Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that women on the African continent experience moments of internal exclusion in higher education discourses. Although women are statistically represented in higher education discourses, they remain subjected to internal exclusion on the grounds that their contributions are evidently unsubstantive. Through a conceptual analysis of women’s experiences of African higher education, the study reveals that internal exclusion can be attributed to patriarchy, male chauvinism, authoritarianism and a gendered view of equality, mostly generated in people’s social, political and cultural practices. I contend that a ‘non-gendered’ ethics of care can undermine the debilitating effects caused by the internal exclusion of women in higher education discourses. By examining the implications of a reconstituted ethics of care for teaching and learning at higher education institutions on the continent, the study offers some ways in which exclusionary higher education practices can be remedied. This dissertation contends that, if higher education in Africa were to halt the dilemma of internal exclusion and move towards engendering a reconstituted ethics of care, both conceptually and pragmatically, then it stands an authentic chance of cultivating compassionate, imaginative and responsible citizens who can reason, not only for themselves, but for humanity as well. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat vrouens op die vasteland van Afrika momente van interne uitsluiting ondervind. Alhoewel vrouens statisties goed verteenwoordig is in hoër onderwys diskoerse, bly hulle steeds onderhewig aan interne uitsluiting op grond daarvan dat hulle bydrae nie genoegsaam geag word nie. Gegrond op 'n konseptuele analise van die wedervaringe van vrouens in hoër onderwys in Afrika, bevind hierdie studie dat interne uitsluiting van vrouens toegeskryf kan word aan patriargie, manlike chauvinisme, outoritarisme, en 'n geslagsblik van gelykheid wat meestal aanslag vind in mense se sosiale, politieke en kulturele praktyke. Ek voer aan dat 'n nie-geslagtelike etiek van sorg die verlammende effekte van interne uitsluiting van vroue in hoër onderwysdiskoerse kan ondermyn. Die studie stel maniere voor hoe uitsluitende hoër onderwys praktyke beredder kan word deur 'n ondersoek van die implikasies van 'n rekonstruksie van 'n etiek van sorg aan hoër onderwys instansies op die vasteland. Hierdie proefskrif voer aan dat as hoër onderwys in Afrika die dilemma van interne uitsluiting wil stuit en dan konseptueel en pragmaties wil beweeg na 'n rekonstruksie van 'n etiek van sorg, daar dan 'n outentieke kans kan bestaan om verantwoordbare burgers te kweek wat deernisvol is, wat verbeeldingryk is, en wat nie alleen vir hulleself kan redeneer nie, maar ook vir die mensdom.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that teacher education and development policy lacks an explicit philosophy of education and a responding pedagogy that would promote transformation. Through a conceptual analysis of teacher education and development, the study points to a deficit in philosophical underpinning that calls for an inquiry into ontology − ways of being, and epistemology − ways of knowing to contribute to critical citizenship. I contend that it is in a Freirean philosophy of education and a pedagogy of hope that teacher education praxis establishes the notion of a teacher as an unfinished being. This dissertation contends that for this to become established practice, the authority of educators, teachers and learners, and their status as subjects of their own learning and teaching, have to become part of the reflexive praxis. A pedagogy of hope constitutes the unleashing of the emancipatory potential of a teacher as an agent of democratic change, authority and reflectiveness. In line with the National Development Plan and the Vision for 2030, and in order to make an impact on society, I suggest an agenda for mass-based dialogue for the re-orientation of current teacher education policy. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat beleid ten opsigte van onderwyseropleiding en -ontwikkeling nie eksplisiete opvoedingsfilosofie en ‘n ooreenstemmende pedagogie wat transformasie voorstaan, openbaar nie. ̓n Konseptuele analise van onderwyseropleiding en -ontwikkeling wys op die afwesigheid van ̓n filosofiese onderbou, wat vereis dat ’n ondersoek van ontologie, as wyses van wees of bestaan, en epistemologie, as wyses van weet of met kennis omgaan, tot kritiese burgerskap kan bydra. Ek gaan van die veronderstelling uit dat dit in ̓n opvoedingsfilosofie en ̓ isn pedagogie van hoop, soos deur Freire voorgestel, dat onderwyserpraksis die idee kan vestig van ̓n onderwyser as “onklare/onvoltooide wese”. Die proefskrif gaan verder van die veronderstelling uit dat om hierdie idee as praktyk te vestig, die outoriteit van die opvoeders, onderwysers en leerders en hulle status as onderwerpe van hulle eie leer en onderrig, deel moet word van hul refleksiewe praktyk. ̓n Pedagogie van hoop behels die ontketening van die emansipatoriese potensiaal van die onderwyser as agent vir demokratiese verandering, outoriteit en reflektiwiteit. In ooreenstemming met die Nasionale Ontwikkelingsplan en die Visie vir 2030, stel ek voor dat om ̓n impak op die samelewing te kan maak, ons ̓n agenda vir massagebaseerde dialoog ter bevordering van die reoriëntering van huidige onderwysopleidingsbeleid moet onderneem.