Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 213-225). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Die beleid van Norme en Standaarde vereis dat sekere kompetensies bereik word. Met ander woorde, die opvoeder as leermediator word bemagtig deur die Norme en Standaarde om sekere kompetensies te bereik. Onder Norme en Standaarde kyk hierdie studie na die verskillende ratio‟s wat op onderwys betrekking het. Hierdie ratio‟s vorm „n sameloop wat Inklusiewe Onderrig tot so „n mate strem, dat die gewenste kompetensies nie bereik kan word nie. Hoewel Inklusiewe Onderrig nie die enigste faktor is wat Norme en Standaarde bepaal nie, is dit wel „n belangrike een, en hierdie studie fokus dus daarop. Saam met Norme en Standaarde is daar ook sosio-ekonomiese faktore wat Inklusiewe Onderrig strem, en dit word ondersoek. In die lig van die probleme ten opsigte van die leerder:opvoeder-ratio, die leerder:m²-ratio, die woonpersele:skoolperseel-ratio, norme- en standaarde-toekenning, ongelykhede (ekonomiese, ouderdoms- en emosionele en fisiese ontwikkeling), enkelouerskap en fetale alkoholsindroom (FAS), word daar in die verhandeling gekyk na die haalbaarheid van die realisering van die drie kompetensies naamlik die praktiese, fondasionele en refleksiewe kompetensies. Die studie bevind dat die bereiking van kompetensies haalbaar is, mits daar aan die ratio‟s en die sosio-ekonomiese omstandighede gewerk word. Na aanleiding van my navorsing kan die meeste opvoeders verslag doen van hul werksaamhede, maar dit is egter nie die positiewe, progressiewe verslag wat van ‟n leermediator verwag word nie. Norme en standaarde is na my mening nog haalbaar omdat daar bewys is dat leerders, ondanks die negatiewe effek van die ratio‟s, asook die ontoereikende voorsiening (geld, menslike hulpbronne en voorrade) en die ekonomiese en ouderdomsverskille en FAS, tog die potensiaal toon om te leer. Die probleem is egter dat te veel leerders onderpresteer, uit die onderwys- en opvoedingstelsel verdwyn en nie deel raak van die ekonomiese hoofstroom nie. Deur dus aandag te gee aan die stremminge wat ek nagevors het, kan verseker word dat Inklusiewe Onderwys tot sy reg kom, kompetensies bereik word en die opvoeder ‟n suksesvolle leermediasie fasiliteer. SLEUTELWOORDE: Opvoeder, leermediator, Norme en Standaarde, Inklusiewe Onderwys, konseptuele / ENGLISH ABSTRACT: The Norms and Standards for Educators policy states that certain competencies must be achieved. To this end the policy empowers the educator as learning mediator. With reference to the Norms and Standards, this study explores the different ratios applicable to education. These ratios form a combination which hamper Inclusive Education to the extent that the competencies cannot be achieved. Although Inclusive Education is not the only aspect which affects Norms and Standards, it is a very important one, and this study thus explores Inclusive Education. Together with Norms and Standards, there are also socio-economic factors that hamper Inclusive Education, which this study also explores. In the light of the problems with the learner:educator ratio, the learner:m² ratio, the residential erven:school erf ratio, the allocation of norms and standards, unequal economic circumstances, unequal development phases (emotional, physical and age), single parenthood and fetal alcohol syndrome, this thesis explores the feasibility of the realisation of the three competencies namely the practical, foundational and reflexive competencies. This study finds that, providing that attention is paid to the ratios and socio-economic factors, the achievement of competencies are feasible. My research shows that, while most of the educators can report on their activities, it is not the positive and progressive report which one expects from a learning mediator. Norms and Standards, in my view, is feasible since there is evidence to suggest that learners, despite the negative effect of the ratios and inadequate resources (finances, human resources and supplies), economic and age differences, Fetal Alcohol Syndrome (FAS), still displays the potential to learn. The problem, however, is that too many learners underperform, and then leave the school and education system. They then fail to become part of the main economic system. I conclude that, by giving attention to the hindrances I researched, it can be ensured that Inclusive Education reaches its full potential, that competencies are achieved, and that educators facilitate a successful learning mediation process. vi KEY WORDS: Educator, learning mediator, Norms and Standards, Inclusive Education, conceptual analysis, ratios, urbanisation, norms- and standards allocation, migratory labour, single parentwood, migratory labour, urbanisation, and Fetal Alcohol Syndrome.

