Mondi is an international packaging and paper company that manages over 300 000 ha of land in South Africa. After over a decade of working with Mondi to improve its wetland management, wetland sustainability practices were still not integrated into the broader forestry operations, despite some significant cases of successful wetland rehabilitation. An interventionist research project was therefore conducted to explore the factors inhibiting improved wetland management, and determine if and how expansive social learning processes could strengthen organisational learning and development to overcome these factors. In doing so, the research has investigated how informal adult learning supports organisational change to strengthen wetland and environmental sustainability practices, within a corporate plantation forestry context. How individual and/or group-based learning interactions translate to the collective, at the level of organisational change was a key issue probed in this study. The following three research questions were used to guide the research: 1. What tensions and contradictions exist in wetland management in a plantation forestry company? 2. Can expansive learning begin to address the tensions and contradictions that exist in wetland management in a plantation forestry company, for improved sustainability practices? 3. Can expansive social learning strengthen organisational learning and development, enabling Mondi to improve its wetland sustainability practices, and if so how does it do this? Cultural historical activity theory (CHAT) and the theory of expansive learning provided an epistemological framework for the research. The philosophy of critical realism gave ontological depth to the research, and contributed to a deeper understanding of CHAT and expansive learning. Critical realism was therefore used as a philosophy to underlabour the theoretical framework of the research. However CHAT and expansive learning could not provide the depth of detail required to explain how the expansive learning, organisational social change, and boundary crossings that are necessary for assembling the collective were taking place. Realist social theory (developed out of critical realism by Margaret Archer as an ontologically located theory of how and why social change occurs, or does not) supported the research to do this. The morphogenetic framework was used as a methodology for applying realist social theory. The expansive learning cycle was used as a methodology for applying CHAT and the theory of expansive learning; guiding the development of new knowledge creation required by Mondi staff to identify contradictions and associated tensions inhibiting wetland management, understand their root causes, and develop solutions. Through the expansive learning process, the tensions and contradictions become generative as a tool supporting expansive social learning, rather than as a means to an end where universal consensus was reached on how to circumvent the contradictions. The research was conducted in five phases: • Phase 1: Contextual profiling to identify and describe three activity systems in Mondi responsible for wetland management: 1) siviculture foresters; 2) environmental specialists; 3) community engagement facilitators. The data was generated and analysed through through document analysis, 17 interviews, 2nd generation CHAT analysis, and Critical Realist generative mechanism analysis; • Phase 2: Analysis and identification of tensions and contradictions through a first interventionist workshop. Modelling new solutions to deal with contractions, and examining and testing new models in and after the second interventionist workshop; • Phase 3: Implementing new models as wetland management projects and involved project implementation. This included boundary crossing practices of staff in the three activity systems, reflection and re-view in a further five progress review/interventionist workshops, and a management meeting and seminar; • Phase 4: Reflecting on the expansive learning process, results, and consolidation of changed practices, through nine reflective interviews and field observations; • Phase 5: Morphogenic/stasis analysis of the organisational change and development catalysed via the expansive social learning process (or not). The research found that expansive social learning processes supported organisational learning and development for improved wetland management by: 1) strengthening the scope, depth, and sophistication of participant understanding; 2) expanding the ways staff interact and collaboratively work together; 3) democratising decision making; 4) improving social relations between staff, reducing power differentials, and creating stronger relationships; 5) enhancing participant reflexivity through deeper understanding of social structures and cultural systems, and changing them to support improved wetland and environmental practice of staff, and developing the organisational structures and processes to strengthen organisational learning and development; and 6) using the contradictions identified as generative mechanisms to stimulate and catalyse organisational learning and development for changed wetland/environmental management.

