Thesis (MEd) -- Stellenbosch University, 2010. / ENGLISH ABSTRACT: The new Technology curriculum was included in the National Curriculum Statement (Department of Education, 2005) as part of the broader intention of serving as the vehicle for reconstructing our society and our orientation towards education for the 21st century. In this narrative I will start by exploring the congruence between the technology curriculum, globalisation and the knowledge economy, the related discourses and the expectations these create for technology education in the Further Education and Training and General Education and Training bands in secondary education in South African schools. I will continue by critically engaging with the discourses and school-based patterns of engagement that shape the technology curriculum as well as teaching and learning practices in a secondary school. By locating my arguments within Pierre Bourdieu’s theories of habitus, field and strategies, as elaborated on by Lingard and Christie (2003), as well as Foucault’s theory of power, this narrative will engage with the perceived gap in the policy implementation process. This gap consists of a myriad of contextually interrelated factors that interact with the achievement of the prescribed outcomes and ultimately the intention of shaping learners for meaningful participation in the knowledge economy.

Thesis (MEd)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The research is about my story as a learning-support teacher and includes the identity growth that I experienced between the period from January 2001 until December 2012. My approach of acceptance and compassion, within the atmosphere of performativity, leads to my writing process and becomes my auto-ethnographic journey. The writing process brings about change, to experience the performative as an action of ‘doing’ (in Giroux 2000:135) and a way of being within day-to-day situations (in Denzin 2004:273). By recording my experiences within changing spaces, I hope to make a contribution to academic literature, by drawing the reader into my experiences of the forming of my identity and the explication of the writing process as a journey. Writing my introduction to this research at the end of this process, I realise that this research has not only changed my story, but also myself as a person. I struggled to bring the story to a close. This is because I have realised that my story is still changing every day. I am becoming a performative ethonographer (Denzin 2004:262) and I see concrete situations and engage in a conversation with them. And through this writing experience I have registered an enrichment in my experience. My research does not make use of questionnaires or interviews. It is action-research, experienced in everyday things. My story with remembrances was already there before the research, though never told. Ball (1996) refers to this process as identification. This is the process through which I have gone to be seen, as well as the process through which one goes to see oneself, to a specific identity (quoted by Thompson 2004:45). My story begins with questions and reflections about my being different as a white woman, within my context of the two so-called ‘Coloured Schools’. Am I carrying a white scar? (Cixous 1998). I have experienced the writing process as a way of coming into knowledge. My research leads to questions, though not necessarily to answers. The writing process leads to my looking through a different lens of gaining a better understanding. Peace. And hope. I am learning – have learnt – that hope is an ontological necessity. There is a necessity to dream, to change, and to better the lives of others (Freire 1998:8 in Denzin 2003:263). My research develops rhizomatically (Honan: 2006; Richardson & Pierre 2005, quoted in Richards 2012:3). It is written in fragments of daily action. It is written in the knowledge of the impossibility of relaying experience as it is or was. As a teller of a story, I emphasise that I do not posit my characters as objects. Rather, they are presented in this research in a relationship of trust, existing between myself and them for a period stretching beyond twelve years. Meaning cannot always be relayed in words. Suggestions of meaning can lie in the relationship between texts (Parsons 2002:32 in Le Roux 2012:xi4). / AFRIKAANSE OPSOMMING: Die navorsing behels my storie as leerondersteuner-onderwyser en omvat my identiteitswording vanaf Januarie 2001 tot Desember 2012. My benadering van aanvaarding en meelewing binne die atmosfeer van performatiwiteit, lei tot my skryfproses en word my outo-etnografiese reis. Die skryfproses bring verandering, om die performatiewe te beleef as ‘n aksie van doen (Giroux 2000a:135) en ‘n manier van wees, binne dag-tot-dag-situasies (in Denzin 2004:273). Deur die opteken van my ervaring binne wisselende ruimtes hoop ek om ‘n akademiese bydrae te lewer, wat die leser intrek binne belewing van my identiteitsvorming en ontvouing van die skryfproses as reis. Ek skryf my inleiding aan die einde en besef die navorsing het my storie sowel as myself verander. Ek sukkel om die slot te skryf. En besef: dis oor my storie elke dag aangaan. Ek word ‘n performatiewe etnograaf (Denzin 2004:262) en sien konkrete situasies en tree toe tot gesprek. Ek beleef verdieping van my bewussyn deur die skryfproses. My navorsing behels nie vraelyste en onderhoude nie en is aksie-navorsing, geleef in elke dag se dinge. My storie met herinnerings was daar voor die navorsing maar dis nooit vertel nie. Ball (1996) verwys na hierdie proses as identifikasie. Die proses waardeur ek gaan om gesien te word, sowel as die proses om myself te sien, lei tot ‘n spesifieke identiteit (aangehaal deur Thompson 2004:45). My storie begin oor my wonder en peins oor anderswees as wit vrou binne my konteks van twee bruin skole. Dra ek die wit scar ?