Die bestuursverantwoordelikhede van die skoolhoo ten opsigte van skoolsport is vanuit 'n juridies-opvoedkundige perspektief ondersoek. Sport is eerstens in 'n opvoed­ kundige perspektief geplaas en daar is onder andere gewys op die plek van sport binne die onderwysstelsel en die waarde van sport vir die kind as opvoedeling. Daarna is vanuit 'n bestuursperspektiebesin oar aangeleenthede wat verband hou met skoolsport, met besondere verwysing na die bestuurstake van die skoolhoof. Die navorsing behels oak 'n bespreking van relevante juridiese aspekte en die implikasies daarvan vir skoolbestuur. In die lig van die navorsing is riglyne neergelen aanbevelings gemaak wat grater doeltreffendheid vir die bestuur van skoolsport tot gevolg sal h . / The managerial responsibilities of the headmaster with regard to sport in schools have been examined from a juridical educational point-of-view. Firstly sport is viewed from an inter alia, its educational perspective in order to show, place and value to the child within the educational system. Secondly sport is considered from a managerial perspective in order to consider managerial responsibilities regarding school sports with special reference to the headmaster as manager of the shcool. Thirdly this research contains a discourse of relevant juridical aspects, and their implications regarding school management vis-a-vis the headmaster. In consequence, this research has led to guidelines and recommendations which should enable a headmaster to effect a more efficient system of management with regard to school sports. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

A lei n° 12.711 foi sancionada em 29 de agosto de 2012 e regula o ingresso de estudantes oriundos de escolas públicas nas instituições federais de ensino. A lei de cotas, como é chamada, permitiu que as oportunidades de acesso à educação se ampliassem. Com o objetivo de analisar o desempenho acadêmico dos estudantes cotistas e não cotistas ingressos após a referida lei, esta pesquisa verificou a situação acadêmica de 424 alunos de dez turmas, já finalizadas, dos cursos técnicos integrados ao ensino médio, técnicos concomitante/subsequentes e superiores de tecnologia do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - Câmpus Salto. Trata-se de um estudo com abordagem quantitativa e o instrumento de coleta de dados foi a pesquisa documental. Foi realizada uma análise exploratória dos dados comparando os índices de evasão, conclusão, reprovação e o rendimento acadêmico e o desempenho no processo seletivo. Os resultados mostraram que, apesar das diferenças encontradas entre os alunos ingressantes pela reserva de vagas e os de ampla concorrência, em todas as comparações há turmas com melhores desempenhos dos dois grupos. Destaca-se um índice menor de evasão no grupo dos cotistas, maior índice de conclusão entre os não cotistas e diferenças significativas entre as médias dos dois grupos em apenas três turmas. As maiores diferenças entre cotistas e não cotistas foram encontradas no desempenho do processo seletivo, no qual em nove das dez turmas os cotistas tiveram médias significativamente superiores. Este estudo evidencia, com dados empíricos, a importância da política de cotas para ampliar o acesso à educação e mostra que, apesar das dificuldades socioeconômicas, os cotistas evadiram em menores proporções. Porém, destaca-se a necessidade da implementação de ações que visem contribuir para diminuir a evasão e melhorar o rendimento acadêmico, tanto dos cotistas quanto dos não cotistas. / Law number 12.711, passed in August 29, 2012, regulates student access from public colleges to higher education at federal institutes. This law established a quota system, based on racial origins, and expanded access opportunities to higher education for all. The purpose of this analytic research was to analyse academic performance students quota holders and not quota holders who started their studies after applied this law. The research verified the academic standing of 424 individual students from 10 classrooms who had finished their coursework considering technical courses integrated to high school and technological higher education of the Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - Campus Salto. This study assumed a quantitative approach; the date collection instrument was documentary research, and it was made as an exploratory analysis of data comparing dropout rates, completion, failure and academic performance and performance in the recruitment process. The results showed clearly that despite the differences between the students entering through reservation of vacancies and the extensive competition in all comparisons there favored classes of both groups. Quite noteworthy is a lower level of evasion in the group of quota holders, higher completion rate of non quota holders and significant differences between the averages of the two groups in only three classrooms. The biggest differences among quota holders and non quota holders, were found in the performance of the recruitment process, in which nine of the ten classrooms of quota holders had significantly higher averages. This study shows by means of empirical data the importance of this quota policy in expanding access to education and shows that despite the social-economic difficulties, the quota holders fleeing on a much smaller scale. However, there is the need to implement actions aimed at helping to reduce dropout and improve academic performance, as well as quota holders and non-quota holders.

