21 March 1990 marked the turning point in the Ministry of Education's policy processes in Namibia when a culture of open debate in policy making commenced. Against this background, this study focused on the role of stakeholders in the policy process with particular reference to the role played by the Namibia National Teachers' Union (NANTU) in the formulation of the staffing norms policy in Namibia. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by semi-structured interviews from a small sample of Union and Ministry officials. Findings supported the role of NANTU in what was traditionally perceived a management area of jurisdiction. The role of the teachers' union in policy making is more widely accepted due to professionalism. Findings stressed the significance of stakeholder involvement in policy processes and provided a better understanding of the complex nature of policy. / Educational Studies / M. Ed. (Educational Management)

21 March 1990 marked the turning point in the Ministry of Education's policy processes in Namibia when a culture of open debate in policy making commenced. Against this background, this study focused on the role of stakeholders in the policy process with particular reference to the role played by the Namibia National Teachers' Union (NANTU) in the formulation of the staffing norms policy in Namibia. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by semi-structured interviews from a small sample of Union and Ministry officials. Findings supported the role of NANTU in what was traditionally perceived a management area of jurisdiction. The role of the teachers' union in policy making is more widely accepted due to professionalism. Findings stressed the significance of stakeholder involvement in policy processes and provided a better understanding of the complex nature of policy. / Educational Studies / M. Ed. (Educational Management)

The purpose of this study was to understand what the role of SADTU (South African Democratic Teachers’ Union) is in the implementation of the Teacher Redeployment Policy in schools. The Approach to data collection was that of qualitative research. The methods used to collect data were interviews and literature review. The study used the interpretive paradigm. The theory applied is the Interpretive Phenomenological Analysis (IPA) theory. IPA aims to explore in detail how participants are making sense of their personal and social world. The approach to data analysis was that of a qualitative research. Qualitative data were organised and arranged categorically into themes and patterns emanating from the responses of participants. The data were analysed using descriptive explanations, based on the frequencies and similarities of the responses. The approach was primarily exploratory, just as would be expected of a qualitative research design. A combination of purposive, quota and snowball sampling was used in this research. The main finding in this research is that the role of SADTU in the implementation of teacher redeployment is not limited to observation as the policy prescribes. SADTU members go beyond that role and assume the role of active participation and decision making in the process. The main recommendation was that the policy should be amended to allow SADTU to participate actively in discussions and decision making. This will avert the unnecessary conflicts and instability in schools caused by the suppression of the union to participate actively. When the Teacher Redeployment Policy was conceived, the purpose was to achieve equity in teacher distribution by moving teachers from the historically advantaged White schools to the historically disadvantaged Black schools. The implementation of Teacher Redeployment Policy is causing more harm than good in so far as effective teaching and learning in schools is concerned. For most of the time, teachers are pre-occupied with worrying about how the process of teacher redeployment is going to affect them instead of focussing on delivering quality teaching in schools. Teachers who are most fitting to be the ones identified in excess in some cases enjoy the benefit of escaping redeployment for the simple reason that they are members of SADTU. At the same time, candidates who do not qualify to be placed in specific posts are placed into those posts at the expense of the best suitable candidates because of the biases. The role of the union is not to implement policy, but also to make sure that the policy is implemented in the spirit and letter in which it was formulated. The status of the teacher union in the implementation of policy is that of an observer who only surfaces when an observation is made whether there is unfairness and biases in the manner the Teacher Redeployment Policy is implemented. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

Magister Educationis - MEd / Teachers and teachers' organisations have always been an intergral part of any community. More so in the Indian Community. The Indian teacher has always commanded great respect from his community and thus he has wielded considerable influence over it. Since the early days of Indian immigration to this country, the Indian teacher has played a vital role in all but political activities. In very recent times, however, he has taken a lively interest in the political aspirations of his people within the framework permitted by his conditions of service. The Indian Teacher is a member of the largest group of highly educated men and women in his community. No wonder, then, that the community has always looked to teachers and their organisations for leadership. The establishment of the Natal Indian Teachers' Society in the 1920s arose out of a community need in that a reception committee was required for holding celebrations on the occasion of the visit of the Prince of Wales to South Africa. From then on the Natal Indian Teachers' Society continued to make representations on behalf of its members and the community for a a better deal in education. This was not always forthcoming from the authorities. Hence, the teachers and the community banded together to provide and build schools for themselves out of the monetary contributions of teachers and parents. The Natal Education Department in its biased treatment of teachers in aided schools, who it claimed were the responsibility of the grantees and managers, led teachers to form the Natal Teachers' Union which was run on trade union lines. A vigorous fight was waged by this Union for service conditions equal to those of teachers in government schools. The Education Department relented when it recognised the rights of the members of the Union. Thus the Union disbanded and its members rejoined the Natal Indian Teachers' Society. Thereafter the Natal Indian Teachers' Society grew from strength to strength. The inauguration of the branch system gave rise to broader representation and rapid growth. The formation of the Natal Indian Schools' Building Trust saw tangible evidence of of the commitment of the Society towards solving the accommodation crisis in Indian Schools. Upon the transfer of control of education to the Department of Indian Affairs in 1966, The Natal Indian Teachers' Society changed its name to the South African Indian Teachers' Association in order to enable Indian teachers throughout the Republic to become members. In 1979 the Association changed its name to the Teachers Association of South Africa, thus dropping the racial tag attached to its previous name. This meant that membership was open to all teachers. Over the twenty years of its existence as a national body the Association has developed into a vigorous institution. Its growth in stature must be measured by its multifarious activities which have benefitted Indian education. As a result of its representation in various departmental committees the Association is able to make valuable contributions where its opinions are valued. The Association's own Subject Societies make a valuable contribution towards education by means of their various publications. The Association's concern for the welfare of its members is illustrated by the representations it has made to the authorities on their behalf. In some instances legal recourse was necessary. That a great deal of success has been achieved by the Association there is no doubt. That education for Indians has made vast strides in the last 60 years there is no about. This is due in great measure to the untiring efforts of the Teachers Association of South Africa. The Association will still continue its fight for a better deal, not only for Indian teachers and Indian education, but for all South Africans.

Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)

Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)