Text in Afrikaans, summary in Afrikaans and English / Die navorsingsondersoek is toegespits op arbeidsverhoudinge in die opvoedingspraktyk van die Republiek van Suid-Afrika. Arbeidsregsterme is aan die lig gebring wat onderwysers sal moet ken. Enkele menseregte en daarvan afgeleide regte van onderwysers word bespreek. Die diensverhouding tussen die onderwyser en sy werkgewer met betrekking tot individuele en kollektiewe verhoudinge, word bespreek. Arbeidsverhoudinge is onlosmaaklik van die juridiese en daarom word na verskeie regsaspekte, soos die dienskontrak van openbare en onafhanklike skole verwys. Raakpunte ten opsigte van wetgewing en hofsake voortspruitend daaruit, word aangedui. Implikasies van stakings deur onderwysers ingevolge arbeidswetgewing en hoe dit onderwysers se professionalisme raak, word deurgaans bespreek. Arbeidswetgewing reel die verhouding tussen werknemer en werkgewer. Wanneer die werknemer-werkgewer-verhouding vertroebel word, kan geskille besleg word deur middele soos arbitrasie en versoening. Huidige onderwysvakbonde het verteenwoordiging op die Raad vir Arbeidsverhoudinge in die Onderwys (RAVO) wat op 'n kollektiewe basis namens onderwysers beding. Onderwysers by onafhanklike skole (privaatskole) kan egter individueel beter beding vir byvoorbeeld diensvoorwaardes. Verskeie sagte vakbonde en harde vakbonde bestaan vir die onderwys. Redes waarom onderwysers by vakbonde aansluit word aangedui. Daar is eerstens die behoefte aan 'n bestaanswaardige salaris om basiese behoeftes te bevredig; tweedens om die sekuriteit van reels en prosedures wat fisiese veiligheid in die werkplek bevorder, te kan ervaar; derdens om deur vakbondlidmaatskap 'n spreekbuis te he waardeur 'n gemeenskaplike gevoel van magteloosheid teenoor die oorheersing van bestuur en eienaarskap (van die staat of provinsiale owerheid) uitgedruk kan word. Vierdens is daar 'n behoefte aan betekenisvolle werk wat uitdagings en werkbevrediging bied. Vyfdens word 'n ondersteuningsl iggaam verlang in geskille wat kan ontstaan as gevolg van 'n behoefte aan werksekerheid, veral om waarborge teen arbitrere ontslag te verseker. Laastens kan die bevordering van politieke oogmerke moontlik deur 'n vakbond se voorspraak bereik word. Arbeidsverhoudinge in die onderwys verander voortdurend met nuwe wetgewing. Die werknemer-werkgewer-verhouding moet deeglik geken word in die veranderende omstandighede in die Republiek van SuidAfrika ten opsigte van wetgewing en die bepaling van regte en verpligtinge van al die belanghebbende partye. Kennis van arbeidsverhoudinge in die onderwys sal hopelik tot beter begrip van arbeidsverhoudings in die onderwysstelsel lei. / This research focused on labour relations in education practice in the Republic of South Africa. Legal terms concerning labour relations are brought to the attention of teachers. Some human rights and subsequent rights of teachers, as well as labour relations between teacher and employer, both individual and collective, are discussed. Labour relations are connected to laws, therefore various legal aspects such as the service contract of teachers employed at public and independent schools are discussed. Connections with existing laws and relevant lawsuits are discussed. Legal implications of strikes by teachers and the effect on their professionalism are dealt with throughout. Labour laws regulate the relations between employer and employee. When these relations are troubled, differences can be resolved by arbitration and reconciliation. Existing teacher unions are represented in the Education Labour Relations Council (ELRC) that acts collectively on behalf of teachers. However, teachers at independent schools (private schools) are in a more favourable position to negotiate more easily for better conditions of service. Various "soft" and "hard" unions exist in education. Reasons for desiring membership of labour unions are given. Firstly, there is a need to negotiate a reasonable salary to provide for basic needs; secondly, to experience security of rules and procedures ensuring physical safety in the work-place; thirdly, through membership to have a voice to express a shared feeling of helplessness against the domination of governance and ownership (of the state or provincial governments). Fourthly, there is the need for meaningful, challenging and satisfying work. Fifthly, support is necessary in settling differences arising from a need to experience job-security and to counteract arbitrary dismissal. Lastly, political goals might be attainable through a voice provided by the unions. Labour relations in education change continually, subject to new laws. The employer-employee relation should be mastered in changing circumstances in the Republic of South Africa in accordance with new laws and degrees of the rights and responsibilities of all parties concerned. Knowledge of labour relations in education will hopefully ensure better professional relations in education generally. / Educational Studies / D. Ed. (Philosophy of Education)

