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The workplace and reality under educational reform: how teachers navigate through the sea of change.January 2009 (has links)
Ho, Ching Wai. / Thesis submitted in: October 2008. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 171-179). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171 / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171
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School micropolitics in the context of reforms for educational decentralization and accountability in Mainland China. / CUHK electronic theses & dissertations collectionJanuary 2011 (has links)
Wang, Xueju. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 255-269). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendixes in Chinese.
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The management of educational changes in primary education in TanzaniaChediel, R. W. 12 1900 (has links)
The aim of the study was to investigate the current management of educational change in Tanzania, with specific reference to the Primary Educational Development Plan (PEDP) and relate it to the roles of different stakeholders in education reform in order to determine factors that underlie its success or failure. The problem was investigated by means of a literature survey and an empirical inquiry. The literature survey revealed that educational change management is a social phenomenon whose process is considered overlapping. Implementation of educational change requires knowledge and understanding of the change objectives and the roles necessary to sustain the change. This process requires a shared vision among the educational stakeholders. A qualitative inquiry using in-depth individual and focus group interviews was conducted to explore the experiences of people affected by the implementation of the PEDP in Tanzania. The sample was purposefully chosen and reflected a number of stakeholders on various levels. The empirical study revealed factors outside the country that influence the management of educational change. These include a change in global focus and donors’ influence. The implementation of educational change in Tanzania has also depended largely on an understanding of directives and guidelines provided by the headquarters. The achievements that have been made are mainly quantitative and unlikely to be sustained. A lack of motivation among teachers has resulted in their passive participation in the reform. The top-down management of the reform has also adversely affected the sustainability of the reform. The PEDP was intended to have grassroots participation with broad involvement of stakeholders in outcomes. However, PEDP has been top-down, removed from local context. The study concluded that the implementation of reform was done without clear direction and scope. Thus, the sustainability of the reform is uncertain. Following the findings, the study recommends a constant dialogue using interpersonal communication with stakeholders on the purposes, strategies and practical working environment of the reform. The study also recommends change agents operating at district and school levels and the provision of clear roles and functions to specific stakeholders. / Educational Studies / D. Ed. (Educational Management)
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Educational change : a support programme for educators in an inclusive school settingCampher, Elsie J 12 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present
challenges for educator support to facilitate educational change in South Africa. The
proposed link between effective educational transformation and understanding and
managing change stimulated the researcher's desire to develop an in-service education and
training programme for educators within the concept of whole school development. Such a
programme could ensure the simultaneous development of competence of the individual and
the school as an organisation.
The first phase of this study comprised the development of a particular in-service educator
support programme aimed at addressing the identified needs of a specific target group of
educators to facilitate educational transformation within an inclusive setting. The primary
focus of the study was the development of educator competencies that would help educators
cope with educational change by means of the establishment of school-based support
teams. The content was based on a comprehensive overview of the literature on individual
and institutional development as well as change. This was synthesized into four modules
(Module one: change, transition, reviewing and clarifying vision and mission; Module two:
leadership, teamwork and support; Module three; organisational change, the learning
organisation and organisational culture; Module four: application).
In the second phase an evaluation research design was used to conduct a comprehensive
evaluation of the programme in order to make judgements (from an accountability
perspective) to facilitate programme improvement (from a development perspective) and to
generate knowledge (from the perspective of academic value). The programme was
presented in ten sessions of three hours each over a period of seven months during and
after which qualitative and quantitative data was obtained and combined to ensure higher
quality data for the identification of outcomes. An interpretive version of content analysis was
applied for the identification of patterns from which subcategories, categories and a main
theme was constructed.
The programme succeeded in achieving the primary objective of facilitating the
establishment of school-based support teams: 95% of the schools that participated in the
programme established school-based support teams. It also contributed to the development
of personal and professional competency in educators that helped them cope with
educational change. Participants experienced significant positive changes in their own
thinking and perceptions regarding inclusive education, educational change, support and
teamwork. They understood why they needed to change, and developed a better
understanding of how to deal with the effects of change. From the patterns identified, the
sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the
facilitator and of transformative learning.
