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Billike arbeidspraktyk vir opvoeders in Suid-Afrikaanse openbare skole / deur Louis Jacobus van StadenVan Staden, Louis Jacobus January 2006 (has links)
Unfair labour practice formed part of South Africa's history throughout
the years. There was not enough legislation to protect all races
against unfair labour practice. The dramatic political, governmental
and social changes over the last decade ensured that South Africa
put new legislation in place to ensure fair labour practice for all races
in South Africa.
This legislation is also implemented in the South Africa education
system to ensure fairness. The Employment of Educators Act and
the South African Schools Act devised legislation to protects the
rights of both the learner and the educator in the education system of
South-Africa.
The aim of this research was to determine whether there is sufficient
legislation to protect the rights of the educator, in which manner unfair
labour practice exists against educators, to what extent unfair labour
practice influences motivation and productivity of educators and what
the perceptions of educators are regarding unfair practice by the
department. This has been done according to a literature study, as
well as an analysis of legislation relevant to the educator, and any
other legislation pertaining to the regulation of labour practice in
South Africa.
The essence of fair labour practice is discussed and validated by
certain court cases which exposed unfair labour practice in South
Africa. These court cases are analysed and discussed to explain the
relevant aspects of the essence.
Interviews were conducted with educators, and questionnaires were
distributed to selected schools, then analysed to obtain their views on
availability of relevant legislation, knowledge and perceptions on
legislation, viewpoint on injustice, viewpoint of educator's motivation
and productivity and possible solutions to limit injustice. It was then
possible to compile certain recommendations and conclusions out of
the information derived from the questionnaires and interviews.
The general impression of the results was that there is a negative
attitude from educators towards the department. Educators feel that
the Department of Education does not protect them adequately.
These educators belief that they are treated unfairly by the
department. The majority of educators feel that the department does
not have enough knowledge of the relevant legislation and this
contributes to unfair action against educators. This unfair labour
practice does influence the motivation and productivity of educators in
the public schools of South Africa. A large number of educators feel
that they are treated unfairly regarding the workload and the
distribution of tasks in the schools. The unmanageable large classes
and restriction of powers of the educator regarding discipline lead to
negativity and a loss of productivity.
When the Department of Education starts paying attention to the
complaints by educators and liaise with schools timeously, it would
ensure a fairer education system and educators would be more
motivated and thus more productive. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Billike arbeidspraktyk vir opvoeders in Suid-Afrikaanse openbare skole / deur Louis Jacobus van StadenVan Staden, Louis Jacobus January 2006 (has links)
Unfair labour practice formed part of South Africa's history throughout
the years. There was not enough legislation to protect all races
against unfair labour practice. The dramatic political, governmental
and social changes over the last decade ensured that South Africa
put new legislation in place to ensure fair labour practice for all races
in South Africa.
This legislation is also implemented in the South Africa education
system to ensure fairness. The Employment of Educators Act and
the South African Schools Act devised legislation to protects the
rights of both the learner and the educator in the education system of
South-Africa.
The aim of this research was to determine whether there is sufficient
legislation to protect the rights of the educator, in which manner unfair
labour practice exists against educators, to what extent unfair labour
practice influences motivation and productivity of educators and what
the perceptions of educators are regarding unfair practice by the
department. This has been done according to a literature study, as
well as an analysis of legislation relevant to the educator, and any
other legislation pertaining to the regulation of labour practice in
South Africa.
The essence of fair labour practice is discussed and validated by
certain court cases which exposed unfair labour practice in South
Africa. These court cases are analysed and discussed to explain the
relevant aspects of the essence.
Interviews were conducted with educators, and questionnaires were
distributed to selected schools, then analysed to obtain their views on
availability of relevant legislation, knowledge and perceptions on
legislation, viewpoint on injustice, viewpoint of educator's motivation
and productivity and possible solutions to limit injustice. It was then
possible to compile certain recommendations and conclusions out of
the information derived from the questionnaires and interviews.
The general impression of the results was that there is a negative
attitude from educators towards the department. Educators feel that
the Department of Education does not protect them adequately.
These educators belief that they are treated unfairly by the
department. The majority of educators feel that the department does
not have enough knowledge of the relevant legislation and this
contributes to unfair action against educators. This unfair labour
practice does influence the motivation and productivity of educators in
the public schools of South Africa. A large number of educators feel
that they are treated unfairly regarding the workload and the
distribution of tasks in the schools. The unmanageable large classes
and restriction of powers of the educator regarding discipline lead to
negativity and a loss of productivity.