This study investigates the impact of school governing bodies (SGBs) empowerment on school governance in King William’s Town. The study focuses on SGBs challenges and plights, highlights the effects of their lack of empowerment and suggests the review of the election criteria used to elect SGBs who have the potential to be empowered. Furthermore, it explores the elements and methods of empowerment that can be utilised to empower SGBs and examines the difficulties SGBs experience in accounting for finances and formulating and implementing policies. The researcher makes recommendations on the empowerment of SGBs based on the findings of the study. It was necessary to review literature on empowerment and school governance to attain the research goals. Conflicts and the mismanagement of finances indicate a noticeable gap between South African Schools Act policy intention and policy practice. The majority of SGBs, particularly the parent component in rural and semi-urban areas, have low levels of education. As a result, it is difficult to empower members because they have little or no basic knowledge, skills and expertise with regard to school governance. The manner in which SGBs function and carry out their duties, roles and responsibilities indicates that SGBs received inadequate training. SGBs lack awareness of the regulations governing the appointment of educators, hence a number of disputes arise. The increasing number of disputes (both formal and informal) in respect of appointments and promotions results from misinterpretations of or variations in legislation governing appointments in schools as well as the competency or capacity of SGBs. To investigate this problem, interviews were used as the research instrument to gather data from eight participants from selected schools. The main finding is that the majority of the SGBs studied are incapable of being empowered due to low illiteracy levels of some members. Low levels of or no education, a lack of basic knowledge and skills and other factors, such as a lack of educational insight and the inaccessibility of information and resources due to the use of English as the medium in which SGBs are serviced, compound the problem. The quality of the empowerment workshops, which are 'one size fits all', have a marked effect on their efficiency.

Municipalities play an important role in accelerating service delivery to all communities. This study is an assessment of skills development programmes for selected employees at the Amathole District Municipality (ADM). The ADM is known as a predominantly rural district. The study revealed that the municipality is faced with a lack of proper skills to accelerate service delivery. This has resulted in the institution neglecting to invest in the development of those competencies needed to function in a constantly changing educational, training and development environment. The success of any organisation depends on its human resources, who are the most important asset. Therefore effective and efficient human resources management and training and development management play a critical role in the well-being of employees. Human resources training and development policies, practices and activities guide the institution with implementation of services and should take on a more strategic role to achieve their objectives. The researcher employed the quantitative research methodology for purposes of the empirical survey and also reviewed official documents and reports. A suitably constructed questionnaire was developed and distributed to the selected sample group from the ADM. The researcher also consulted legislation, official documents, articles, journals, policy documents, reports and books in an effort to obtain as much relevant information as possible. Based on the information gathered from the respondents and literature review the researcher proposes certain recommendations in the final chapter of the treatise.

Since 1994, the educational landscape in South Africa has been subjected to on-going policy changes. The national Curriculum and Assessment Policy Statement (CAPS) which has been promulgated recently, is the third version of a post-apartheid national school curriculum. Teachers, in particular, fulfil critical roles as change agents during a process of educational transformation, as they need to facilitate the change by implementing the new national school curriculum. This study aimed to ascertain teacher experiences of continuous curriculum change, by focusing in particular on the views of selected FET teachers. Focus group interviews were conducted with teachers employed at secondary schools in an urban township in the Eastern Cape. The data revealed that the teachers‟ responses could be categorised into four broad themes, namely CAPS itself, the learners in relation to CAPS, the teacher in relation to CAPS and the Department of Education in relation to CAPS. Despite several frustrations and uncertainties, it was clear that the teachers wanted to assume agency as they expressed a commitment towards change and a willingness to implement CAPS to the best of their ability. This study however concludes that the FET teachers who participated struggled to assume full agency, due to restrictive and disabling conditions which are mostly beyond their control.

The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.

