D.Ed. (Educational Management) / In the present dissertation the researcher views in-service training in general, and clinical supervision specifically. This research is specifically aimed at the principals of Afrikaans medium secondary schools under the jurisdiction of the Transvaal Education Department. In-service education describes an informal, systematic program, initiated by the principal. This program aims to provide opportunities for teachers to improve the teaching quality of their classes. In-service education is also aimed at the professional development of staffmembers. In-service education aims at the more effective usage of manpower to promote higher productivity. On the other hand clinical supervision is regarded as teaching supervision where data is acquired through observation of true classroom situations. This pre-supposes a one-on-one interaction between the principal and the specific teacher to improve the quality of teaching. Clinical supervision aims to develop the teacher professionally and improve the quality of his teaching. In view of the aims it is possible for clinical supervision to apply the potential of labour effectively, thereby improving productiVity to the benefit of pupils as well as teachers. The successful implementation of clinical supervision relies on a secure, supportive school climate, characterised by healthy headmaster - teacher relations. In this research the researcher will look at the importance of some dimensions of the principal teacher relationship namely: * * * participating leadership: successful communication and creation of a conducive climate. Before a principal can lay claim to successful implementation of clinical supervision as strategy for in-service education, he has to...

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

MPM / Oliver Tambo Institute of Governance and Policy Studies

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Management and Leadership / M. Ed. (Education Management)

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Leadership and Management / M. Ed. (Education Management)

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)

Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The purpose of this study is to establish a theoretical and practical framework for supervision to social work students at training institutions that are based on the outcomes of developmental social work in South Africa, as contained in the White Paper for Welfare (1997). The motivation for this study is the contribution that it can make to the reality that the paradigm shift of the developmental perspective on supervision to students contains. This research was done based on an extensive literature study, which focused on the conceptualisation of supervision to social work students from a social developmental perspective. The systemic nature of supervision to students was examined, after which the models for supervision to students were analysed. The functions of supervision by means of the management, educational and support functions are also broadly defined. The empirical investigation of the study dealt with the current state of supervision to social work students at training institutions in South Africa. From the empirical investigation a social developmental perspective was developed, which indicates that supervision to social work students in South Africa can be defined as a process of education, support and management so as to develop students' competencies according to the outcomes of the training institution's field practice education programme, so that students can integrate the theory and practice of social work. Supervision also involves interactive guidance, based on educational needs, academic development and empowerment of students. The abovementioned perspective was evaluated by supervisors of students at tratrung institutions in South Africa, the majority of whom supported the perspective. From the social developmental perspective that was formulated, conclusions and recommendations were made that can serve as a framework for supervision of social work students. The framework for situation-relevant supervision, which is accounted for eco-systemically, is based on a competency model and is empowering in its nature. This is the contribution that this study makes to field practice education to social work students. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n teoretiese en praktiese raamwerk daar te stel vir supervisie van maatskaplikewerkstudente by opleidingsinstansies wat op die uitkomste van ontwikkelingsgerigte maatskaplike werk in Suid-Afrika, soos vervat in die Witskrif vir Welsyn (1997), gebaseer is. Hierdie studie is gemotiveer deur die bydrae wat dit kan Iewer tot die realiteit wat die paradigmaskuif van die ontwikkelingsgerigte perspektief in maatskaplike werk vir supervisie van studente inhou. Die ondersoek is gedoen aan die hand van 'n uitgebreide literatuurstudie, wat op die konseptualisering van supervisie aan maatskaplikewerkstudente vanuit 'n maatskaplike ontwikkelingsgerigte perspektief gefokus het. Die sistemiese aard van supervisie aan studente is ondersoek, waarna die aard van die modelle vir supervisie aan studente ontleed is. Die funksies van supervisie deur middel van die bestuurs-, onderrig- en ondersteuningsfunksie word ook breedvoerig omskryf. Die empiriese ondersoek van die studie het oor die huidige stand van supervisie aan maatskaplikewerkstudente by opleidingsinstansies in Suid-Afrika gehandel. Vanuit die empiriese ondersoek is 'n maatskaplike ontwikkelingsgerigte perspektief ontwerp wat daarop dui dat supervisie aan maatskaplikewerkstudente in Suid-Afrika omskryf kan word as 'n proses van onderrig, ondersteuning en bestuur om studente se bekwaamhede volgens die uitkomste van die opleidingsinstansie se praktykonderrigprogram te ontwikkel, sodat studente die teorie en praktyk van maatskaplike werk kan integreer. Supervisie behels ook interaktiewe Ieiding, gebaseer op onderrigbehoeftes, akademiese ontwikkeling en bemagtiging van studente. Die bogenoemde perspektief is deur supervisors van studente by opleidingsinstansies in Suid-Afrika oorwegend ondersteunend geevalueer. Vanuit die maatskaplike ontwikkelingsgerigte perspektief wat geformuleer is, is gevolgtrekkings en aanbevelings gemaak, wat as raamwerk vir supervisie van maatskaplikewerkstudente kan dien. Die raamwerk vir situasie-relevante supervisie, wat ekosistemies verantwoord word, gegrond is op 'n kompetensiemodel en bemagtigend van aard is, is dus die bydrae wat hierdie studie tot praktykonderrig aan maatskaplikewerkstudente bied.

Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The education of the children in the community is the responsibility of the whole community of which the parents are part. The aim of the school is to create responsible and respectful citizens who can make a significant contribution to the future South Africa. The role of the school is furthermore to establish democratic values. The school is also in a position to contribute to the establishment of a democratic society. The governing body is an example of a democratic institution in which representatives of the role players in education are involved. They are democratically elected onto the governing body. Parents are now also part of the leadership and management team of the school. They also must contribute to policymaking. It means that they must acquire certain skills to be productive and to deliver service in' the best interest of the school and the community. The South African Schools Act (1996) made provision for the need for capacity building amongst governing bodies. In the past the management of the school was the total responsibility of the principal and the staff. This role has now changed, but if the governing body does not function well it will again put pressure on the principal and the staff. This thesis is specifically concentrating on one particular governing body and whether it is functioning in an effective way. A preliminary investigation was done among ten schools in the Grabouw-area. The investigation was in actual fact done to pinpoint, the central focus for the thesis. The central focus of this thesis is about parental involvement in the school and how it can contribute to effective governance. / AFRIKAANSE OPSOMMING: Die opvoeding van die leerders in 'n gemeenskap is die verantwoordelikheid van die groter gemeenskap waarvan die ouers deel vorm. Die doel van die skool is om gerespekteerde en gewaardeerde burgers te skep wat 'n betekenisvolle rol in daardie gemeenskap kan vervul. Die skool moet verder verseker dat die demokratiese waardes van die nuwe Suid-Afrika in daardie spesifieke gemeenskap gevestig word. Die beheerliggaam is "n demokratiese struktuur waarbyalle rolspelers betrek word by die beheer en die bestuur van die skool. Daar is egter baie beperkinge wat betref die vemoëns van die persone wat daarop dien. Dit bemoeilik die vestiging van die beoogde demokratiese beginsels. Die Suid-Afrikaanse Skolewet (1996) maak voorsiening dat effektiewe deelname vooraf gegaan moet word met doelgerigte kapasiteitsbou programme. In baie gevalle het die groter magte wat oorgedra is na mikrovlak eintlik die werklading van die prinsipaal vergroot. Sommige beheerliggame beskik nie oor die kapasiteit om hul verantwoordelikhede uit te dra nie. Hierdie tesis let op een spesifieke beheerliggaam en 'n evaluering word gedoen omtrent die effektiewe funksionering van daardie beheerliggaam. Met effektiewe funksionering word bedoel dat daar gekyk word in hoe "n mate die werksaamhede wat deur die Skolewet opgedra is, tot uitvoering gebring word. Die grootste leemte in die pad van effektiewe funksionering blyk te wees die gebrekkige vermoëns van die ouers. Hierdie feit het na vore gekom in 'n voorlopige ondersoek wat gedoen is om die fokus van die studie vas te pen. Die sentrale fokus van die studie behels die betrokkenheid van ouers by die skool om hul vermoëns te bou. Deur middel van hul betokkenheid by verskeie aktiwiteite van die skool word ouers eintlik vooraf geskool om op die beheerliggaam te dien.

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)

MCur / Department of Advanced Nursing Science / See the attached abstract below