The research flndinqs confirmed that the problem was appropriately conceptualised and that
the design of the programme adequately addressed the needs of the participants.
Respondents reported that they were more knowledgeable and skilful, and that they had
experienced positive changes in their attitudes. These personal changes contributed to
better educational service delivery and improved schools.
This study demonstrated that educators can be given the support they need to cope with
educational change through an in-service support programme which is needs driven and
which focuses simultaneously on individual and organisational development. / AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan
opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die
voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur
van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en
-opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling.
So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die
skool as organisasie kon verseker.
Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram
vir opvoeders behels wat daarop gemik is om die geïdentifiseerde
behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om
opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van
die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om
opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde
ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor
individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een:
verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee:
leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die
leerorganisasie en organisatoriese kultuur; Module vier: aanwending).
In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering
van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende
perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om
kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien
sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na
hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van
hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van
inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë
en 'n hooftema saamgestel is.
Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van
skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program
deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook
bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders
wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het
beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende
inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die
hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is
subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering
het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die
fasiliteerder en van transformatiewe leer.
Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer
is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse
aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en
vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie
persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde
skole.
Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om
opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram
wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en
organisatoriese ontwikkeling.
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Value and belief systems in outcomes based education in a diverse school environmentRhodes, B. D. (Bernard David) 04 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The introduction of Outcomes Based Education in the South African school system brought about a
new approach to education. The existing system of a multitude of subjects was replaced by a
curriculum with eight learning areas. In this curriculum the focus is on attitudes, skills and values
which replaced a content based approach with a process-based approach. Educators thereby became
facilitators in the educational process.
With the barriers of segregation removed in the South African society the diversity of the
population created multi-cultural classrooms. Schools became the meeting place of many cultures
and belief systems. Educators who facilitated learning in schools were not always prepared for the
task of managing a multi-cultural and multi-religious school environment. This change within the
school system required that educators make a paradigm shift regarding their role as educators.
The introduction of Curriculum 2005 (1997); The Revised National Curriculum (2001) and the
National Curriculum Statement (2002) was not without problems in South Africa. Many educators
resisted change and had negative perceptions about the implementation of Outcomes Based
Education in schools. These perceptions stemmed from inadequate training of educators for the
implementation phase of the curriculum. The lack of skills to facilitate the content of the curriculum
was also visible in the educators' inability to identify values in the curriculum.
The multi-cultural and multi-religious classroom confronted educators with values from the
different value and belief systems of learners. It is, therefore, important that educators should be
able to identify values in order to attain the outcomes of the curriculum. Previous research indicated
that educators did not play an active role in the teaching of values in schools. Neither were the
educators participating in this research able to either identify or promote the values identified in the
curriculum.
The aim of this research was to develop an instrument to assist educators in identifying values from
different belief systems in C2005 (1997); The Revised National Curriculum (2001) and the National
Curriculum Statement (2002). Guidelines were developed for the facilitation of the identified values
within the OBE curriculum. An empirical research was undertaken regarding the management of values in schools in the
Western Cape during June 1999. Possible methods and approaches to values in education in general
were identified and the suggested instrument and guidelines to assist educators with the
identification of values was developed.
The relevance of this study is to assist in-service and pre-service educators In identifying and
facilitating different belief and value systems in an OBE education system. / AFRIKAANSE OPSOMMING: Die implementering van Uitkomsgebaseerde Onderwys (UGO) in die Suid-Afrikaanse skoolstelsel
het 'n nuwe benadering tot onderwys gebring. Die veelvoudige vakkeuses van die vorige
kurrikulum is vervang deur een met agt leerareas. 'n Nuwe kurrikulum wat gefokus is op
gesindhede, vaardighede en waardes het op sy beurt die inhoudgebaseerde kurrikulum met 'n
prosesbenadering vervang. Opvoeders het nou fasiliteerders van die leerproses geword.