Made available in DSpace on 2015-03-05T17:17:59Z (GMT). No. of bitstreams: 0 Previous issue date: 22 / Nenhuma / As transformações ocorridas no Direito, provocadas pelo constitucionalismo contemporâneo estabelecem novas funções ao jurista, em razão destas novas funções, o jurista prescinde de novas habilidades, que o tornem apto ao exercício destas novas funções. O desenvolvimento destas habilidades, por meio do ensino jurídico, o qual necessita adotar um caráter transdisciplinar, disposto a consolidar uma formação que desenvolva no bacharelando um horizonte teórico que possibilite a ele a construção de uma nova prática, constitucionalmente adequada. Neste intuito, a produção de conhecimentos jurídicos pode ser um instrumento importante, a medida que colabora na construção de uma nova cultura jurídica, embasada pela dinâmica constitucional, sua proposta ético-política e seu projeto de sociedade. Esta nova cultura jurídica de orientação constitucional, evoca uma nova prática jurídica, a qual irá refleti-la no cotidiano da vida jurídica. Em razão deste esforço em trazer a Constituição para a atuação prática, é que a produ / The occurred transformations in the Law, provoked for the contemporary constitutionalism establishes new functions to the jurist, in reason of these new functions, the jurist dispense with new abilities that become it apt to its exercise of these new functions. The development of these abilities, by means of legal education, which needs to adopt a transdicipline character, prepared to consolidate a formation that develops in bachelor a theoretical horizon that makes possible it a construction of a new practical, constitutionally adjusted. In this intention the production of legal knowledge can be an important instrument, the measure that of its contribution in the construction of a new legal culture, based for the constitutional dynamics, its proposal ethical-politics and its project of society. This new legal culture of constitutional orientation evokes a new legal practical, which will go reflect it in the daily of the legal life. In reason of this effort in bringing the Constitution for its effectiveness,

Die bestuursverantwoordelikhede van die skoolhoo ten opsigte van skoolsport is vanuit 'n juridies-opvoedkundige perspektief ondersoek. Sport is eerstens in 'n opvoed­ kundige perspektief geplaas en daar is onder andere gewys op die plek van sport binne die onderwysstelsel en die waarde van sport vir die kind as opvoedeling. Daarna is vanuit 'n bestuursperspektiebesin oar aangeleenthede wat verband hou met skoolsport, met besondere verwysing na die bestuurstake van die skoolhoof. Die navorsing behels oak 'n bespreking van relevante juridiese aspekte en die implikasies daarvan vir skoolbestuur. In die lig van die navorsing is riglyne neergelen aanbevelings gemaak wat grater doeltreffendheid vir die bestuur van skoolsport tot gevolg sal h . / The managerial responsibilities of the headmaster with regard to sport in schools have been examined from a juridical educational point-of-view. Firstly sport is viewed from an inter alia, its educational perspective in order to show, place and value to the child within the educational system. Secondly sport is considered from a managerial perspective in order to consider managerial responsibilities regarding school sports with special reference to the headmaster as manager of the shcool. Thirdly this research contains a discourse of relevant juridical aspects, and their implications regarding school management vis-a-vis the headmaster. In consequence, this research has led to guidelines and recommendations which should enable a headmaster to effect a more efficient system of management with regard to school sports. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Thesis (LLD)--Stellenbosch University, 2013. / The general public should have wide access to copyrighted materials for education and research. However, since the current copyright law system subtly favors copyright holders, it is time to re-evaluate copyright law to ensure it meets its original purpose of promoting the learning of the society. The research primarily focuses on how to broaden copyright limitations and exceptions for the public to access and use learning materials. Within the framework of the copyright law system, other mechanisms that allow users to access copyrighted materials at a reasonable price also are considered. Such mechanisms include an efficient collective copyright management system and various licensing schemes. In an information network environment, it is time for developing countries to reform copyright law in order to promote education and research. It is hoped the findings of this study not only benefit South Africa and People's Republic of China, but also provide insights and guidelines to other developing countries with similar conditions.