(Cixous 1998). Ek ervaar die skryfproses as manier om tot kennis te kom. My navorsing lei tot vrae. En nie noodwendig tot antwoorde nie. Die skryfproses lei tot ‘n kyk deur ‘n ander lens, ‘n beter verstaan. Vrede. En Hoop. En ek leer hoop is ‘n ontologiese behoefte. Die begeerte om te droom, te verander en menselewens te verbeter (Freire 1999:8 in Denzin 2003:263). My navorsing ontwikkel rhizomaties (Honan 2006; Richardson & St. Pierre 2005 aangehaal deur Richards 2012:3), geskryf in fragmente van daaglikse aksie, vertel binne die besef hoe onmoontlik dit is om ervaring weer te gee (Pretorius 2008:73). As verteller beklemtoon ek dat ek nie my karakters as objekte voorstel nie, maar dat ek skryf binne ‘n etiese vertrouensverhouding wat oor twaalf jaar strek. Betekenis kan nie altyd in woorde weergegee word nie. Suggestie van betekenis kan lȇ in verhoudings tussen tekste (Parsons 2002:32 in Le Roux 2010:xi4).

Thesis (MEd)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The political dispensation in South Africa after 1994 experienced a complete change in different spheres of life. Not only was the country greeted with a new democratic government system, but also with widespread educational reform, of which curriculum reform in schools was one of its main drivers. This study focuses on implementation dynamics related to the latest iteration of curriculum reform namely the National Curriculum Statement (NCS) that was introduced in all public schools in 2005. Educators were sent for in service training in order to implement the new curriculum in their classrooms. Continuous assessment (CASS) became the operative on everybody’s lips, though learners would be assessed according to continuous assessment activities. These assessment marks or codes, obtained by the learners, would determine progression to the next grade. This resulted in a new educator practice, namely an assessment practice. Their initial encounter was somehow problematic because they found it difficult in marrying this new practice with their teaching and learning practices due to various reasons. One of the main reasons was that the NCS was never part of their tertiary education. The study’s main point of departure is that the assessment practices of primary school educators are diverse and divergent in response to the expectations of the NCS. The study uses the analytical lenses of forward and backward mapping as well as the ambiguity-conflict model in order to investigate and ascertain the underlying relationship between educator’s assessment practices and the assessment policy. The study belongs within the qualitative interpretative paradigm, as I attempt to form an understanding of the nature and range of their assessment practices. It emphasises the manifestation of the assessment practices of educators. Qualitative research instruments, which include individual interviews, were used to answer the research question and achieve the research objectives of the thesis. The research shows how these educators experience, interpret and implement the assessment policy in unique ways. It indicates how they, in striving to adhere to the expectations of the NCS, respond by tackling their respective assessment practices in a diverse and divergent way and at times deviate from what is expected of them as set out in the NCS. / AFRIKAANSE OPSOMMING: Die politieke bestel in Suid-Afrika het na 1994 ‘n ommeswaai op vele terreine beleef. Die land was nie net begroet met ‘n nuwe demokratiese regeringstelsel nie, maar ook met grootskaalse onderwyshervorming, met spesifieke verwysing na kurrikulum- hervorming, wat een van die vernaamste dryfvere sou wees. Hierdie studie fokus op die implementeringsdinamieke van die Nasionale Kurrikulumverklarin (NKV) wat in 2005 ingefaseer was en wat eintlik ‘n heromskrywing of herhaling van bestaande kurrikulumhervorming is. Opvoeders was bekend gestel en van nuuts af opgelei om ‘n nuwe kurrikulum in hul klaskamers te implementeer. Deurlopende assessering (DASS) was die nuwe wagwoord op almal se lippe, want leerders sal voortaan aan die hand van deurlopende assesseringsaktiwiteite geassesseer word. Hierdie assesseringspunte of kodes sal bepaal of leerders na ‘n volgende graad vorder. Dit het ‘n nuwe opvoederpraktyk, naamlik ‘n assesseringspraktyk, genoop en opvoeders het dit problematies gevind om hierdie nuwe praktyk met die onderrig- en leerpraktyk te laat trou. Die hoofuitgangspunt is dat hierdie laerskoolopvoeders se assesseringspraktyke divers en uiteenlopend tot die verwagtinge van die NKV is. Die studie gebruik die analitiese lense van voorwaartse en terugwaartse kartering asook die dubbelsinnige konflikmodel ten einde ondersoek in te stel na die onderliggende verwantskap tussen opvoeders se assesseringspraktyke en die assesseringsbeleid. Die studie hoort tuis binne ‘n kwalitatief-interpretivistiese paradigma, aangesien ek ‘n verstaan rondom die aard en omvang van hul assesseringspraktyke probeer vorm en verstaan. Die klem val op hoe hierdie assesseringspraktyke sigself in die klaskamerpraktyke van opvoeders manifesteer. Kwalitatiewe navorsingsinstrumente, wat individuele onderhoude van laerskoolopvoeders insluit, is gebruik om die navorsingsvraag te beantwoord en die navorsingsdoelwitte van die tesis te bereik. Die navorsing toon hoe hierdie opvoeders die assesseringsbeleid op unieke maniere ervaar, beleef, interpreteer en gevolglik in hul klaskamers implementeer. Dit lewer verder bewys hoe elkeen, in hul strewe om aan die verwagtinge van die NKV te voldoen, hul assesseringspraktyke divers en uiteenlopend aanpak en tot volvoering probeer bring en by geleenthede daarvan afwyk.

