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School choral eisteddfodau in the Polokwane Cluster of circuits in the Capricorn District of Limpopo Province, South Africa : an assessment of racial participationMashamaite, Duke Matome David January 2014 (has links)
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
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Realising the objectives of the South African Schools Choral Eisteddfod : a case study / Theodore K.A. DzorkpeyDzorkpey, Theodore Kwadzo Agbelie January 2010 (has links)
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.
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Realising the objectives of the South African Schools Choral Eisteddfod : a case study / Theodore K.A. DzorkpeyDzorkpey, Theodore Kwadzo Agbelie January 2010 (has links)
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.
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