The Integrated Quality Management System is a national policy that was introduced in 2003 by the Department of Education – with the aim of improving the performance of educators in teaching and learning. The policy integrates three programmes, namely: Developmental Appraisal, Performance Management and Whole-School Evaluation, which ought to complement one another, and run concurrently. The introduction and implementation of the Integrated Quality Management System is based on the premise that the quality of education in South African Schools would improve if the processes of the policy were used to evaluate and reward educators, and to institute corrective measures where necessary. The aim of the study was to evaluate the implementation of the Integrated Quality Management System for improving the quality of teaching and learning in schools. The study focused on schools in the King William’s Town Education District. Qualitative and quantitative research approaches were used to elicit the perceptions of educators, Senior Management Teams and District coordinators, with regard to the implementation process of the policy in the local schools. The findings indicate that the Department of Education needs to improve the processes of educating the educators in the implementation of the Integrated Quality Management system – in order to increase the possibility of achieving the objectives of the policy.

“Arts in education are arts that play a radical different role in the open classroom than traditional school. Arts are the real business of reading, writing, math or science” Siberman cited in Mark, (1995:160). This view by Siberman sharply contrasts with my observations in my school. During CASS moderation sessions, teachers bring learner portfolios with no learning activities, others prefer to teach learning areas they are qualified for rather than teaching Arts and Culture because they have no background knowledge in Arts and Culture. The question I wrestled with was: what could be the challenges faced by the Arts and Culture teachers given the fact that training has been conducted since the inclusion of the learning area in the curriculum from 1999 to date? In an implementation evaluation study that I conducted among four schools in the Bizana Area of the Eastern Cape Province, I found out through participant observation, questionnaires and interviews from four sampled senior phase teachers, that some of the participants have stopped teaching Arts and Culture in their schools because ‘they do not know what to teach’. Through the use of a thematic content analysis approach, I found out that many teachers complain about their lack of background knowledge of the art forms and that there is limited time provided in the timetable to teach this learning area. Seemingly, there are still challenges in the implementation of the learning area in this district. The results indicate a serious need for formal training of the Arts and Culture teachers with proper qualifications in more than one art form.

The provision of low cost housing has become one of the current South African government‟s top priorities. With the establishment of these new housing developments comes the need for accompanying social infrastructure. This includes the provisioning of schools, police stations, clinics and sports fields. In this study, I attempted to identify and explore the key basic elements that needed to be present when opening a new community school in one of these low income housing developments. The study gives voice to what key stakeholders thought these elements should be. The stakeholders were the teachers and community volunteers, which included parents of the learners. They actively participated in this study through the methodology of participatory action learning and action research (PALAR). The participants identified strong, compassionate and visionary leadership as an essential element that need to be present when opening up a new school. The study further shows that this leadership must have some knowledge of effective management systems in order to support the establishment of a new school. The findings also show that leadership and the effective implementation of these management systems rely heavily on the support of a variety of internal and external stakeholders, especially when support was lacking from the Department of Basic Education. The study further shows that the roles of the various stakeholders should be clearly defined and managed, so as to avoid tensions that might arise by having a large number of people involved in a confined space like a school. Teachers and community volunteers emerged as the key stakeholders who contributed to the effective functioning of the new school. Their continued involvement in the school requires on-going professional development and support.

Employees joining any institution for the first time are not always performing duties/tasks to the level and standard set by the management of particular organisation. Some candidates perform to their fullest potential after they are inducted. The purpose of skills development act is to assists employers to participate in leadership and development programmes as to enhance the potential of individuals and organizations. Also to encourage employees to use the workplace as an active learning site and provide opportunities to acquire new skills. Human Resource Practitioners play a critical role in the ensuring that employees are capacitated. This study undertook to evaluate selected skills development programmes in the Amathole District Municipality. ADM is challenged in coordinating various skills development programmes due to various reasons such as budget. From the literature study and information gathered from the respondents in this research it became evident that training of employees is key to the improvement of performance. In this regard it is critical that ADM creates means that will mitigate the identified findings in order to improve the performance of personnel. Emailed questionnaires were used as a method of collecting data from the respondents. In this study a qualitative method was used to analyse the data collected from the respondents. Based on the information gathered from the respondents the researcher made findings and formulated recommendations.

Department of Curriculum Studies / MEd