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2009. / This thesis explores pluralist perspectives on literacy in the context of the Literacy and Numeracy (LITNUM) Strategy of the Western Cape Education Department. My argument is that we need to move beyond functional or technical conceptions of literacy towards a recognition of its transformative potential. That is, the concept of literacy needs to be stretched to incorporate pluralist perspectives in order to achieve developmental aspirations. Following a literature review approach, I construct three constitutive meanings of literacy, namely “cognitive skills”, “social context” and “development”, and I investigate how the LITNUM Strategy conforms to these constitutive meanings of literacy. My finding is that LITNUM is based on a constructivist learning theory. I caution that when understandings of learning theories are viewed exclusively from one perspective, literacy becomes “compacted”, and we miss out on important considerations of literacy and its transformative potential. I show that LITNUM discusses several social contextual factors related to literacy; a recognition of the impact of social issues on literacy. Regarding LITNUM’s concern with development, I conclude that both functional and critical literacy as important aspects of development are not sufficiently addressed. In a nutshell: LITNUM focuses on technical skills, which need to be balanced with the notion that literacy is a social act, and that it has the potential to transform societies. I propose a “literacy of thoughtfulness”, based on compassion, love and care. This proposition forms the basis for possible future research.

Thesis (MEd )--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This qualitative study explores the effect that staff deployment has on the morale and professional attitudes of educators who have been identified as being in excess at their schools. The study was done by doing interviews with teachers who have been affected by rightsizing and redeployment and principals who have had to manage the process. The Department of Education goes through an annual process of determining the school‘s staff establishment for the next academic year. This determination is based on the number of learners enrolled at the institution. The CEMIS statistics are used to determine the number of learners enrolled at the school and the schools‘ staff establishment for the next academic year. If a school‘s learner numbers have increased since the last survey, the school will gain some teaching posts. Conversely, if the learner numbers have dropped a number of educators at the institution, as determined by the education department, have to be identified and declared in excess. Change associated with staff redeployment can have a negative impact on the morale and motivation of teachers. A school‘s functioning and ability to supply quality education can also be compromised as a result thereof. This is especially true when schools do not have the financial resources to employ additional teachers out of school funds. The problem is researched by exploring the ‗lived experiences‘ of selected teachers at primary schools in two of the education districts that fall under the WCED. Educators who were selected to participate in the study were individuals who had been declared in excess and who were redeployed or who were awaiting redeployment. Teachers were given the opportunity to relate their individual experiences. Their accounts of the process reflect how these experiences affect behaviour, professional attitude and general health. My discussion of their perceptions pays particular attention to their perceptions of how their general health and well-being were affected. Two principals (who managed the process at their respective schools) also shed some light on their experiences of the effects of downsizing. It seems that whilst there are cases where the process of rightsizing and redeployment is handled with the necessary care and circumspection, this is not always the case. Too often rightsizing and redeployment are handled in a clinical way, which creates the impression that the principals are biased and unsympathetic. / AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie ondersoek die effek wat personeel ontplooing op onderwysers het wie oortollig verklaar word by hul skole. Dit beoog ook om vas te stel tot watter mate die persoon se professionele gedrag en moraal geaffekteer word hierdeur. Tydens die studie was data ingesamel deur onderhoude te voer