The purposes of this dissertation were to determine the constitutional rights of parents to shield their children from exposure to parts of the public school curriculum that the parents find objectionable on religious, moral, or other grounds and to determine the statutory rights of parents to remove, or opt-out, their children from objectionable parts or all of the public school curriculum as set forth in the statutes of the 50 states and the District of Columbia. Many pivotal federal court cases dealing with parent rights and curricular issues, including Mozert v. Hawkins County Board of Education (1987), Vandiver v. Hardin County Board of Education (1987), Brown v. Hot, Sexy, & Safer Productions, Inc. (1995), Leebaert v. Harrington (2003), and Parker v. Hurley (2008) were surveyed using legal research methods. Specific types of curriculum opt-outs (e.g., sex education, comprehensive health programs, HIV/AIDS instruction) granted by each state were ascertained. States' statutes and regulations were categorized as non-existent, restrictive, or permissive based on the scope and breadth of each state's curriculum opt-out statute or regulation. A long list of federal court rulings have provided public schools the right to teach what school boards and administrators determine is appropriate. Parents did not have any constitutional right to opt their children out of public school curriculum. Many states' legislatures have granted parents a statutory right to opt their children out of certain parts of school curricula. In this study, 7 states had non-existent statutes or regulations, 18 states had restrictive statutes or regulations, and 26 states had permissive statutes or regulations.

The right to education is entrenched in the Constitution of the Republic of South Africa, 1996. The Constitution, together with various policy documents, provides guiding principles for the transformation of higher education in South Africa. Several universities were placed under administration, before and after the attainment of democracy in South Africa. The independent assessors reports on these institutions have one thing in common, namely that they point out poor administration and ineffective corporate governance practices. Despite many commendable initiatives by Government since 1994 to improve an apparently flawed higher education system, some aspects could be enhanced further, especially concerning corporate governance and governance accountability. Council members and the executive management of higher education institutions are subject to common law fiduciary duties and duties of care and skill. However, their accountability for breaches of these duties is not always clear and is seldom enforced. There is a need to balance effective accountability and the exercise of discretionary powers that are integral to effective governance and management. This thesis considers how corporate governance and compliance in higher education can be improved further, taking into account various legislative changes to the Higher Education Act 101 of 1997, direction provided by the Companies Act 71 of 2008 and the Banks Act 94 of 1990 in respect of the regulation of directors’ duties. An in-depth investigation into the relevant provisions of these Acts was not intended nor undertaken. Rather, the thesis draws from these Acts so that the problems concerning corporate governance in the higher education sector may be dealt with. The regulation of higher education in the foreign jurisdiction of the State of Georgia in the United States of America and in the Canadian province of Ontario was also considered. Based on the research undertaken, specific amendments are proposed to the Higher Education Act of 1997 and the Regulations for Reporting by Public Higher Education Institutions 2014, which are aimed at improvin higher education. / Die reg op onderwys word in die Grondwet van die Republiek van Suid-Afrika 1996 verskans. Riglyne vir die transformasie van hoër onderwys in Suid-Afrika word in die Grondwet en verskeie ander beleidsdokumente vervat. Voordat en nadat ‘Suid-Afrika demokraties geword het, is verskeie universiteite onder administrasie geplaas. Luidens