school context. After application and refinement, the Explanatory Model of School Dysfunctions was found to be a suitable model to account for the problem sets experienced by these three actor groups. The goal of this model is to provide a theory-based approach to analyse dysfunctions within schools and to invite researchers to explore these and other problems within this framework. / Psychology / M.A. (Psychology)

Language proficiency in the language of learning and teaching (LOLT) is essential for academic success. In South Africa and elsewhere, many secondary school learners lack the required academic proficiency in English, the language of learning and teaching. The English language proficiency of Xitsonga speaking Grade 7 learners was evaluated in order to suggest ways in which these learners could be helped to maximise academic success. The author investigated theories of first and second language acquisition by means of a literature study and presented an overview of language policy in South African schooling before and after 1994. A sample of Grade 7 Xitsonga speaking learners was selected from three secondary schools in the Tshwane metropolitan area, Gauteng Province. Language proficiency levels were determined by means of the Human Sciences Research Council's Standardised English Reading and Writing Proficiency Tests. These tests were also translated into Xitsonga and administered to the learners. The tests were administered a month apart in each of the schools. The tests revealed that: * there is a significant correlation between the learner's performance in the reading and writing performance test for both languages * the learners' reading and oral skills in both languages correlate * irrespective of the level of language proficiency, most learners performed poorly in their reading skills, such as, recognising inferences related to tone, punctuation, different types of discourse as well as the prevailing atmosphere. The greatest weaknesses were in learners': * failure to understand instructions, which meant that their responses to task demands were inadequate * inappropriate use of tone register and spelling errors * incorrect use of punctuation and verb tenses. The analysis of the learner's performance in both English and Xitsonga showed that these learners were generally not capable of handling the requirements of the Grade 7 curriculum. It was recommended that the learners be guided to make optimal use of existing facilities, such as, libraries. This could enhance the learners' language development. Using learners' L1 as a medium of instruction for cognitively demanding texts and intensive in-service and pre-service training for language teachers are also recommended. / Educational Foundations / D.Ed. (Comparative Education)

This thesis is based on research aimed to develop and test a systematic framework to describe and analyse dysfunctions in underperforming schools in South Africa, the Explanatory Model of School Dysfunctions. The theoretical foundation of the model was created by synthesising the literature from various disciplines and conceptualising dysfunctions in relation to their antecedents, motivations, and consequences. The model was then applied and refined on three different data sets. The three data sets included data from principals, teachers, and learners. The principal data consisted of 80 essays written by principals or their representatives, the teacher data of 40 essays from teachers in the Gauteng area, and the learner data of 1,500 open-ended responses from recent high school graduates in South Africa. Content Configuration Analysis explored how school dysfunctions varied in degree, kind, and interconnectedness. Four groups of dysfunctions were identified: dysfunctions relating to rules and rule breaking, issues of competence, resources, and issues extrinsic to the school context. After application and refinement, the Explanatory Model of School Dysfunctions was found to be a suitable model to account for the problem sets experienced by these three actor groups. The goal of this model is to provide a theory-based approach to analyse dysfunctions within schools and to invite researchers to explore these and other problems within this framework. / Psychology / M.A. (Psychology)

This research project was sparked by the observed patterns of participation in the schools choral eisteddfodau organised by the South African Schools Choral Eisteddfod (SASCE) and the Bosveld Kunstefees by schools in the Polokwane cluster of Circuits, Capricorn District of Limpopo Province - South Africa. The projected image of participation was that participation was divided along racial lines, whereby SASCE events were attended by blacks, found at township and rural schools, whereas former Model C schools attended the Bosveld Kunstefees eisteddfodau. The study intended to reveal whether the projected racial image was founded on racism itself, after 20 years the democratic dispensation, or whether other factors such as choral aptitude, preference of choral style, and/or cultural identity in a pluralistic society influenced such participation. Data were collected and qualitatively analysed by means of a structured questionnaire administered to school principals, choir masters/mistresses and secondary school choristers whose schools participated in either of the eisteddfodau between 2009 and 2011. Findings and recommendations are then offered for the research questions asked, following the analysis of collected data. / Dissertation (MMus)--University of Pretoria, 2014. / lk2014 / Music / MMus / Unrestricted

Thesis (LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has become a pressing concern and needs special attention. This is so despite the advent of democracy in 1994, which brought legislative frameworks and other measures promoting access to quality education. This study seeks to highlight the importance of a radical paradigm shift in educational approach, from a single (access) to a dual system (access and delivery) in South Africa. The study examines adequacy of access to education, by evaluating the effectiveness of delivery. The study emphasizes that delivery should be strengthened in order to develop skills and capacity. The study also accentuates the need to strengthen legislative measures and compliance, in order to improve the delivery of quality education to the leaners. The domestic laws such as the Constitution of the Republic of South Africa, Skills Development Act, the South African Schools Act, Further Education and Training Act and the Continuing Education and Training Act, which all cover access and full delivery of quality education, will be examined. It is pertinent to point out that the delivery of quality education and skills development, can improve the employability of leaners and graduates, wherever they find themselves. Consequently, it is fundamentally important to increase interest in strengthening the implementation of the skills development legislation and policies, to drive the necessary change from access to delivery, in order to meet the developmental needs of the country. Lessons are drawn from China, Finland and Singapore, where policies and laws are utilized for the purpose of comparative studies. The rationale for such a comparative analysis is premised on the fact that these countries have very strong educational systems, which promotes the employability of learners, and also enables learners to become self-reliant and entrepreneurs. / National Institute for the Humanities and Social Sciences (NIHSS) and South African Humanities Deans Association (SAHUDA)

