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Managing change in a prevocational school: a case studyTang, Yat-mun., 鄧逸敏. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
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Perceptions on changes and strategies striving for school effectiveness: a case studyChan, Shun-ching, Mary., 陳順淸. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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Assessment and automatic progression of learners in the foundation phaseMoime, Winnifred Motsei 11 1900 (has links)
Changes in Education usually brings along with it problems of curriculum
implementation, such as assessment, evaluation and curriculum design. One of the
major problems is how learners are going to be assessed for progression and how the
teachers are going to adapt to these new approaches.
In this research the focus was on the following problems:
Are the new assessment criteria met by the facilitator?
Can the opinions/ideas and attitudes of facilitators be transformed?
Do facilitators understand the new assessment criteria and how to use them?
To find out how knowledgeable the educators are on assessment criteria and
what the educators average attitudes are towards the new assessment criteria.
In the empirical research data was gleaned by means of questionnaires. Thereafter,
correlation coefficient was used to determine the correlation between variables and the
t-test and chi-square test were used to test the null hypothesis. / Psychology of Education / M.Ed. (Psychology of Education)
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Education management implications of learner migration amongst selected secondary schools in Limpopo provinceNeluvhola, Tintswalo Grace 11 1900 (has links)
Post-apartheid education policy as enshrined in the South African School's Act no 84 of
1996 transformed the education system. The policy ensured the right of access to the
school of one's choice and lead to the migration of learners from township schools to
former Model C and independent schools. The study aimed to investigate the
management of learner migration using a literature review and a qualitative inquiry. Data
was gathered through interviews with principals, School Management Team members,
parents and learners who had migrated. The findings indicated that learner migration as
determined by parents' social and financial capacity is; steered by factors such as a
school's sound culture of teaching and learning on account of good principalship,
dedicated educators, motivated learners and good discipline. It was recommended that the
culture of teaching and learning should be cultivated in all schools through capacity
building workshops for educational managers and educators to curb excessive Ieamer
migration. / Further Teacher Education / M.Ed. (Education Management)
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Managing change in schools of the Kavango region in NamibiaMuyeghu, Augustinus 12 1900 (has links)
In the first chapter the author outlined the context of the study, the overview, terminology and the research aims, as well as research questions. The purpose of the
study was to explore the management of change in schools of the Kavango region in
Namibia. It aimed to determine the guidelines, factors that influence change, the role of the principals in managing change and strategies used to train school managers to
cope with new demands and changes.
The literature reviews, in Chapter 2, address the theories of change management.
They further outline the role and successes of school principals in managing change.
The literature revealed a lack of information-sharing and skill amongst staff members in general, and principals in particular. The description of the methodology in Chapter 3 addresses how the research questions were approached using purposeful sampling and semi-structured interviews as part of an interpretive approach. A thematic analysis of the data was undertaken from which important recurring concepts were derived. This process continued during data collection.
The findings from the data analysis in terms of twelve themes (cf. 4.4) which were composed by grouping together related concepts are presented and described in
Chapter 4. Findings showed that participating principals lack skills in managing change, but it appears that there is potential for improvement if they are trained to understand the management of change and leadership theories. A summary of the main findings of the study is found in Chapter 5, together with conclusions and recommendations. Limitations of the study and implications for future research are also addressed.
An analysis of the study indicated that there is lack of support, monitoring and coordination
of the management of change programmes at the regional level. Reference was made to leadership and management programmes such as the Education and Training Sector for Implementation Programme [ETSIP] initiated by the Ministry of Education [MoE] to assist principals. The findings suggest that programmes petered out because follow-up was limited. / Educational Studies / M. Ed. (Education Management)
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Transforming education: the role of epistemologyVan Niekerk, Magdalena Petronella 11 1900 (has links)
Current socio-cultural and technological changes world-wide and their epistemological
consequences in educational discourse form the study's backdrop. It is hypothesised that
changes in our surroundings, globally and locally are inevitable. To make sense of evolving
realities, our conceptual schemes should change. The latter problematic was investigated as
part of analytic-philosophical research within the qualitative paradigm. This comprises an
extensive literature study, disciplined subjectivity and consistent argumentation. A small scale
document analysis of selected study material was conducted to ascertain the prevalent
epistemology in the local context, the Faculty of Education, Unisa. Major findings emerged:
In the field of Education, particularly in an Afrikaner research tradition, an essentialist and
foundationalis! epistemology has prevailed. The latter assumptions of knowledge are typical
of the Enlightenment paradigm and a Newtonian worldview. Furthermore these views were
exacerbated by the academic isolation of the apartheid years and the limitations posed by
distance education. Lecturers are often impoverished by their unfamiliarity with their students' life worlds, and a lack of exposure to the Other or 'difference'. A close link" between epistemology and the ability and willingness to participate in transformation processes exists. A transformed educational discourse is essential and should be reflected in a living educational theory, whereby assumptions of knowledge should exhibit integrity and wholeness. A relational ontology and a participatory worldview replace e substantialist
ontology and a correspondence theory of tru!h.