met onderwysers wie oortollig verklaar is, en prinsipale wat hierdie proses moes bestuur. Jaarliks gaan die Departement van Onderwys deur 'n proses waar skole se onderwysvoorsiening vir die volgende jaar bepaal word deur die aantal leerders wat by die skool ingeskryf is. Die stelsel wat deur die WKOD gebruik word om leerder inskrywings by skole te bepaal, word die Sentrale Opvoedingsbestuur en Inligting Stelsel genoem. Fundameteel tot die proses is die feit dat indien 'n skool se leerdertal vermeerder het sederd die vorige opname, sal die skool addisionele onderwysers win. Indien die inskrywingstotaal egter gedaal het, word die aantal onderwysers wat aan die skool voorsien word verminder. Verandering wat deur die onderwyser herontplooiing teweegbring word kan 'n negatiewe uitwerking op die moraal en motivering van onderwysers het. Die funksionering van skole en hul vermoeë om gehalteonderrig te voorsien kan ook negatief beïnvloed word daardeur. Dit is veral skole wat dit nie kan bekostig om addisionele onderwysers aan te stel en uit skoolfonds te besoldig nie, wat die swaarste getref word hierdeur. Die probleem word nagefors deur te kyk na 'n paar onderwysers in primêre skole in twee opvoedingsdistrikte wat onder die WKOD werksaam is. Onderwysers wat deel vorm van die studie is persone wat oortollig verklaar is en verplaas is, of wie nog wag op verplasing. Hierdie studie het onderwysers se ervaringe van die herontplooingsproses bestudeer. Onderwysers was die geleentheid gegee om hul ervaringe met die naforser te deel en sodoende lig te werp op hoe die proses hul gedrag, professionele houding en algemene gesondheid geraak het. Die naforsing het getoon dat terwyl daar gevalle is waar die proses van regstellende aksie en herontplooing met die nodige sorg en omsigtigheid hanteer word, is dit nie altyd die norm nie. Hierdie proses word ten tye op 'n kliniese wyse hanteer en dit skep die indruk dat die prinsipaal onsimpatiek is en nie neutraal staan in die proses nie.

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The reseach in this study focusses on how teachers express the forming of a role-identity amid historically disadvantage circumstances. The lense used to highlight and understand the underlying relationship between role-identity and school culture, is school context. The focus is on the biography and professional training of respondents in order to determine how teachers mediate their professional roles. We must understand teachers within the boundaries of a socio-cultural context, their biography and professional training. These factors, which contribute to the forming of role-identity, can negatively affect the receiving and implementation of policy. The assumption made by this study, is that there is a gap between transformation policies and school culture, which has an influence on the role of the teacher. A better understanding of teacher circumstances can inspire a multi-dimensional approach to teaching. The result was that my thesis tried to generate empirical evidence to understand teachers in under-privilege schools more fully. Teachers develop their self-identity within the framework of experience and expectations about themselves and their teaching. The professional identity of teachers consists of being skilled in subject area, level of training, preparedness and formal qualifications. Respondents construct their one-dimensional professional identity within an under-privilege context. The school climate hinders the simultaneous execution of the three roles that I refer to in this study. Some of the hindrance factors are the manner in which the school accepts the lack of learning area knowledge, racism and the abuse of contact time. Poor management and lack of community control, tolerates the shortcomings and one-dimensional approach of teachers. The study makes use of a theoretical framework, supported by literature. I used qualitative indepth-investigation for the collection of data. I used semi-structured interviews as an instrument to answer the research question and to achieve the proposed outcomes. I achieved my main finding by using empirical-interpretive techniques. The finding was that personal socialisation and professional training, together with contextual factors influence the foundation of teacher identity. The base identity is the foundation upon which teachers formulate their role-identity. My research shows how the respondents position themselves in relation to the prescribed teacher roles. Their identity forming takes places within the context of under-privilege circumstances, moral diffusion and transformation in education. I describe the construction of their conceptual space of role-identity. I furthermore present analyses of how the respondents form their role-identity. I base the most important finding of this study on one-dimensionality. Each of the selected teachers expresses their professional mediation of their roles within the context of a specific exposed school culture. The study