Die verwydering van skeidslyne in die Suid Afrikaanse samelewing het tot gevolg gehad dat die
diversiteit van die S.A. bevolking tot multikulturele klaskamers gelei het. Skole het die
ontmoetingsplek van vele kulture en waardestelsels geword. Die opvoeders wat die leerproses in
skole moet fasiliteer, is nie altyd voorbereid op die multikulturele en multireligieuse
skoolomgewing nie. Die verandering in die skoolwese vereis dat opvoeders 'n paradigmaskuif
betreffende hulle rol as opvoeders moet maak.
Die implementering van Kurrikulum 2005(Curriculum 2005,1997; Hersiene Nasionale Kurrikulum
(Revised National Curriculum, 2001); Nasionale Kurrikulum Stelling (National Curriculum
Statement, 2002) was geensins sonder probleme nie. Heelwat opvoeders het weerstand gebied en
baie negatiewe persepsies is behou in verband met die implementering van Uitkomsgebaseerde
Onderwys in skole. Die persepsies van opvoeders ten opsigte van die implementeringsfase van die
kurrikulum word gemotiveer as gevolg van die onvoldoende opleiding in die voorbereidingsproses ..
Die gebrek aan vaardighede om die inhoud van die kurrikulum te fasiliteer, is sigbaar in die
opvoeders se onvermoë om waardes in die kurrikulum te identifiseer.
Die multikulturele en multireligieuse klaskamer het opvoeders konfronteer met die leerders se
waardes vanuit hul verskillende waarde- en oriënteringsomgewings. (belief systems). Dit word
belangrik geag dat opvoeders hierdie waardes kan identifiseer sodat die uitkomste van die
kurrikulum behaal kan word. Vorige navorsing het aangedui dat opvoeders nie 'n aktiewe rol in die
fasilitering van waardes in die skool speel nie. Die opvoeders wat deel was van hierdie navorsing,
kon ook nie waardes in die kurrikulum identifiseer of bevorder nie. Die doel van hierdie navorsing was om 'n instrument te ontwerp om opvoeders te help met die
identifisering van waardes van die verskillende oriënteringsomgewings (belief systems) in C200S
(1997); RNC (2001); NCS(2002) Riglyne is ontwerp vir fasilitering van die geïdentifiseerde
waardes in die UGO kurrikulum. Empiriese ondersoek is onderneem met die doelom die hantering
van waardes in Wes-Kaapse skole na te vors. Moontlike metodes en benaderings tot waardes in
onderwys in die algemeen is geïdentifiseer en 'n instrument om opvoeders te help met die
identifisering van waardes, is ontwikkel. Riglyne word voorgestelom opvoeders te help in hulle
benadering tot waardes in die kurrikulum.
Die waarde van die studie lê daarin om sowel voor- as indiensopvoeders te help met die
identifisering en fasilitering van waardes vanuit die verskillende waarde en oriënteringsomgewings
in 'n Uitkomsgebaseerde Onderwysstelsel.
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Free and compulsory primary education in Lesotho : democratic or not?Potjiri, Elizabeth Tello 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2004 / ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education
in primary government schools of Lesotho has the potential to be thickly democratic. I
hold that the Free and Compulsory Primary Education (2000) policy is a less
democratic project because it is characterised by principles of thin democracy. My
claim is that free and compulsory primary education in Lesotho can be more
democratic if there is balance in the demand for equity of access in the FPE (2000)
project.