When the Department of Education starts paying attention to the
complaints by educators and liaise with schools timeously, it would
ensure a fairer education system and educators would be more
motivated and thus more productive. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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How do principals manage educator misconduct in public schools?Mothemane, Kgabo Director 06 December 2004 (has links)
This research project is an attempt to determine how principals handle educator misconduct in public schools in a sample of both primary and secondary schools. Procedures on handling misconduct are still new to schools principals. The need to empower principals with knowledge and procedures to handle educator misconduct is the main concern of the study. The main aim of the study is to investigate how principals handle educator misconduct in public schools. It is revealed in the introductory orientation of this study that educator misconduct is one of major challenges in principals' management of schools. Educator misconduct is a continuous problem that principals experience in their management of schools. Principals being given legal authority to handle less serious misconduct at school level, have a mammoth task and responsibility to ensure that procedural requirements are met in such misconduct cases. The attempts to workshop train and educate principals on handling educator misconduct which all proved insufficient. Misconduct among educators is on the increase and principals seem to fall short of handling such misconduct cases properly. In this regard both the literature study and an empirical investigation through interviews are used in the study. Principals are involved because they have a duty to handle educator misconduct. Procedures handling misconduct also involve educators. These data collection methods are useful in providing insights into principals' handling of educator misconduct as well as getting educators' views on how principals handle misconduct cases. The findings and recommendations of this study are expected to improve principals' handling of educator misconduct. The findings are supposed to help principals to realise the need to follow procedural steps and to apply principles of handling misconduct fairly and consistently. Based on what the study will find, it is recommended that principals adhere to principles, rules and procedures of handling misconduct as they serve to empower principals in their management responsibilities. Principals support mechanisms in the form of workshops, seminars and training programme should be provided to ensure that principals are well trained and have clear knowledge in both theory and practice of handling educator misconduct. / Dissertation (MEd (Education Management and Policy Studies))--University of Pretoria, 2003. / Education Management and Policy Studies / unrestricted
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Opvoeders se persepsie oor billikheid in die werkplek / Phillip Cornelius ArriesArries, Phillip Cornelius January 2013 (has links)
In education a new dimension started after the 1994 elections by implementing new legislation to ensure
fair conduct towards all. New labour legislation was promulgated to contribute to fairness in
South Africa. This legislation was also implemented in the South African education system to ensure
that educators are treated fairly. The Employment of Educators Act (EEA), the Labour Relations Act
(LBA), the Equity Act and the South African Schools Act (SASA) were promulgated to protect both the
rights of the employer and the educator in education.
The purpose of this research was to determine the perception of educators in the Oudtshoorn district
regarding fairness in the workplace; how educators understand and experience their right to equality
in the workplace; what their perception is regarding disciplinary action in the workplace, and to what
extent educators have the basic concept and principle of labour law to prevent frustration in the workplace
and ineffective service delivery, and to prevent the pursuit of incorrect procedures. It is crucial
that the educator knows his or her rights as an employee, and what his or her obligations towards the
employer are. This research was done on the basis of the literature study and the analysis of legislation
that is applicable to educators.
A qualitative enquiry into educators’ perceptions of fairness in the workplace was conducted amongst
participants from the Oudtshoorn district, which included schools from different socio-economic and
cultural backgrounds. This case study was based on interviews with school managers, educators on
post level 1 and with union representatives in the Oudtshoorn district. Questionnaires were structured
to obtain the participants’ view and perception on fairness in the workplace and to determine their
knowledge regarding the law and their rights in education with regards to labour law. The participants
didn’t receive guidance because it could have influenced their answers. The data derived from the
participants made it possible to compile certain recommendations and conclusions.
From the empirical research it was evident that educators in the Oudtshoorn district had but a vague
knowledge of their rights as educators and of legislation. Shortcomings that were apparent from this
study were addressed, recommendations were made, and possible future research on related topics
was indicated. / MEd (Education Law), North-West University, Potchefstroom Campus, 2014
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Faultless dismissal: assessing the substantive fairness in dismissal for operational requirementsMasumbe, Paul Sakwe January 2013 (has links)
No description available.
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Faultless dismissal: assessing the substantive fairness in dismissal for operational requirementsMasumbe, Paul Sakwe January 2013 (has links)
No description available.