shows the complex variations of this one-dimensionality amongst the four teachers. / AFRIKAANSE OPSOMMING: Die navorsing in hierdie studie konsentreer op hoe onderwysers gestalte gee aan hulle identiteitsvorming te midde van histories benadeelde omstandighede. Skoolkonteks is die lens wat gebruik word om die onderliggende verwantskap tussen rol-identiteit en skoolkultuur te verstaan. Die fokus is op respondente se biografië en professionele opleiding ten einde vas te stel hoe hulle die voorgeskrewe onderwyserrolle medieër. Onderwysers moet verstaan word binne die grense van 'n sosio-kulturele konteks, hulle biografiese verhale en professionele opleiding. Hierdie faktore is bydraende aspekte wat 'n invloed het tydens die vorming van rol-identiteit, sowel as tydens die ontvang en implementering van beleide. Die aanname wat deur hierdie studie gemaak word, is dat daar 'n gaping tussen hervormingsbeleide en skoolkultuur bestaan wat die rol-identiteit van die onderwyser beїnvloed. 'n Beter begrip van onderwyser-omstandighede, kan 'n multi-dimensionele benadering tot onderwys inspireer. Gevolglik het my tesis gepoog om empiriese bewyse te genereer wat kan bydrae tot 'n vollediger begrip van onderwysers in minder-bevoorregte skole. Onderwysers ontwikkel 'n self-identiteit binne die raamwerk van ervarings en verwagtinge oor hulleself en hulle onderrig. Die professionele identiteit van die onderwyser bestaan uit vaardigheid op vakgebied, vlak van opleiding, voorbereiding en formele kwalifikasie. Binne die minder-bevoorregte konteks waarin hierdie respondente onderrig, konstrueer hulle 'n een-dimensionele professionele identiteit. Die skoolklimaat belemmer die gelyktydige uitvoering van veral die drie rolle waarna ek in hierdie studie verwys. Sommige van die belemmerende faktore waarna verwys word, is die skool se gelate aanvaarding van gebrek aan leerarea kennis, rasisme en die misbruik van onderrigtyd. Gebrekkige bestuur en gemeenskapsbeheer vergemaklik verder die onderwyser se tekortkominge en een-dimensionele benadering. My studie word onderskraag deur 'n teoretiese raamwerk wat met behulp van literatuurwerke saamgestel is. Die proses van data-insameling is met die hulp van 'n kwalitatiewe indiepte-ondersoek gedoen. Die semi-gestruktureerde onderhoude wat gevoer was, het gedien as instrument ter beantwoording van die navorsingsvraag ten einde die beoogde doelstellings te bereik. My kern bevindinge het ek verkry vanuit empiriese-interpretatiewe tegnieke. Hiervolgens is bevind dat persoonlike sosialisering en professionele opleiding tesame met kontekstuele faktore, 'n invloed het op die samestelling van die identiteitsbasis van die onderwyser. Hierdie identiteitsbasis vorm die grondslag waarop onderwysers hulle rol-identiteit formuleer. My navorsing wys hoe die onderwysers in my studie hulleself posisioneer in verhouding tot hulle voorgeskrewe onderwyserrolle. Hulle identiteitsvorming geskied binne die konteks van minder-bevoorregte omstandighede, morele diffusie en onderwys transformasie. Ek beskryf hierdie konstruksie as hulle konseptuele ruimte van rol-identiteitsvorming. Verder bied hierdie studie 'n analise van hoe respondente hulle rol-identiteit vorm. Die vernaamste bevinding van hierdie studie is dat die geselekteerde onderwysers elk op 'n een-dimensionele basis uiting gee aan 'n professionele medieëring van hulle rolle binne hierdie skool se kultuur. Die studie wys die komplekse variasies van een-dimensionaliteit onder die vier onderwysers.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis briefly explores the quality phenomenon in higher education and more specifically in the university context. In addition, the experiences of stakeholders who participated in the first institutional quality audit at a merged university are explored and analysed. It is also argued that the world-wide quality phenomenon at universities, although sometimes politically driven and at times undertaken with hidden agendas, may eventually add value to a university‟ cycle of never-ending quality improvement and enhancement. University stakeholders who are either directly or indirectly involved in realising the university‟s vision and mission can provide invaluable feedback about their experience of a quality audit. Feedback by all stakeholders about a quality audit will assist the university to plan and prepare for the next cycle of quality audits. The research findings of this study indicated that a variety of differences exist in the perceptions of stakeholders that participated in the preparation and execution of the institutional quality audit. In some cases the differences may hold some limited risk for the university therefore some recommendations are also made in support of future audits. These and other recommendations emenating from the research findings will hopefully also contribute towards improved engagement between the stakeholders and members of the audit panel. / AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek kortliks die verskynsel