The realisation of the objectives of the South African Schools Choral Eisteddfod (SASCE) is influenced by the national education system and the environment it operates in. This thesis accordingly studies the SASCE within the organisational framework of the Department of National Education. It provides a comprehensive description of the factors that influence the achievement of the objectives of the SASCE in the FET band in the Motheo district of the Free State Province. South African national education policy provides for a single unified democratic system for the organisation, governance and funding of schools. The Department of National Education formulates policy and provinces are responsible for its implementation by means of district offices. In this respect the education system is regarded as an organisation consisting of different sub–organisations that must provide effective education in line with the educational needs of the country. A generic five–point model of effective organisational structure accordingly was applied to determine the factors impacting on the realisation of the objectives of SASCE. Data were gathered and analysed by means of personal observations, document analysis and semi–structured interviews with education officials, school principals and choir conductors. The challenges of the national education system with regard to appropriate facilities, equipment, funding, appropriately trained officials and educators, support staff and effective policy implementation are consistent with the challenges facing the Department of National Education’s enrichment programmes, of which the SASCE forms part. Findings and recommendations are offered for all research questions. A general recommendation pertains to a proposed restructuring of the provincial enrichment programmes sub–directorate in order to address some of its organisational shortcomings and also the challenges facing the SASCE. / Thesis (Ph.D (Music))--North-West University, Potchefstroom Campus, 2011.

The realisation of the objectives of the South African Schools Choral Eisteddfod (SASCE) is influenced by the national education system and the environment it operates in. This thesis accordingly studies the SASCE within the organisational framework of the Department of National Education. It provides a comprehensive description of the factors that influence the achievement of the objectives of the SASCE in the FET band in the Motheo district of the Free State Province. South African national education policy provides for a single unified democratic system for the organisation, governance and funding of schools. The Department of National Education formulates policy and provinces are responsible for its implementation by means of district offices. In this respect the education system is regarded as an organisation consisting of different sub–organisations that must provide effective education in line with the educational needs of the country. A generic five–point model of effective organisational structure accordingly was applied to determine the factors impacting on the realisation of the objectives of SASCE. Data were gathered and analysed by means of personal observations, document analysis and semi–structured interviews with education officials, school principals and choir conductors. The challenges of the national education system with regard to appropriate facilities, equipment, funding, appropriately trained officials and educators, support staff and effective policy implementation are consistent with the challenges facing the Department of National Education’s enrichment programmes, of which the SASCE forms part. Findings and recommendations are offered for all research questions. A general recommendation pertains to a proposed restructuring of the provincial enrichment programmes sub–directorate in order to address some of its organisational shortcomings and also the challenges facing the SASCE. / Thesis (Ph.D (Music))--North-West University, Potchefstroom Campus, 2011.

The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal. I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government. By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

Thesis ((LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has become a pressing concern and needs special attention. This is so despite the advent of democracy in 1994, which brought legislative frameworks and other measures promoting access to quality education. This study seeks to highlight the importance of a radical paradigm shift in educational approach, from a single (access) to a dual system (access and delivery) in South Africa. The study examines adequacy of access to education, by evaluating the effectiveness of delivery. The study emphasizes that delivery should be strengthened in order to develop skills and capacity. The study also accentuates the need to strengthen legislative measures and compliance, in order to improve the delivery of quality education to the leaners. The domestic laws such as the Constitution of the Republic of South Africa, Skills Development Act, the South African Schools Act, Further Education and Training Act and the Continuing Education and Training Act, which all cover access and full delivery of quality education, will be examined. It is pertinent to point out that the delivery of quality education and skills development, can improve the employability of leaners and graduates, wherever they find themselves. Consequently, it is fundamentally important to increase interest in strengthening the implementation of the skills development legislation and policies, to drive the necessary change from access to delivery, in order to meet the developmental needs of the country. Lessons are drawn from China, Finland and Singapore, where policies and laws are utilized for the purpose of comparative studies. The rationale for such a comparative analysis is premised on the fact that these countries have very strong educational systems, which promotes the employability of learners, and also enables learners to become self-reliant and entrepreneurs.

The implementation of the South African Schools Act (Act 84 of 1996) has placed additional financial management responsibilities on school principals and school governing bodies. Financial management has created several challenges for school principals and members of school governing bodies who do not have the necessary financial knowledge, skill and expertise to perform this function. This research was undertaken primarily to determine how principals and members of school governing bodies, in public primary schools, implement financial policy. The research is supported by a detailed literature study covering financial policy, the budget process, approaches to budgeting, the advantages of a budget system and requirements for effective financial control. In order to determine the financial management practices at public primary schools a questionnaire was designed and administered amongst twenty five public primary schools in the Ekurhuleni South District of the Gauteng Department of Education. The findings suggest that there is a need for schools to communicate resolutions adopted at parents’ meetings and other consultative procedures to parents of learners and in this way ensure the dissemination of pertinent information. There is a need for early intervention by schools concerning outstanding school fees to prevent the exacerbation of the problem. Educational institutions should prepare their budgets on the basis of their main objectives and policies in order to ensure an efficient allocation of funds. / Education / M. Ed. (Education Management)