die onafhanklike assessore se verslae, het hierdie instellings een ding gemeen gehad: swak administrasie en ondoeltreffende korporatiewe regering. Ondanks talle prysenswaardige stappe van die regering sedert 1994 om die probleme in die hoëronderwysstelsel te ondervang, kan bepaalde aspekte steeds verbeter, in die besonder korporatiewe regering en regeeraanspreeklikheid. Raadslede en lede van die uitvoerende besture van hoëronderwysinstellings is verplig om hulle gemeenregtelike fidusiêre pligte en hulle sorgvuldigheids- en kundigheidsplig na te kom. Hulle verantwoordingspligtigheid in geval van pligsversuim is egter dikwels vaag en word selde afgedwing. Die juiste ewewig moet gevind word tussen doeltreffende verantwoordingspligtigheid en die uitoefening van diskresionêre magte wat onlosmaaklik deel is van doeltreffende korporatiewe regering en bestuur. In hierdie tesis word gekyk hoe korporatiewe regering en nakoming in hoër onderwys verbeter kan word met inagneming van verskeie wysigings van die Wet op Hoër Onderwys 101 van 1997, riglyne in die Maatskappywet 71 van 2008 en in die Bankwet 94 van 1990 aangaande die pligte van direkteure. Geen grondige ondersoek na die toepaslike bepalings in hierdie wette is beoog of gedoen nie. Hulle word eerder gebruik om oplossings vir die probleme met korporatiewe regering in hoër onderwys te vind. Hoe hoër onderwys in die Amerikaanse deelstaat Georgia en die Kanadese provinsie Ontario gereël word, is eweneens in ag geneem. Wysigings van die Wet op Hoër Onderwys van 1997 en die Regulations for Reporting by Public Higher Education Institutions 2014, wat poog om verantwoordingspligtigheid en voldoening in hoër onderwys te verbeter, word voorgestel. / Ilungelo lokufunda liqukethwe uMthethosisekelo woMbuso waseNingizimu Afrika, wangonyaka ka 1996. UMthethosisekelo, kanye neminye imibhalo eyahlukahlukene yemigomo, inikeza umhlahlandlela wemigomo yokuguqulwa kwamaziko emfundo ephakeme eNingizimu Afrika. Amanyuvesi ahlukahlukene amiswa futhi, ngaphambili nangemuva kokuthola idemokhrasi eNingizimu Afrika. Imibiko yabaphenyi bamanyuvesi abazimele inophawu olufanayo, lokuthi iveza ukungahanjiswa kahle kohlelo lokuphatha kanye nokungalandelwa kwezingqubo zokuphatha amabhizinisi. Yize kunemizamo eminingi encomekayo evela uHulumeni kusukela ngonyaka ka 1994, imizamo yokuthuthukisa uhlelo lwemfundo ephakeme olwehlulekayo, ezinye zezimpawu zaqhubeka nokuqiniswa, ikakhulu lezo ezimayelana nokuphathwa kwamaziko kanye nokuziphendulela kwamaziko. Amalungu omkhandlu kanye nesigungu sabaphathi bamaziko emfundo ephakeme bayaphoqeleka ukulandela umthetho ngokuthi benze imisebenzi ngokuthembeka okuyimisebenzi emayelana nokunakekela kanye namakhono okusebenza. Yize-kunjalo, ukuziphendulela kwabo uma bephula imithetho kaningi akucaci kahle kanti le mithetho ayivamisile ukuqiniswa. Kunesidingo sokulinganisa uhlelo olusebenzayo lokuziphendulela kanye nokusebenzisa amandla okuphatha onikezwe wona, okungamandla ayinsika ekuqiniseni uhlelo lokuhanjiswa kahle kwamaziko kanye nokuphathwa. Le thesis iqonde ekutheni ngabe uhlelo lokuphathwa kwamaziko kanye nokulandelwa kwemithetho emazikweni emfundo aphakeme kungathuthukiswa kanjani, uma kubhekwa izinguquko zomthetho ezahlukahlukene, kuMthetho 101 weMfundo Ephakeme ka 1997, uma kubhekwa indlela enikezwa uMthetho 71 weziNkampani ka 2008 kanye noMthetho 94 wamaBhange ka 1990 mayelana nomthetho wemisebenzi yabaqondisi. Akukaze kube nenhloso futhi kwenziwe uphenyo olujulile mayelana nemithetho efanele yale Mithetho. Kunalokho, ithesisi yencike phezu kwaleMithetho ukuze izinkinga ezimayelana nokuphathwa kwamaziko emkhakheni wemfundo ephakeme zidingidwe kahle. Umthetho wemfundo ephakeme esiyingini somthetho sangaphandle se-State of Georgia ngase-United States of America kanye nasesifundazweni saseCanada ngase-Ontario nawo uye wabhekwa. Ngenxa yocwaningo olwenziwe, sekuye kwaphakanyiswa ukuthi kube nezinguquke ezithile eMthethweni weMfundo ePhakeme ka 1997 kanye naseMithethweni yokuBika yamaZiko eMfundo ePhakeme oMphakathi ka 2014, okuyimithetho ehlose ukuthuthukisa izinga lokuphatha okunokuziphendulela kanye nokulandela umthetho wemfundo ephakeme. / Mercantile Law / LL. D.