van gehalte in hoër onderwys, en meer spesifiek in die universiteitskonteks. Voorts word die ervarings van belanghebbendes wat deelgeneem het aan die eerste institusionele kwaliteitsoudit aan ʼn saamgesmelte universiteit, ondersoek en ontleed. Daar word ook aangevoer dat die wêreldwye verskynsel van kwaliteit aan universiteite uiteindelik waarde kan toevoeg tot ʼn universiteit se siklus van ewigdurende kwaliteitsversekering en –verbetering, selfs al is hierdie verskynsel soms polities gedrewe en al gaan dit by tye gepaard met verskuilde agendas. Belanghebbendes van die universiteit wat direk of indirek betrokke is by die realisering van die universiteit se visie en missie kan uiters waardevolle terugvoer bied oor hulle ervaring van ʼn kwaliteitsoudit. Terugvoer deur alle belanghebbendes oor ʼn kwaliteitsoudit sal die universiteit help om vir die volgende siklus kwaliteitsoudits te beplan en voor te berei. Die navorsingsbevindings van hierdie studie dui daarop dat ʼn verskeidenheid verskille wel bestaan in die persepsies van belanghebbendes wat deelgeneem het aan die voorbereiding en uitvoering van die institusionele kwaliteitsoudit. In sommige gevalle hou die verskille wel ʼn beperkte risiko vir die universiteit in en daarom word aanbevelings gemaak ter ondersteuning van toekomstige kwaliteitsoudits. Hierdie, sowel as ander aanbevelings sal hopelik ook bydra tot verbeterde interaksie tussen die belanghebbendes en lede van die ouditpaneel.

Thesis (MPhil (Education Policy Studies))--University of Stellenbosch,2009. / ENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning. Keywords: leadership, management, schools, leadership styles, productive school culture. / AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek. Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is. Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun. Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.

Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: In this thesis I analyse policies and strategies to reduce poverty through education, and the focus is on global and national policies and strategies and I conduct a small-scale investigation into policies and strategies that exist at a local level (local is the Cape Winelands District Municipality). Poverty is one of the core problems facing many South Africans, and by using critical theory as my research methodology I present a different way of thinking about poverty. Education, just like poverty, is a complex concept because education determines human thoughts and actions. The literature review indicates three ways to reduce poverty: job creation, education and skills development. The policy analysis indicates four ways to reduce poverty: empowering the poor, increasing the capabilities of the poor by using education, the challenge of deliberative democracy, and social justice. The interview respondents indicated that these seven ways may have a major influence on their impoverished circumstances. I argue that individuals need to reflect critically on their social well-being in order to transform their lives. Critical reflection by individuals is needed to transform not only themselves, but also their communities, and it is by transformation that individuals can bring change in their social communities in order to achieve social justice. A remaining need I identify is that the South African government need to focus on the goal to halve the number of poor people by 2015 (according to United Nations, Millennium Development Goals). I realise that the government still has much work to do in order to reach this important goal. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek verskeie beleide en strategieë vir armoede verligting op 'n globale, nasionale, en lokale konteks. Weens 'n gebrek aan beleide op lokale vlak onderneem ek 'n klein empiriese studie in die Kaapse Wynlande Distriks Munisipaliteit. Armoede bly een van die hoof uitdagings vir baie Suid-Afrikaners, en deur die gebruik van Kritiese Teorie as navorsings metodologie stel ek daar 'n ander manier om oor armoede te reflekteer. Die literatuur studie wys na drie maniere hoe om armoede te beveg: werkskepping, opvoeding, en die ontwikkeling van vaardighede. Die analiese van beleide dui op vier maniere: bemagtiging van armes, verbreding van vermoeëns duer die gebruik van onderwys, beraadslagende demokrasie, en sosiale geregtigheid. Die response van die onderhoude dui daarop dat hierdie sewe maniere 'n groot invloed kan het op die verbetering van armoedige omstandighede. Ek argumenteer dat persone krities moet reflekteer oor hul sosiale welstand sodat hul lewens kan transformeer. Kritiese refleksie is nodig nie net vir persoonlike transformasie nie, maar ook vir gemeenskappe sodat sosiale geregtigheid kan geskied. Die Suid-Afrikaanse regering behoort steeds te strewe om die getal armes te halveer teen 2015, volgens die Verenigde State se Millenium Doelwitte. Ek besef die regering moet nog baie doen om hierdie belangrike mylpaal te bereik.