I hold that in order to succeed in further democratising the Free and Compulsory
Primary Education (2000) programme, the whole process, but primarily the structures
of education, should be anchored within thick democratic principles. Although
primary education is regarded to have changed, this change has been illusory or
superficial (meaning that it is still essentially the same as the colonial one), as it did
not affect the structure and value systems governing the delivery of education. The
reported conflicts that have come to the fore after independence have been mostly on
matters of strategy rather than differences in terms of the values that drive the delivery
of education in Lesotho. The focus of Lesotho's education has remained on an elitist
and outwardly looking minority. This powerful minority remains geared towards the
acquisition of a Western type of education driven by Western values. Lessons and
opportunities that could have been learnt from Sotho (pre-colonial) educational
experiences and which were regarded as democratic have been lost. I contend that a
democratically driven education system has to draw its inspiration from the principles
of thick democratic education.
An effective and transformational educational system requires the commitment of
those in political leadership as well as those in charge of education. This commitment
must include a desire to implement an education system that transforms people's
worldview qualitatively to put them at the service of their nation. I hold that the value
of education in Lesotho can be successful when it is capable of producing men and
women of the highest integrity, honesty, tolerance, responsibility and accountability. The education system should produce individuals who are hard working, patriotic,
well mannered and committed to serving their society. Education should be able to
equip each and everyone to contribute meaningfully to the development of the nation.
Finally, the teaching of thick democratic attributes must be founded on the bedrock of
a successful education system in Lesotho from the lowest classes or grades.
KEYWORDS: Free and compulsory education, democratic education, quality
education, equality in education, thick and thin democracy in Lesotho. / AFRIKAANSE OPSOMMING: Die belangrike vraag in hierdie tesis is of gratis en verpligte primêre onderwys in
primêre skole in Lesotho die potensiaal het om "dik" demokraties te is. Myns insiens
is die beleid van gratis en verpligte primêre onderwys (2000) 'n minder demokratiese
projek aangesien dit deur die beginsels van onvoldoende ("dun") demokrasie
gekenmerk word. Ek voer aan dat gratis en verpligte primêre onderwys in Lesotho
meer demokraties kan wees indien daar 'n balans in die vraag na gelyke toegang in
die Gratis Primêre Onderwys-projek (2000) bestaan.
Ek meen verder dat die hele proses, maar hoofsaaklik die onderwysstrukture, in
demokratiese beginsels veranker behoort te wees ten einde die verdemokratisering
van die program vir gratis en verpligte primêre onderwys (2000) suksesvol deur te
voer. Alhoewel daar gereken word dat primêre onderwys verander het, was hierdie
verandering denkbeeldig of oppervlakkig (waarmee bedoel word dat dit steeds
wesenlik dieselfde is as die koloniale onderwysstelsel), aangesien dit nie 'n invloed
gehad het op die struktuur en waardestelsel wat die lewering van onderwys beheer
nie. Die konflikte wat aangemeld is ná onafhanklikwording het meestal te make gehad
met kwessies ten opsigte van strategie eerder as verskille met betrekking tot die
waardes wat die lewering van onderwys in Lesotho beheer. Die fokus op onderwys in
Lesotho het gerig gebly op 'n elitistiese en uitwaartse invloedryke minderheid wat
ingeskakel het by die verwerwing van 'n Westerse soort onderwys wat deur Westerse
waardes gedryf word. Lesse en geleenthede wat uit prekoloniale Sothoonderwyservaringe
geleer kon word en wat as demokraties beskou kon word, het
verlore gegaan. Myns insiens moet 'n demokraties-gedrewe onderwysstelsel sy
inspirasie uit die beginsels van demokratiese onderwys kan put.
'n Doeltreffende en transformasionele onderwysstelsel vereis die verbintenis van
diegene aan die roer van sake ten opsigte van leierskap in die gemeenskap sowel as
diegene in beheer van onderwys. Hierdie verbintenis moet getemper word deur 'n
behoefte aan die implementering van onderwys wat mense se wêreldbeskouing op
kwalitatiewe wyse transformeer ten einde hulle in diens te stel van hulle nasie en die
mense. Die waarde van onderwys in Lesotho kan slegs gesien word wanneer dit in
staat is om mans en vroue van die hoogste integriteit, eerlikheid, verdraagsaamheid, verantwoordelikheid en aanspreeklikheid te lewer - hardwerkende, patriotiese,
goedgemanierde mense wat daaraan toegewy is om hulle samelewing te dien.