Public K-12 education is a large enterprise in the United States. Through local, state and federal sources, the U.S. allocated over $610 billion to K-12 public education in 2009 (NCES). Not only is the commitment of public funds for education substantial, the provision of K-12 education is primarily administered by the government in non-market settings through local school districts. It is this institutional environment that generates the impetus for evaluating how those in education make choices in the absence of markets. Like traditional markets, non-market solutions often fail because the incentives facing individuals and agencies elicit choices which produce outcomes that are divergent from those which could be considered Pareto optimal. Examining these incentives and the resulting choices allows researchers to identify unintended consequences of policy and better inform policy design and reform. This dissertation endeavors to identify some of these incentives and to empirically examine their effects on the choices made by teachers and administrators. Chapter two recognizes that teaching effectiveness may motivate teacher choice into relatively more rigorous professional development. The empirical results suggest that teachers with a past history of relative ineffectiveness are selecting into the professional development program examined. The subsequent effectiveness of the in-service training is mixed. High stakes testing and school accountability are an increasing part of our K-12 education system. Chapter three acknowledges it is plausible that administrators may choose to place more students into class rooms of more effective teachers to maximize school performance. However, because of tenure and salary constraints they may choose to place fewer students into the class rooms of more effective teachers to reward their performance. Results overall indicate that more effective teachers have larger classes. Chapter four examines school district budget uncertainty and its relation to contingency funds. The institutional ambiguity of the definition of contingency funds allows a significant amount of choice for administrators to determine fund size and use. This chapter finds that administrators may be less sensitive to budget uncertainty and more responsive to the desire for budget fungibility. This dissertation concludes by addressing implications and future research.

Higher education institutions in the Unites States (U.S.) are under stress. Universities and colleges in the U.S. face competing demands marked by steeply declining state and local appropriations and increased competition for research dollars and prestige. This stress is felt most acutely at high and very high research universities who must face these funding challenges while at the same time must serve a multiplicity of missions and stakeholders. This study examines factors that influence institutional performance at high and very high research universities in the U.S. These high and very high research universities, as classified by the Carnegie Foundation for the Advancement of Teaching under the 2010 Basic Classifications, represent doctorate granting institutions with the highest levels of research activity. Drawing from systems theory and neoliberalism, the study employs a non-experimental quantitative research design using secondary analysis of data collected primarily through the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS), the Association of University Technology Managers (AUTM), and the Carnegie Foundation for the Advancement of Teaching. The data was analyzed for the years 2008 through 2012. Given a competitive environment marked by decreasing resources, the findings suggest that universities, whether public or private, will continue to pursue strategies and policies that will favor entrepreneurial activities with clear revenue implications as well as attracting top students in an effort to increase institutional performance. The need for further research into institutional factors and performance models is identified as well as the need for comprehensive institutional data. The concept of policy alignment is introduced as a way to cope with demands at all levels of policy. To the extent that high and very high research universities continue to face a competitive environment with decreasing state and federal resources, greater understanding of institutional factors that can impact revenues will become important as competition for revenues increase. Performance models such as the one explored in this study can help universities, policy makers, and stakeholders make decisions and set policies that can bolster the institutions’ activities given environmental challenges.