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Opvoeders se persepsie oor billikheid in die werkplek / Phillip Cornelius ArriesArries, Phillip Cornelius January 2013 (has links)
In education a new dimension started after the 1994 elections by implementing new legislation to ensure
fair conduct towards all. New labour legislation was promulgated to contribute to fairness in
South Africa. This legislation was also implemented in the South African education system to ensure
that educators are treated fairly. The Employment of Educators Act (EEA), the Labour Relations Act
(LBA), the Equity Act and the South African Schools Act (SASA) were promulgated to protect both the
rights of the employer and the educator in education.
The purpose of this research was to determine the perception of educators in the Oudtshoorn district
regarding fairness in the workplace; how educators understand and experience their right to equality
in the workplace; what their perception is regarding disciplinary action in the workplace, and to what
extent educators have the basic concept and principle of labour law to prevent frustration in the workplace
and ineffective service delivery, and to prevent the pursuit of incorrect procedures. It is crucial
that the educator knows his or her rights as an employee, and what his or her obligations towards the
employer are. This research was done on the basis of the literature study and the analysis of legislation
that is applicable to educators.
A qualitative enquiry into educators’ perceptions of fairness in the workplace was conducted amongst
participants from the Oudtshoorn district, which included schools from different socio-economic and
cultural backgrounds. This case study was based on interviews with school managers, educators on
post level 1 and with union representatives in the Oudtshoorn district. Questionnaires were structured
to obtain the participants’ view and perception on fairness in the workplace and to determine their
knowledge regarding the law and their rights in education with regards to labour law. The participants
didn’t receive guidance because it could have influenced their answers. The data derived from the
participants made it possible to compile certain recommendations and conclusions.
From the empirical research it was evident that educators in the Oudtshoorn district had but a vague
knowledge of their rights as educators and of legislation. Shortcomings that were apparent from this
study were addressed, recommendations were made, and possible future research on related topics
was indicated. / MEd (Education Law), North-West University, Potchefstroom Campus, 2014
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Faultless dismissal: assessing the substantive fairness in dismissal for operational requirementsMasumbe, Paul Sakwe January 2013 (has links)
Magister Legum - LLM
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The process of retrenchment in a public institution with reference to the independent electoral commissionTshifura, Khaukanani Obadiah 30 June 2004 (has links)
The dissertation examines the process of retrenchment in a public institution with reference to the execution of such a process by the Independent Electoral Commission (IEC). The aim is to establish whether or not the retrenchment was substantively and procedurally fair as required by legislation.
Notwithstanding the fact that the staff may have been disadvantaged by the short retrenchment notice (the staff did not have representation prior to the announcement, and the swiftness of the process did not, under the circumstances, provide the staff with enough time to comprehensively apply their mind to the underlying issues), the dissertation finds that the retrenchments had been substantively fair given the fact that the IEC could not retain all staff because of budgetary constraints. The dissertation also finds that the process had been procedurally fair in accordance with section 189 of the Labour Relations Act, 66 of 1995. / Public Adminstration & Development Studies / M.A. (Public Administration)
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The applicability of procedural fairness to actions by members of the South African National Defence ForceMalatsi, Nanoga Claudia 01 1900 (has links)
The dissertation examines the applicability of procedural fairness to actions by members of the South African National Defence Forces (SANDF). The research focuses on and uses the South African Defence Force Union v The Minister of South African National Defence Force (SANDU 2010 judgment) to illustrate how procedural fairness should find application in the SANDF, given the sui generis nature of the defence forces. This judgment presented an opportunity to investigate whether the legislative framework that is available in the SANDF is adequate to protect the right to procedural fairness of the members of the SANDF encapsulated in section 33 of the Constitution, 1996.
The dissertation examines the relevant sections of the Defence Act, Military Discipline Supplementary Measures Act, Labour Relations Act (LRA), and the Promotion of Administrative Justice Act (PAJA) read with sections 23 and 33 of the Constitution to determine whether there is a gap that exists in so far as the protection of the right to procedural fairness of members of the defence forces is concerned. It also examines the Military Discipline Code and the rules and regulations of the Defence Forces.
The analysis of the SANDU 2010 judgment demonstrates that PAJA could find application in dismissal or employment related disputes within the SANDF. The scenario that is evidenced from the analysis of the defence force legislative framework is that the legislative framework that is available within the SANDF is inadequate to protect and deal with disputes which arise from allegations of infringement of the right to procedural fairness. This scenario is compounded by the fact that the LRA which is the empowering legislation that was promulgated to give effect to the right to section 23 of the Constitution and to deal with dismissal and employment related disputes, does not apply to members of the SANDF. / Public, Constitutional, and International Law / LL. M.
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