Onderwys behoort in staat te wees om 'n ieder en 'n elk toe te rus om op
betekenisvolle wyse tot die ontwikkeling van die nasie by te dra. Laastens, die
onderrig van "dik" demokratiese eienskappe moet gebou word op die basis van 'n
suksesvolle onderwysstelsel in Lesotho vanaf die laagste klasse of grade.
SLEUTELWOORDE: Gratis en verpligte onderwys, demokratiese onderwys,
kwaliteit onderwys, gelyke onderwys, "dik" en "dun" demokrasie in Lesotho.
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Repositioning of technical colleges within the transformation of education in South AfricaVan der Merwe, Theresia 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Education a Training forms such an integral part of the community that it can never remain unaffected by
the fundamental impact of the transformation taking place within a democratising new South Africa. The
transformation of the education processes is also consistent with international trends. The drift towards
decentralisation, away from the rigid formal structures and systems of the old dispensation, and the
crumbling of boundaries to create a freer and more flexible dispensation, are also indicative of postmodernist
thinking.
This study has found that technical colleges, throughout their complex history, have admirably withstood
and repelled the onslaughts on their right to exist, and that they have indeed managed to strengthen their
indispensable position in the education and training system of South Africa. In spite of the wealth of
instructional and training opportunities in the local and global market, colleges once again find
themselves at a new crossroad with the restructuring of the South African Education system as a whole.
These changes, which embrace all levels and areas of technical colleges, are also typical of a postmodernist
view and include, inter alia, the following: control and management, funding, level of
programmes that ought to be offered, curriculum, composition of staff corps, instructional approach,
evaluation and admission policy. The only constant in most cases are the physical facilities and
buildings. The nature and extent of the changes has placed the colleges at the centre of a tangle of
confusion. The lack of leadership on the part of the provincial education departments and the lack of
involvement of the business sector only add to the anxiety and unanswered questions at colleges.
The researcher has found that technical college have enormous potential and a central role to fulfil in the
development of future human resources in South Africa. Policy-makers should, therefore guard against
introducing restrictive measures that would limit the focus of the colleges to the FET level. It would
hamper the articulation of learners, thwart the approach of providing 'seamless education', and constrain
the development of existing qualities. For once in the history of education in South Africa, there is an
urgent need for policy-makers and those responsible for implementing such policies to give their
undivided attention to this 'orphan', who has such a vital role to play in the economy and educational
system of South Africa. / AFRIKAANSE OPSOMMING: Onderwys en Opleiding vorm so 'n integrale deel van die samelewing dat dit nooit onaangeraak kan bly
tydens die ingrypende impakte van die transformasie in die nuwe demokratiserende Suid-Afrika nie.
Hierdie onderwystransformasieprosesse reflekteer ook internasionale tendense. Die neiging na
desentralisasie en weg beweeg van ou (formele) strukture en stelsels en afbreek van grense na 'n vryer en
losser bestel, weerspieel ook die postmoderne denke.
Die studie het bevind dat tegniese kolleges merkwaardig deur die geskiedenis heen, die aanslae teen hul
bestaansreg in die beroepsonderwys weerstaan en hulonmisbare posisie in die Onderwys en
Opleidingsisteem van Suid-Afrika versterk het. Ten spyte van die rykdom van onderrig- en
opleidingsgeleenthede in die plaaslike en globale mark, bevind kolleges hulselfweer by 'n nuwe kruispad
met die omvattende herstukturering van die hele Suid-Afrikaanse Onderwyssisteem.