Although all of the schools in the target school system adhere to a school improvement process, achievement scores remain mediocre or stagnant within the overseas school in Italy that serves children of United States armed service members. To address this problem, this study explored the target school's improvement process to discover how different stakeholder groups viewed that process. The aim of these investigations was to determine if different stakeholder groups' competing values hindered the school's improvement efforts. The conceptual framework of this study was Schein's organizational culture theory along with recent findings by Creemers and Kyriakides that show that school culture must be addressed in order for a school to improve. The research design was a single case study. Four different stakeholder groups were interviewed, two school improvement committee meetings were observed, and seven school-improvement related documents were examined. ATLASti qualitative analysis software was used following Hatch's typological analysis method. Two major themes, Teachers versus Technocrats and Pre-Fourth Way, revealed the importance of school culture. The recommended project, a Networked Learning Community (NLC), was designed to build a positive culture by promoting collective responsibility, empowering innovation, and building capacity. This study will promote positive social change by demonstrating how school improvement occurs and by providing a research-based plan for a NLC that can help shift the trajectory of the static moderate achievement levels in the case study school and the target school system.

Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored teachers' self-reported knowledge and classroom implementation of the 5 SEL tenets: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Participants were a purposive sample of 10 teachers of all subjects and levels at Title 1 schools in the southwestern United States. Semistructured open-ended interviews were used to collect the data. Key results indicated teachers needed clarification on SEL competencies and wanted SEL training. Participants discussed structured SEL activities necessary for well-rounded citizens. SEL may contribute to positive social change if policymakers, education administrators, teachers, and other stakeholders seeking policy reforms focus on SEL inclusion into public policies such as CCSS.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In South Africa no formal training in school leadership or school management is currently required to procure a position as school principal. The sole condition is that a candidate should possess a professional teaching qualification, with some years’ experience in the teaching profession. School principals cannot be blamed if they comply with no more than these basic requirements, as no formal qualification for school principals had existed prior to 2007. The Department of Education answered to the need for formal training to equip principals for meeting their responsibilities by introducing the Advanced Certificate in Education: School Leadership and Management (ACE). This study explores to what extent school principals experienced an improvement in their managerial skills after obtaining the ACE qualification. To offer a better understanding of the background of South African school principals, the history of the available training over the past forty years is outlined. This is supplemented by an overview of various countries’ approach to preparing principals for 21st century schools. The responsibilities of present day principals differ dramatically from those of twenty years ago, as policy documents such as the South African Schools Act has since 1996 required that the principal, together with the school governing body, take responsibility for the management of the school. Accordingly, this study includes an enquiry into the ACE qualification with regard to the curriculum content, the purpose of the course and how assessment takes place at higher education institutions where this course is offered. Interviews were conducted with two principals who had obtained the ACE qualification to gain insight into their experiences relating to the qualification. By means of comparison, two principals who had not completed the qualification were also interviewed to establish to what extent this qualification does in fact equip principals for their daily responsibilities. The possible effects of the qualification were highlighted by comparing the two pairs of principals who function in similar communities with corresponding problems. By presenting this research as a case study, it was possible to obtain in-depth information and varied opinions about principal training, where principals had acquired the most useful skills and what could be added to enhance the value of the ACE qualification. / AFRIKAANSE OPSOMMING: In Suid-Afrika is daar tans geen verpligting om oor formele opleiding in