This thesis deals with the training of workers with children and youth and the sight of employees with volunteer opportunities for their further education. The texts are logically arranged by topic. Firstly, it defines the terms used and then addresses the issue of qualifications for the job working with children and young people and according to the Law on Education Staff and National Occupations System. Out staff also work addresses the conditions of education volunteers working with children and youth. Shows what should have knowledge, skills and competence. Last but not least, the thesis briefly defines the relevant documents relating to the training of teachers and addresses the topic of institutions offering further education of teachers. In conclusion, we work validates knowledge in qualitative research with six respondents.

Education is since the inception of the world regarded as the formal process by which society conveys its accumulated knowledge, skills, customs and values from one generation to another. Today, education is a human right and the right to education and specifically the right to (a) basic education is acknowledged and emphasised worldwide. In South Africa, the right to a basic education is entrenched in the Constitution and is regarded as one of the most crucial constitutional rights, particularly because it promotes economical and social well-being. The protection of a child’s right to a basic education in terms of the South African Constitution together with the most important international instruments pertaining to education will be extensively discussed and the most important similarities and differences between, and challenges in the legal systems of South Africa, New Zealand and Namibia regarding a child’s right to (a) basic education will be addressed with due consideration of factors such as early childhood development and education, mother tongue education and HIV/AIDS which may affect a child’s right to (a) basic education. It is submitted that the success of any country, whether it is social, financial or economic success, depends on how its citizens are educated. Moreover, a good education system is crucial, not only for ensuring that its populace are well educated, but also for optimal human development and for the maintenance and preservation of socially responsive economic and political systems. Education is a life-long process and in order to give effect to the right to (a) basic education, the adoption and implementation of the recommendations made throughout this study are proposed. / Private Law / LL.D.

Education is since the inception of the world regarded as the formal process by which society conveys its accumulated knowledge, skills, customs and values from one generation to another. Today, education is a human right and the right to education and specifically the right to (a) basic education is acknowledged and emphasised worldwide. In South Africa, the right to a basic education is entrenched in the Constitution and is regarded as one of the most crucial constitutional rights, particularly because it promotes economical and social well-being. The protection of a child’s right to a basic education in terms of the South African Constitution together with the most important international instruments pertaining to education will be extensively discussed and the most important similarities and differences between, and challenges in the legal systems of South Africa, New Zealand and Namibia regarding a child’s right to (a) basic education will be addressed with due consideration of factors such as early childhood development and education, mother tongue education and HIV/AIDS which may affect a child’s right to (a) basic education. It is submitted that the success of any country, whether it is social, financial or economic success, depends on how its citizens are educated. Moreover, a good education system is crucial, not only for ensuring that its populace are well educated, but also for optimal human development and for the maintenance and preservation of socially responsive economic and political systems. Education is a life-long process and in order to give effect to the right to (a) basic education, the adoption and implementation of the recommendations made throughout this study are proposed. / Private Law / LL. D.