Text in Afrikaans, summary in Afrikaans and English / Die navorsingsondersoek is toegespits op arbeidsverhoudinge in die opvoedingspraktyk van die Republiek van Suid-Afrika. Arbeidsregsterme is aan die lig gebring wat onderwysers sal moet ken. Enkele menseregte en daarvan afgeleide regte van onderwysers word bespreek. Die diensverhouding tussen die onderwyser en sy werkgewer met betrekking tot individuele en kollektiewe verhoudinge, word bespreek. Arbeidsverhoudinge is onlosmaaklik van die juridiese en daarom word na verskeie regsaspekte, soos die dienskontrak van openbare en onafhanklike skole verwys. Raakpunte ten opsigte van wetgewing en hofsake voortspruitend daaruit, word aangedui. Implikasies van stakings deur onderwysers ingevolge arbeidswetgewing en hoe dit onderwysers se professionalisme raak, word deurgaans bespreek. Arbeidswetgewing reel die verhouding tussen werknemer en werkgewer. Wanneer die werknemer-werkgewer-verhouding vertroebel word, kan geskille besleg word deur middele soos arbitrasie en versoening. Huidige onderwysvakbonde het verteenwoordiging op die Raad vir Arbeidsverhoudinge in die Onderwys (RAVO) wat op 'n kollektiewe basis namens onderwysers beding. Onderwysers by onafhanklike skole (privaatskole) kan egter individueel beter beding vir byvoorbeeld diensvoorwaardes. Verskeie sagte vakbonde en harde vakbonde bestaan vir die onderwys. Redes waarom onderwysers by vakbonde aansluit word aangedui. Daar is eerstens die behoefte aan 'n bestaanswaardige salaris om basiese behoeftes te bevredig; tweedens om die sekuriteit van reels en prosedures wat fisiese veiligheid in die werkplek bevorder, te kan ervaar; derdens om deur vakbondlidmaatskap 'n spreekbuis te he waardeur 'n gemeenskaplike gevoel van magteloosheid teenoor die oorheersing van bestuur en eienaarskap (van die staat of provinsiale owerheid) uitgedruk kan word. Vierdens is daar 'n behoefte aan betekenisvolle werk wat uitdagings en werkbevrediging bied. Vyfdens word 'n ondersteuningsl iggaam verlang in geskille wat kan ontstaan as gevolg van 'n behoefte aan werksekerheid, veral om waarborge teen arbitrere ontslag te verseker. Laastens kan die bevordering van politieke oogmerke moontlik deur 'n vakbond se voorspraak bereik word. Arbeidsverhoudinge in die onderwys verander voortdurend met nuwe wetgewing. Die werknemer-werkgewer-verhouding moet deeglik geken word in die veranderende omstandighede in die Republiek van SuidAfrika ten opsigte van wetgewing en die bepaling van regte en verpligtinge van al die belanghebbende partye. Kennis van arbeidsverhoudinge in die onderwys sal hopelik tot beter begrip van arbeidsverhoudings in die onderwysstelsel lei. / This research focused on labour relations in education practice in the Republic of South Africa. Legal terms concerning labour relations are brought to the attention of teachers. Some human rights and subsequent rights of teachers, as well as labour relations between teacher and employer, both individual and collective, are discussed. Labour relations are connected to laws, therefore various legal aspects such as the service contract of teachers employed at public and independent schools are discussed. Connections with existing laws and relevant lawsuits are discussed. Legal implications of strikes by teachers and the effect on their professionalism are dealt with throughout. Labour laws regulate the relations between employer and employee. When these relations are troubled, differences can be resolved by arbitration and reconciliation. Existing teacher unions are represented in the Education Labour Relations Council (ELRC) that acts collectively on behalf of teachers. However, teachers at independent schools (private schools) are in a more favourable position to negotiate more easily for better conditions of service. Various "soft" and "hard" unions exist in education. Reasons for desiring membership of labour unions are given. Firstly, there is a need to negotiate a reasonable salary to provide for basic needs; secondly, to experience security of rules and procedures ensuring physical safety in the work-place; thirdly, through membership to have a voice to express a shared feeling of helplessness against the domination of governance and ownership (of the state or provincial governments). Fourthly, there is the need for meaningful, challenging and satisfying work. Fifthly, support is necessary in settling differences arising from a need to experience job-security and to counteract arbitrary dismissal. Lastly, political goals might be attainable through a voice provided by the unions. Labour relations in education change continually, subject to new laws. The employer-employee relation should be mastered in changing circumstances in the Republic of South Africa in accordance with new laws and degrees of the rights and responsibilities of all parties concerned. Knowledge of labour relations in education will hopefully ensure better professional relations in education generally. / Educational Studies / D. Ed. (Philosophy of Education)