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Learner involvement in management aspects of senior secondary schools in the north central districts of BotswanaMgomezulu, Victor Yobe 06 1900 (has links)
This study explores the involvement of learners in aspects of educational management in
senior secondary schools of the North Central District of Botswana.
The findings revealed that:
• The learners should be involved in as many aspects as is possible. The tests of
relevance and expertise can be applied to determine whether the learners can
participate meaningfully in an aspect or not.
• The extent to which the learners can participate was partial. This extent of
participation will allow school managers to take quick decisions in times of
emergency or take a unilateral decision if it is established that the learners will not
make a meaningful contribution to the process of making decisions. In this case too,
the tests of relevance and expertise can be applied.
• The training and guidance of prefects can significantly improve the quality of
participation of learners in management aspects of the school. The training exercise
must include aspects that could be specific to a locality such as culture, politics or
economic status of the community in which the school is situated.
Based on the above findings, recommendations are made and suggestions for future
research are postulated. / Educational Leadership and Management / M. Ed. (Educational Management)
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Perspectives and experiences of learner participation in an independent schoolMiller, Simon Andrew 18 July 2013 (has links)
M. Ed. (Educational Psychology) / This study explores the experiences that multiple stakeholders have of learner participation in an independent school in Johannesburg. The school’s policy documents were reviewed, both in order to establish the school’s suitability for the study, and in order to provide some context for understanding. The participants were selected by both their involvement in learner participation bodies at the school in question, and their willingness to participate in the study. To this end, the school’s principal, educational psychologist and two learner leaders agreed to be interviewed in order to try and describe their experiences. It was hoped that the exploring, and rich describing, of the participants’ experiences would be helpful in terms of finding solutions or providing recommendations for the school itself when facing challenges, and for any other school that may benefit from the findings of the study. The researcher embarked on a process of Content Analysis of the transcribed interviews and relevant policy documents to uncover primary themes of experience as described by the participants. It was found that the participants’ experiences could be categorised into themes of difficulty with training; support; feedback; and clarity of roles. Recommendations were made regarding the facilitation of learner participation at both the participating school and other schools in general. These recommendations included: i) Schools communicate clearly the purposes of training programmes and initiatives to learners; ii) Schools utilise multiple training programmes, which are relevant to their own school context; iii) A staff member is formally available as support for each learner participation body in a school; iv) All meetings be scheduled suitably in advance; v) Learner participation bodies schedule regular meetings with their constituencies for feedback purposes - regardless of the length of the agenda; vi) Measures be instituted to hold staff accountable to their commitments without learner initiation; vii) All people who are affected by policies should play a role in their construction (UNCRC, 1990; SASA, 1996); viii) Policy review be seen as a continuous process, including legislated periods of review. Furthermore, conceptual inconsistencies in the design of the Representative Council of Learners (RCL) were suggested - specifically conflicting mandates in terms of representing learner voice and implementing teacher directives - resulting in a suggestion of legislation review.
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An investigation into perceptions of learner participation in the governance of secondary schoolsNongubo, Mphuthumi J January 2005 (has links)
The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.
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An investigation of stakeholder participation and learning in two schools within the Seychelles Eco-School programmeEmilie, Shane Antonio January 2014 (has links)
The aim of this study was to investigate stakeholder participation and learning in the Seychelles Eco-School programme within a primary school context and a secondary school context. Findings from each Eco-School have been presented in two case studies with the goal to explore and describe how teachers, students, parents and organizations are participating and learning in the Eco-School programme. Six elements of school community were used to deepen understanding of the participatory and learning processes in each Eco-School, namely, leadership, management and administration, curriculum planning, teaching and learning, resource use and management, management of physical surrounds of the school and networks and partnerships. Some of the contextual variables in each Eco-School that were constraining and enabling stakeholder participation and learning in the programme have also been explored within this study. Data in this study was generated from historical documents analysed, semi-structured interviews, focus group discussions and field notes. Data was also generated from questionnaires completed by organizations involved in the programme at each Eco- School. Data was analysed in two phases, the first phase involved reading across data generated from the methods mentioned above to organize the data under broad themes in relation to the elements of school community. The second phase of analysis involved the use of the conceptual framework of situating learning in a community of practice to interpret and discuss the participatory and learning processes across the two cases. The study showed that in each Eco-School there is a community of practice with the active involvement of teachers and students and the occasional involvement of parents and organizations. Students and adults are learning as they engage together in classroom and field-work interactions, environmental projects, environmental activities to commemorate environmental theme days, environmental campaigns and co-curricular activities through the practices of each Eco-School community. It was also discovered that students and adults are making different contributions in the Eco-School community based on their level of participation in the programme. It is hoped that the findings in this research contribute information regarding community participation in environmental education programmes like the Seychelles Eco-School programme. In addition, findings will inform the Seychelles Government and its partners to consider the possibility of enhancing school and community partnerships to respond to some of the challenges of participation and learning in the Eco-School programme.
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Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektiefPatrick, Glenn Henry 11 1900 (has links)
Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding
in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees
en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek.
Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook
ondersoek.
Die opvoedkundiges is onder meer:
• Plato (427-347 vC)
• Marcus Fabius Quintilianus (35-100 nC)
• Aurelius Augustinus (354-430 nC)
• Desiderius Erasmus (1466-1536 nC)
• Johan Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori ( 1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke)
tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en
uitgebou is.
Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n
uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme
van demokratiese wesenskenmerke en aanbevelings met betrekking tot die
kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages
is traced in terms of a historico-educational examination of the ideas and practices of
about ten educationists. The new outcomes-based education and learning approach in
South Africa is also examined.