Die veranderinge, wat alle vlakke en terreine van tegniese kolleges omsluit, is ook tiperend van 'n
postmoderne siening en sluit, onder andere, die volgende in: die beheer en bestuur, befondsing, vlak van
programme wat aangebied behoort te word, kurrikulum, samestelling van die personeelkorps,
onderrigbenadering, evaluering en toelatingsbeleid. Die enigste konstante in die meeste gevalle is egter
die fisiese fasiliteite en geboue. Die aard en omvang van die veranderinge plaas tegniese kolleges tans
binne 'n warboel van onsekerhede. Die gebrek aan leiding deur die provinsiale onderwysdepartemente
en die onbetrokkenheid van die besigheidsektor, dra by tot die bekommernisse en onbeantwoorde vrae by
kolleges.
Die navorser het bevind dat die tegniese kolleges geweldige potensiaal het en'n kernrol het om te vervul
in die toekomstige menslike hulpbronontwikkeling in die land. Beleidmakers moet daarteen waak dat
beperkende maatreels van die kolleges se fokus slegs tot 'n VOO-vlak. Dit kan die artikulasie van
leerders, markgedrewenheid, die voorsiening aan bestaande behoeftes, die benadering van 'seamless
education' en die uitbou van bestaande kwaliteite negatiefbenadeel. Daar bestaan 'n dringende behoefte
dat die onderwysbeleidmakers en -implementeerders vir een keer in die geskiedenis van onderwys in
Suid-Afrika onverdeelde aandag aan hierdie 'weeskind' wat 'n belangrike rolspeler in die onderwys en
ekonomie is, sal gee.
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A philosophical study of structural and conceptual trends underlying the development of outcomes-based educationFakier, M (Mursheed) 12 1900 (has links)
Thesis (MEd) -- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study looks at the structural and conceptual trends underlying the development of
outcomes-based education.
Part of the democratisation process of South African education involves the introduction of a
system of outcomes-based education (OBE) in South African schools. Proponents of OBE
claim that it constitutes a radical break from the previous apartheid education system. For this
reason OBE is viewed as a transformational perspective on the curriculum. Viewed against
this backdrop OBE strives to guarantee success for all learners; to empower learners in a
learner-centred environment thus creating a critical, investigative, creative, problem-solving,
communicative future-orientated citizen (Department of Education 1997:10).
However, after doing an analysis and an interpretation of the White Paper on Education and
Training (1996), it appears as if OBE with its "fixed" outcomes has a tendency to manipulate
and control learners. The analysis shows that OBE stifles learners' critical, investigative,
creative and problem-solving ability.
The study also reveals that as a result of globalisation there is a global discourse on
knowledge production which assumes that unless our system of education conforms with this
global reality, our education could be considered as being of an inferior quality.
The findings of the research suggest that OBE with its fixed outcomes cannot engender
transformation on its own. Rational reflection, creativity and imagination need to be
imbedded in practices of teaching and learning. By doing this, OBE could offer
transformative opportunities for school communities at large. / AFRIKAANSE OPSOMMING: Hierdie studie poog om die strukturele en konseptuele tendens onderliggend aan die
ontwikkeling van UGO (Uitkomsgebaseerde onderwys) te ondersoek.
Die bekendstelling van 'n UGO model in skole word gesien as deel van die demokratiseringsproses
wat binne die Suid-Afrikaanse onderwysstelsel plaasvind. Ondersteuners van UGO is
dit eens dat UGO radikaal wegbeweeg van die apartheidsonderwysstelsel. Om hierdie rede
word UGO dus gesien as 'n transformatoriese perspektieftot die kurikulum.
Teen hierdie agtergrond streef UGO daama om sukses te waarborg vir alle leerders in 'n
leerlinggesentreerde omgewing. Op die manier wil UGO 'n kritiese, ondersoekende,
skeppende, probleemoplossende, kommunikatiewe en toekomsgerigte landsburger skep.
Nadat daar egter 'n analitiese studie van die Witskrif vir Onderwys en Opleiding (1996)
gedoen is wil dit tog voorkom asofUGO eerder daarop gemik is om leerders te manipuleer en
te beheer. Trouens, die huidige diskoers oor kennisproduksie aanvaar dat indien 'n land se
opvoeding nie die realiteit van globalisasie in ag neem nie word dit as minderwaardig beskou.