Thesis (MEd) -- Stellenbosch University, 2012. / ENGLISH ABSTRACT: In December 1998 the Assessment Policy in the General Education and Training Band, grades R to 9 and ABET was introduced by the Department of Education. According tot the principles of Outcomes Based Education (OBE) the previous system of mainly test-based summative evaluations was replaced by a number of cumulative assessments. The principle of automatic promotion, which stipulates that a learner should ideally progress with his or her age cohort, is endorsed by this policy. Despite various other promotion and progression policies which have been implemented since then, this principle of automatic promotion still stands. In this study I explore some of the implications of the present promotion policy, the National Policy on Assessment and Qualifications for Schools in the GET Band for epistemological access to quality education. In my literature study I put the development of the promotion policy in historical perspective. Making use of the interpretive framework, I conduct a qualitative study and I interview three educators in an attempt to get an understanding of their experience of the implications of the policy. I also study the promotion schedules of one school in order to estimate the number of learners who have been automatically promoted and to investigate the degree in which they answer to the demands of the curriculum. I will argue that the National Policy on Assessment and Qualifications for Schools in the GET Band does not necessarily contribute to the vision of the Education Department of “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” as stated in the South African Schools Act of 1996. The principles of equity, access and redress are not necessarily supported by the promotion policy. I reach the conclusion that, despite the advantages it holds for formal access to education, the National Policy on Assessment and Qualifications for Schools experiences some difficulty in delivering quality education in the GET phase. It is often contradictory to the strive for quality education due to the lack of epistemological access it provides, not only for learners who repeat or who were automatically promoted, but also for the more advanced learner. / AFRIKAANSE OPSOMMING: In Desember 1998 is die Assessment Policy in the General Education and Training Band, grades R to 9 and ABET, deur die Departement van Onderwys bekend gestel. In lyn met die beginsels van Uitkomsgebaseerde Onderwys (UGO) is „n stelsel van deurlopende assessering ingestel wat die plek moes inneem van hoofsaaklik summatiewe toetsgebaseerde assessering. Die beginsel van outomatiese bevordering waarvolgens leerders hoofsaaklik volgens hul ouderdomskohort moet vorder, is ook hierin vervat. Sedertdien is hierdie bevorderingsbeleid vervang deur verskeie ander, maar die beginsel van outomatiese bevordering tot en met graad 8 bly „n kernelement van al hierdie bevorderingsbeleide. In hierdie studie ondersoek ek enkele implikasies wat die huidige bevorderingsbeleid, die Nasionale Beleid op Assesserings en Kwalifikasies vir Skole in die Algemene Onderwys- en Opleidingsband (NBAK) inhou vir epistemologiese toegang tot kwaliteit onderrig. In my literatuurstudie plaas ek die ontwikkeling van die bevorderingsbeleid in historiese perspektief. Binne die interpretiewe raamwerk doen ek „n kwalitatiewe ondersoek en voer onderhoude met drie onderwysers om hul ervaring van die implikasies van die beleid te verstaan. Ek ondersoek ook die bevorderingskedules van een skool om sodoende „n idee van die omvang van leerders wat outomaties bevorder word, asook die mate waartoe hulle bybly by die eise van die kurrikulum, te bepaal. Ek argumenteer dat die NBAK nie noodwendig bydra tot die onderwysdepartement se visie van “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” soos vervat in die Suid-Afrikaanse Skolewet van 1996 nie. Die beginsels van geregtigheid (equity), toegang (access) en herstel (redress) word nie noodwendig deur die NBAK ondersteun nie en ek kom tot die gevolgtrekking dat, ten spyte van die voordele wat die NBAK vir formele toegang tot onderwys inhou, die NBAK probleme het met die lewering van kwaliteit onderrig in die AOO-band. Inteendeel, dit is dikwels teenstrydig met die strewe na die lewering van kwaliteit onderrig as gevolg van die gebrekkige epistemologiese toegang wat dit voorsien, nie net vir herhalers en vir leerders wat outomaties bevorder is nie, maar ook vir die skrander leerders.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted. / AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.