The educationists are inter alia:
• Plato (427-347 BC)
• Marcus Fabius Quintilian (35-100 AD)
• Aurelius Augustine (354-430 AD)
• Desiderius Erasmus (1466-1536 AD)
• John Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori (1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
It was found that democracy in educational theory and practice was addressed,
established and developed since ancient times (the ancient Greeks) right up to the
present.
Finally, the educational philosophy and practices of these educationists as well as the
outcomes-based educational approach in South Africa are examined in terms of their
essential democratic features and recommendations are made regarding the present
education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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The problem of authority in democratic schoolingNgoepe, Modikana Abram 11 1900 (has links)
Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the
educational aim is researched in order to attempt formulating criteria for accountable authority.
The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure.
Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made. / Educational Studies / M. Ed. (Philosophy of education)
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An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school disciplineSinalumbu, Fred S. 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The study explores the perceptions
of
Namibian
teachers
of
democratic
school
governance
and
its
contribution
to
school
discipline.
The
research
examines
the
education
policy
shifts
towards
democratic
school
governance
from
before
to
after
1990.
The
study
further
investigates
the
views
of
twelve
teachers
from
four
secondary
schools
in
the
Oshana
education
region
on
how
democratic
school
governance
can
contribute
to
lack
of
discipline
among
learners.
The
study
exposes
how
learner
representation
on
the
school
board
and
their
participation
in
the
discussions
during
meetings
is
experienced.
The
study
also
discusses
how
learners
who
are
elected
to
serve
on
the
school
board
are
accountable
to
other
learners
who
have
elected
them.
The
study
shows
the
link
between
democratic
school
governance
and
school
discipline,
internationally,
nationally
and
locally.
Finally,
given
the
exploratory
nature
of
the
study,
some
issues
that
warrant
further
investigation
to
add
to
the
existing
knowledge
are
highlighted. / AFRIKAANSE OPSOMMING: Hierdie
navorsingsverslag
ondersoek
die
persepsies
van
Namibiese
onderwysers
met
betrekking
tot
demokratiese
skool
bestuur
en
die
bestuur
bydrae
tot
skool
disipline.
Verder
word
die
opvoedkundige
riglyne
vir
demokratiese
skoolbestuur
voor
en
na
1990
ondersoek
en
die
indrukke
van
twaalf
onderwysers
van
vier
sekondêre
skole
in
die
Oshana
Onderwysdistrik
met
betrekking
tot
die
bydrae
van
‘n
demokraties
verkose
skoolbestuur
tot
‘n
gebrek
aan
dissipline
onder
leerlinge
word
bespreek
Hoe
leerlingverteenwoordiging
op
die
skoolraad
en
leerlinge
se
bydrae
tot
besprekings
gedurende
vergaderings
ervaar
word,
sowel
as
hoe
leerlinge
wat
gekies
is
om
op
die
skoolraad
te
dien
aan
die
leerlinge
wat
hulle
verkies
het,
verslag
doen,
word
ook
oorweeg.
Die
verband
tussen
‘n
demokratiese
skoolbestuur
en
skooldissipline
op
internasionale,
nasionale
en
plaaslike
vlak
word
getoon,
Weens
die
ondersoekende
aard
van
die
studie
word
kwessies
laastens
uitgelig
vir
verdere
ondersoek
om
sodat
meer
inligting
by
die
reeds
bestaande
kennis
gevoeg
kan
word.
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58 |
Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektiefPatrick, Glenn Henry 11 1900 (has links)
Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding
in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees
en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek.
Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook
ondersoek.
Die opvoedkundiges is onder meer:
• Plato (427-347 vC)
• Marcus Fabius Quintilianus (35-100 nC)
• Aurelius Augustinus (354-430 nC)
• Desiderius Erasmus (1466-1536 nC)
• Johan Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori ( 1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke)
tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en
uitgebou is.
Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n
uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme
van demokratiese wesenskenmerke en aanbevelings met betrekking tot die
kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages
is traced in terms of a historico-educational examination of the ideas and practices of
about ten educationists. The new outcomes-based education and learning approach in
South Africa is also examined.
The educationists are inter alia:
• Plato (427-347 BC)
• Marcus Fabius Quintilian (35-100 AD)
• Aurelius Augustine (354-430 AD)
• Desiderius Erasmus (1466-1536 AD)
• John Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori (1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
It was found that democracy in educational theory and practice was addressed,
established and developed since ancient times (the ancient Greeks) right up to the
present.
Finally, the educational philosophy and practices of these educationists as well as the
outcomes-based educational approach in South Africa are examined in terms of their
essential democratic features and recommendations are made regarding the present
education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
|
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Grade nine students and policy : perspectives of the school nutrition and physical activity environmentBrooks, Kimberlee January 2012 (has links)
The school environment is often the focus of healthy eating and physical activity policies intended to address childhood obesity. However, students are usually excluded from the development and implementation of such policies. The purpose of this study was to explore grade nine student perspectives regarding: supports and barriers to healthy eating and physical activity at school; strategies for improving the school nutrition and physical activity environments; and potential student contribution to the development, implementation, and evaluation of school-based policies. A qualitative approach utilizing focus groups and photovoice with 30 students from two schools in southern Alberta was used to collect data. Major themes included: access to healthy food choices; teacher influences; peer influences; access to physical activity opportunities; impact of marketing; and conflicting messages. Students can provide valuable insights to policy development, implementation and evaluation. Implications for future research and policy development are reviewed. / xi, 179 leaves : ill. ; 29 cm
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The problem of authority in democratic schoolingNgoepe, Modikana Abram 11 1900 (has links)
Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the
educational aim is researched in order to attempt formulating criteria for accountable authority.
The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure.
Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made. / Educational Studies / M. Ed. (Philosophy of education)
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