Assumptions of knowledge require ongoing contestation, whilst thinking modes and
metaphors of an emerging paradigm can facilitate conceptual transformation in a postmodern,
postindustrial world. Complexity theory yields alternative metaphors and modes of thinking conducive to a dynamic surrounding. Mechanistic metaphors should be replaced by an organic and dynamic discourse. A position, wherein humankind is regarded as 'opposite' of
the world, is no longer useful. The metaphor of the hologram is appropriate. Emphasis is
given to wholeness and ethical responsibility instead of prediction and control which led to
the earth's exploitation. Scientific certainty gives way to nonlinearity and unpredictability
within boundaries of patterns. Simultaneously this creates hope, because small inputs can
eventually make a difference to an interconnected world. / Comparative Education / D. Ed. (Comparative Education)
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Transition from elite to mass higher education in ChinaXue, Yan Qing 06 1900 (has links)
The research focuses on the strategies for the transition from elite to mass higher
education in China. The expansion of Chinese higher education has accelerated
since 1998. The Chinese government plans to increase its gross enrolment rate in
higher education to 15% by 2010. According to Trow's (1974:63) phase
development theories, this increase of enrolment would lead to fundamental
changes in higher education. These changes interact with its contextual factors,
such as, economy, politics, society et cetera. The research aimed at analyzing this
by using both literature study and qualitative inquiry. The Chinese strategies for
the transition were preliminarily evaluated. Findings were that people's elite
values, shortage of funds and social inequality are major obstacles for the
transition. The study revealed that developing non-traditional higher education,
among others, is an effective way to overcome these difficulties and to accelerate
the transition from elite to mass higher education. / Educational Studies / M. Ed. (Comparative Education)
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Co-operative school governance : from policy to practiceLooyen, Roger 06 1900 (has links)
The aim of this research is to establish the extent to which principals of schools in
Gauteng are implementing co-operative school governance. The shift to co-operative
governance is a result of new legislation, and in particular the South African Schools Act
84 of 1996, which aims at redressing the inequalities of past legislation.
To determine the extent, to which principals are engaged in co-operative governance, a
questionnaire was designed to elicit essential information as to how co-operative
governance has been practically implemented. The research attempted to evaluate the
commitment and dedication of principals to the process of shared decision-making;
decentralisation and accountability; to engendering healthy relations with governors; to
ensure that legislation is complied with as regards the composition of governing bodies; and to encourage governors to attend training. / Educational Studies / M.Ed. (Education Management)
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Partnerships in school governance : foundation for reform and restructuringMarishane, Ramodikoe Nylon 06 1900 (has links)
The aim of this study is to examine the role played by the state in developing
partnerships in school governance, to establish how school governance reform and
restructuring can enhance powers and functions of school governing bodies and to
identify the needs and problems of partners in school governance.
A literature study was conducted to investigate the role of the state in partnerships in
school governance and its implications for school governing bodies. Reference was
made to studies conducted in countries experiencing educational reform.
An empirical survey was conducted to establish the views of the state and school
governors. For this purpose, a questionnaire was sent to members of governing bodies,
while an interview was held with an official in the Department of Education.
It was found that the implementation of reform influences relationships and functions of
governing bodies and causes problems which the state should address. / Educational Leadership and Management / M.Ed. (Educational Management)
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The development of universities of technology in the higher education landscape in South AfricaPerumal, Richard Isiah January 2010 (has links)
Submitted in fulfillment of the requirements for the degree of Doctor of Technology: Human Resources Management, Durban University of Technology, 2010. / To face the challenges of the 21st century, institutions need to address problems experienced by the modern world. The nature of modern work is changing and continually increasing, with knowledge, information and education. As we move further into the information and knowledge age, the workforce will require sophisticated education and training to sustain competitiveness and responsible development. In response to this challenge the DOE restructured Higher Education to make it relevant to the needs of society and industry.
In terms of the National Plan Higher Education (2001) many Technikons were either converted to Universities of Technology (UOT) or merged into universities and became Comprehensive Universities. The Traditional University made up the third type of university. As a result three distinct types of institutions emerged, namely UOTs, Comprehensive Universities and Traditional Universities. In this configuration previous Technikons were reclassified as a UOTs and were able to offer degrees also. This research studied the development of UoTs and its evolution to “University” status. After being classified as Universities of Technology, it soon became clear that these universities lacked a philosophy. Its attributes were not clearly formulated by the DOE. It was left largely to the UoTs in South Africa to develop a set of attributes.
This study developed an underlying philosophy, attributes, and performance indicators to guide the strategic direction and development of UoTs in creating a unique personality for itself. Five universities were studied in UK, Germany and Switzerland to develop a set of characteristics/attributes and performance indicators that can be adopted in South Africa. Five local UoTs were also studied, together with the South African Technological Network in building a set of common attributes. A Balanced Score Card was designed as a management model. Each attribute was linked to drivers and each driver was linked to performance indicators. The model included the various perspectives and components, which illustrated the interaction and cause and effect relationships. The philosophy of a Learning Organisation was adopted and its principals underpinned the interaction and relationships. This model will ensure that South African UoTs are able to comply with both national and international benchmarks.
UoTs pride themselves by ensuring that they produce and apply knowledge to solve real world problems. These universities see themselves as part of the greater society and therefore partnerships are critical to its functioning. Technology transfer and leadership in technology is a key strategic goal in determining its unique position in the Higher Education landscape. The Balanced Score Card was used to develop a management model which is a tool in establishing a UoT with benchmarks, performance indicators and drivers.
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