Die bevindinge van die navorsmg stel voor dat UGO, met sy vaste uitkomste, wemige
verandering alleen kan meebring. Daar word dus aan die hand gedoen dat indien rasionaliteit,
kreatiwiteit en verbeeldingrykheid deel sou vorm van onderwys en leer dit op so 'n manier
uitkomste kan komplementeer en sodoende betekenisvolle transformasie in die onderwys kan
bewerkstellig.
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Has educational transformation deepened democracy in public high schools?Damons, Yolande L. 12 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The process of educational transformation in South Africa was characterised by
the creation of a coherent policy and legislative framework (e.g. Constitution;
South African Schools Act, 1996) that would form the basis for systematic
changes. My concern is if or to what extend the transformational goals of
access, redress, equality, quality, freedom and participation manifest itself in
public high schools, particularly those schools from historically disadvantaged
communities.
Engaging in an interpretive and critical analysis of data (South African Schools
Act, 1996 and diverse educator voices), I explore the conceptual and pragmatic
links between different nuances of democracy in schools. There seem to be
huge gaps between policy and practice. As the transformation of the education
system is inseparable from the total transformation of our nation, I contend that
the education landscape needs to be reviewed. A rigorous multi-facetted
approach by all role players is necessary in order to meet the complexity of
challenges to the process of transforming the education system of South Africa,
in order to bring about a deep democracy.
KEY WORDS: Education, transformation, democracy, participation, equality
and quality. / AFRIKAANSE OPSOMMING: Die proses van onderwys-transformasie in Suid-Afrika is gekenmerk deur die
daarstelling van 'n koherente beleids-en wetgewende raamwerk (o.a.
Konstitusie; Suid-Afrikaanse Skolewet, 1996), wat die grondslag van
sistematiese veranderinge sou vorm. My besorgdheid is of, en tot watter mate
die transformasie-doelwitte van toeganklikheid, regstelling, gelykheid, kwaliteit,
vryheid en deelname in publieke hoërskole gemanifesteer word - veral dié
skole in histories benadeelde samelewings.
Verbind tot 'n interpretatiewe- en kritiese data-analise van die Suid-Afrikaanse
Skolewet en menings van diverse onderwyslui, ondersoek ek die konseptueie
en pragmatiese skakeling tussen verskillende nuanses aangaande demokrasie
in skole. Daar blyk groot gapings tussen beleid en praktyk te wees. Omdat die
transformasie van die onderwysstelselonlosmaaklik deel vorm van die totale
transformasie van ons nasie, voer ek aan dat die opvoedkundige landskap
dringend in heroënskou geneem moet word. 'n Daadwerklike, multi-fassettige
benadering deur alle rolspelers is nodig ten einde die komplekse uitdagings ten
opsigte van die transformasie van die Suid-Afrikaanse onderwys die hoof te
bied, en sodoende 'n diep demokrasie tot stand te bring.
SLEUTELWOORDE: Onderwys, transforrnasie, demokrasie, deelname,
gelykheid en kwaliteit.
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Managing change - how educational leaders manage transformational change within a framework of control and constraintsSchlebusch, Juliet Claire 12 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: There are many new developments in the field of schooling. Some of these
developments - school based management, new curriculum developments and
devolution of control to the school level have brought with it policy changes.
Many educational leaders are struggling to keep pace with these changes that
are taking place in the management of education. Others are struggling against
the changes, while possibly not fully understanding the dynamics of these
changes.
In a time of rapid political and social change, the need for spelling out the
concomitants of educational leadership has become both necessary and
essential. Planned quality intervention by the state has completely
underestimated the lack of managerial competencies among educational
leaders. Quality in leadership is not a luxury item in educational
transformation, changes in leadership are in fact central to instilling the
democratic values and principles which underpin the new educational policies.
