The purpose of this study was to explore the promotion of safe schools in the Eastern Cape according to a Whole School Development Approach. A literature study investigated the factors contributing to violence in schools in the Eastern Cape as well as South Africa, the strategies that can be used to involve all stakeholders in education to combat school violence and the strategies to promote safe schools through Whole School Development Approach. An empirical investigation following a qualitative approach was used to explore the views of learners, educators, principals and teachers of two secondary schools in the Eastern Cape. Data was gathered by observation, interviews, analysis of written documents and analysis was according to qualitative procedures. Findings showed a prevalence of violence in the schools as a result of non-application of the Whole School Development Approach. The implications of the findings of both literature and the empirical investigation are discussed and certain guidelines are provided to assist all stakeholders in education on the promotion of safe schools through the Whole School Development Approach. / Educational Studies / M. Ed. (Education Management)

The purpose of this study was to explore the promotion of safe schools in the Eastern Cape according to a Whole School Development Approach. A literature study investigated the factors contributing to violence in schools in the Eastern Cape as well as South Africa, the strategies that can be used to involve all stakeholders in education to combat school violence and the strategies to promote safe schools through Whole School Development Approach. An empirical investigation following a qualitative approach was used to explore the views of learners, educators, principals and teachers of two secondary schools in the Eastern Cape. Data was gathered by observation, interviews, analysis of written documents and analysis was according to qualitative procedures. Findings showed a prevalence of violence in the schools as a result of non-application of the Whole School Development Approach. The implications of the findings of both literature and the empirical investigation are discussed and certain guidelines are provided to assist all stakeholders in education on the promotion of safe schools through the Whole School Development Approach. / Educational Studies / M. Ed. (Education Management)

Truancy is one of the problems that exist in schools and affect learners' performance. The aim of the current study was to determine how truancy manifests and also to explore the life world of truants in secondary schools. From the literature review, the two types of truancy, namely blanket truancy and post-registration truancy were described. Various programmes and approaches used in truancy intervention were explored. An empirical investigation was undertaken with a sample of 758 Grade 10 learners from three secondary schools. The results indicated that significantly more males than females engaged in truancy. There is also a significant dependency between learning problems and truancy. The results of the study were analysed and recommendations for intervention and for further study were made. / Educational Studies / M.Ed. (Guidance and Counseling)

The purpose of the study was to investigate the practices and challenges faced by primary schools in the Western Cape province when implementing the Integrated Quality Management System (IQMS) policy. The study concentrated mainly on monitoring and evaluation processes; as well as the relevance and appropriateness of the measures in place for refining the IQMS. In 1994, the attainment of democracy in South Africa brought radical transformation to the education system, which resulted in the development of various educational policies. One of these policies was the Integrated Quality Management System (IQMS), which was introduced in 2003. The IQMS was aimed at improving quality education delivery. However, based on learners’ academic and quality results in terms of progression over the past two decades, the South African education system may not have achieved all of its desired outcomes. The school development teams, especially those in rural and previously disadvantaged schools, do not comply with the principles of the IQMS policy and, as a result, fail in their mandate. The empirical approach employed in this study was successful in obtaining information from participants about the challenges they faced in implementing the IQMS policy. The study used qualitative approach. Participants included post-level one teachers as well as members of the school management team at five different schools. The research findings indicated that some schools only implement the IQMS to comply with the department requirements and to ensure that their educators receive the salary increments based on IQMS. Consequently, there is no real school development taking place. The study made a number of recommendations to consider with regard to effective implementation of IQMS in schools. It is recommended that the School Development Team (SDT) and the School Management Team (SMT) employ a well-adjusted approach to whole school evaluation, with a resilient effort on both professional development and performance appraisal in the engagement of whole school development. The study also suggests the appointment of Senior Education Specialists who will be based at every school and become part of the SDTs in order to assist the schools in converting evaluation into school development. Further suggestion is also made for performance agreements and targets linked to salary increments. / Educational Management and Leadership / Ph. D. (Education Management)