There must also be a comprehensive strategy which addresses educational
leadership as a school-wide intervention. There needs to be a more coordinated
effort between provincial education departments and schools to bring
their collective resources to bear on school quality change; but the process
must be prioritised and co-ordinated by the state.
This assignment seeks to establish what challenges and constraints educational
leaders face in their attempts to effect transformation in South Africa. It details
the daily strategies and plans used by educational leaders as they go about
running their schools. Strategic opportunities in the policy field should be
harnessed to drive education quality improvements. It is vital to link in-service
development to policy implementation.
Ultimately the monitoring and evaluation system in place must track the impact
of the changes more carefully. This would allow departments to define future
poiicies and programmes based on informed choices about which quality
interventions make a difference. This is critical since the evidence shows that
most changes have not always resulted in the planned leadership
improvements. There is no reason for this trend to continue as this research
shows that many schools have considerable advantages working in their
favour: a relatively stable schooling infrastructure, a growing corps of qualified
educational leaders and a policy environment in which there is optimism about
change and transformation in the school sector. / AFRIKAANSE OPSOMMING: Daar is huidiglik vele nuwe ontwikkelinge in die onderwysstelsel. Sommige van
die ontwikkelinge: skool - gebaseerde bestuur, nuwe kurrikulum ontwikkelinge
en die afwenteling van bestuur na skoolvlak, het verskeie beleidsveranderinge
meegebring. Vele onderwysleiers vind dit problematies om tred te hou met die
veranderinge in die bestuur van opvoeding. Ander weer, toon 'n weerstand teen
die veranderinge, moontlik omdat hulle nie die dinamika van die verandering
verstaan nie.
In 'n tyd van politieke en sosiale veranderinge, is dit belangrik en noodsaaklik om
gepaardgaande verskynsels van onderwysleierskap na vore te bring. Beplande
bevoegde toetredings van die staat het die tekorte aan bestuursbekwaamheid van
onderwysleiers heeltemalonderskat. Bevoegdheid in leierskap kan nie geag word
as 'n luukse item in onderwystransformasie nie. Veranderinge in leierskap is
inderdaad sentraal tot die vaslegging van die demokratiese waardes en beginsels
wat die nuwe onderwysbeleidsverklaringe ondersteun.
Daar moet 'n allesomvattende strategie en -toetreding wees, wat onderwys
leierskap as 'n skool aangeleentheid aanspreek. Daar word 'n skool
gekoordineerde poging tussen provinsiale onderwysdepartemente en skole
benodig om hulle kollektiewe hulpbronne toe te wy aan
skoolkwaliteitsveranderinge, maar die proses moet deur die staat gekoordineer en
goedgekeur word.
Hierdie werkstuk poog om te bepaal watter uitdagings en beperkinge
opvoedkundige leiers in die gesig staar in hul pogings om by te dra tot
tranformasie in Suid-Afrika. Die strategieë en metodes wat deur opvoedkundige
leiers gebruik, word in die daaglikse bestuur van instellings, word gespesifiseer.
Dit is belangrik om onderwysontwikkeling aan beleidsimplementering te koppel.
Die monitering en evalueringstelsels wat in plek is, moet noodwendig tred hou
met die gevolge van die veranderinge. Dit sal toelaat dat departemente hul
toekomstige beleide en programme, op ingeligte en kwaliteitstoetredings baseer,
wat 'n verskil maak. Dit is krities, want bewyse dui aan dat veranderinge nie
altyd in die beplande leierskapverbeteringe eindig nie. Daar is geen rede vir die
veloop van gebeurtenisse nie, want die studie wys dat die skole aansienlike
voordele in hul guns het: 'n betreklike stabiele skoolinfrastruktuur; 'n groeiende
komponent van onderwysleiers, en 'n beleidsomgewing waarin daar optimisme
oor veranderinge en transformasie in die opvoedingssektor is.
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