skoolleierskap of skoolbestuur te beskik om as skoolhoof aangestel te word nie. Daar word slegs verwag dat ’n kandidaat oor ’n professionele onderwyskwalifikasie en ’n aantal jare se ondervinding in die onderwys moet beskik. Skoolhoofde kan ook nie kwalik geneem word indien hulle slegs aan hierdie basiese vereistes voldoen nie, aangesien daar tot 2007 geen formele kwalifikasie vir skoolhoofde bestaan het nie. Die leemte aan formele opleiding vir die verantwoordelikhede van ’n hoof is erken deur die Departement van Onderwys wat die Gevorderde Onderwyssertifikaat-kwalifikasie: Skool Leierskap en Bestuur (GOS) ingestel het. Met hierdie studie word ondersoek ingestel tot welke die mate skoolhoofde ervaar dat hierdie GOS-kwalifikasie ’n verskil maak aan hul bestuursvermoëns. Om die agtergrond van Suid-Afrikaanse skoolhoofde beter te verstaan, word die geskiedenis van skoolhoofde se opleiding oor die afgelope veertig jaar uiteengesit. Daar word ook ’n oorsig gegee van verskillende lande se benadering tot die voorbereiding wat benodig word vir hoofskap van ’n skool in die 21ste eeu. Die verpligtinge van die hedendaagse hoof verskil drasties van dié van twintig jaar gelede, waar beleidsdokumente soos die Suid-Afrikaanse Skolewet sedert 1996 vereis dat die hoof, tesame met die beheerliggaam, verantwoordelikheid moet neem vir die bestuur van die skool. Om hierdie rede word die GOS-kwalifikasie ondersoek om vas te stel wat die inhoud van die kurrikulum behels, wat die doel van die kwalifikasie is en op watter wyse assessering plaasvind by die hoëronderriginstellings waar dit aangebied word. Onderhoude is gevoer met twee hoofde wat die GOS-kwalifikasie voltooi het aangaande hul ervaring van die kwalifikasie. Om vas te stel tot welke mate die kwalifikasie hulle beter toerus vir hul daaglikse verantwoordelikhede word die ervaring van twee ander hoofde, wat nie die kwalifikasie voltooi het nie, ter vergelyking gebruik. Die verskil wat die GOS-opleiding moontlik mag maak, word uitgelig deur die vergelyking van die twee pare hoofde in soortgelyke gemeenskappe met ooreenstemmende probleme. Deur hierdie navorsing as ’n gevallestudie aan te bied, word indiepte-inligting verskaf oor hul opinies aangaande hoofde-opleiding, waar hulle die mees bruikbare vaardighede opgedoen het en wat na hulle mening bygevoeg kan word vir die verwerwing van die GOS-kwalifikasie.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research explored the influence of the rural multi-grade context on the nature of the work of the principal of a rural multi-grade school. I specifically looked at the job description of the school principal as set out in the South African Schools Act (84 of 1996) and how the rural multi-grade context affects the nature of the work of four principals in the Western Cape. The relationship between the interpretation of policy and its implementation has always been complex because policies are open to different interpretations by the implementers thereof. This complex relationship can be observed with the implementation of the South African Schools Act of 1996, with specific reference to articles 16(1), 16A(2) and 16(3), in the South African school community. This disjunction between the policy as formulated by policy makers and the implementation thereof by implementers is often traced to the fact that policy makers do not consider the context of the implementers of the policy properly (Bell & Stevenson, 2006:14-15). In my attempt for a better understanding of this disjunction (and the factors that contribute to it), I found the interpretive qualitative investigation the most suited methodology for this study. In this case, I used the case study as a qualitative research method. According to Patton en Cochan (2002:2), qualitative research is characterised by the goals of the research question, which relates to the understanding of certain aspects of social life and methodologies; therefore, words are generated instead of numbers for data analysis. Merriam (1998:21) defines a qualitative case study in terms of the end product as an intensive, holistic description and analysis of a single case, phenomenon or social unit. By defining and conceptualising rural multi-grade schools, I found that these schools are characterised by (a) remote areas with a sparse population and (b) poverty. Joubert (2009:4) defines rural teaching (read rural multi-grade schools) as teaching in remote areas with a sparse population, such as on farms, far from towns and cities, where learners are not exposed to the luxuries of shopping malls or industries. These environments are characterised by inaccessibility, poor or inadequate infrastructure, poverty and a lack of skills, resources, knowledge and community involvement. I conducted interviews with four principals of rural multi-grade schools. Based on results of the research study, I found that the rural multi-grade context indeed has an effect on the nature of the work of the principal. To assist principals of rural multi-grade schools, I recommend that the national education department review the staff establishments of rural multi-grade schools with regard to teachers and non-teaching staff. Furthermore, the provincial department needs to increase the monetary allocation for rural multi-grade schools by the Western Cape Education Department (WCED). In order to address the lack of support to the principals of rural multi-grade schools, specialists on multi-grade teaching should be appointed to support these schools in terms of curriculum delivery and school management. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die landelike multigraad-agtergrond op die aard van die werk van die hoof van ’n landelike multigraadskool verken. Ek het spesifiek gekyk na die posbeskrywing van die skoolhoof soos verwoord in die Suid-Afrikaanse Skolewet (84 van 1996) en hoe die landelike multigraad-agtergrond die aard van die werk van vier skoolhoofde in die Wes-Kaap beïnvloed. Die verband tussen interpretasie van beleid en die toepassing daarvan was nog altyd ʼn komplekse verhouding omdat beleid oop is vir uiteenlopende interpretasies deur die toepassers daarvan. Hierdie komplekse verhouding kom aan die lig wanneer daar byvoorbeeld gekyk word na die toepassing van die Suid-Afrikaanse Skolewet van 1996 (met spesifieke verwysing na artikels 16(1), 16A(2) en 16(3)) op die Suid-Afrikaanse skoolgemeenskap. Die disjunksie tussen die beleid soos deur ‘beleidmakers’ geformuleer en die toepassing daarvan deur beleidstoepassers of implementeerders van beleid kan dikwels herlei word tot die feit dat beleidmakers nie die agtergrond van beleidstoepassers of implementeerders van die beleid na behore in ag neem nie (Bell & Stevenson, 2006:14-15). In my poging om dié disjunksie (en die faktore wat daartoe aanleiding gee) beter te verstaan, het ek bevind dat die interpretatiewe kwalitatiewe ondersoek die geskikste metodologie vir hierdie studie sou wees. In hierdie geval het ek gebruik gemaak van die gevallestudie as kwalitatiewe navorsingsmetode. Kwalitatiewe navorsing word gekenmerk deur die doelstellings van die navorsingsvraag, wat verband hou met die begrip van sekere aspekte van die maatskaplike lewe en die metodes, wat woorde in plaas van getalle genereer vir data-analise (Patton & Cochan, 2002:2). Merriam (1998:21) definieer ʼn kwalitatiewe gevallestudie met betrekking tot die eindproduk as ʼn intensiewe, holistiese beskrywing en analise van ʼn enkele geval, fenomeen of maatskaplike eenheid. Met die definiëring en konseptualisering van landelike multigraadskole het ek tot die gevolgtrekking gekom dat hierdie skole gekenmerk word deur twee pertinente kenmerke: (a) dit is afgeleë met ylbevolkte omgewings en (b) armoede. Joubert (2009:4) omskryf landelike onderrig (lees landelike multigraadskole) as onderrig wat meestal in afgeleë en ylbevolkte omgewings soos op plase, gewoonlik ver van hoofroetes, dorpe en stede plaasvind, waar leerders nie aan luukshede soos inkopiesentrums of nywerhede blootgestel word nie. Hierdie omgewings word gekenmerk deur ontoeganklikheid, swak infrastruktuur, armoede en gebrekkige vaardighede, bronne, kennis en gemeenskapsbetrokkenheid. Onderhoude is met hoofde van vier landelike multigraadskole gevoer. Op grond van die navorsingresultate het ek bevind dat die landelike multigraad-agtergrond wel die aard van die skoolhoof se werk beïnvloed. Ek beveel dus onder andere aan dat die provinsiale onderwysdepartement die diensstate van landelike multigraadskole hersien wat betref onderwysers en niedoserende personeel asook dat die monetêre toekenning van landelike multigraadskole deur die Wes-Kaapse Onderwysdepartement (WKOD) verhoog word. Verder bevel ek aan dat bekwame distriksamptenare aangestel word om die skoolhoof van ʼn landelike multigraadskool ten opsigte van die bestuur van die skool en die onderwysers ten opsigte van kurrikulumlewering te ondersteun.

K DIPLOMOVÉ PRÁCI V ANGLICKÉM JAZYCE Strategic Management of the Education System in the Czech Republic Antonie Ondrouchová ABSTRACT The aim of this thesis "Strategic Management of the Education System in the Czech Republic" is to analyze and critically evaluate strategic management at various levels of the education system of the Czech Republic; suggest recommendations for further research. Thus, the thesis answers question on the state of strategic management at various levels of the education system of the Czech Republic. The theoretical part defines the term "strategic management", which is generally characterized by determination, process, tools, meaning and obstacles in its application. The following chapter deals with strategic management in the education system, in particular by identifying four levels of management (national, regional, local, school) represented by the relevant institutions. At the theoretical level, education policy is considered to be an indication of directions and content that are embedded in public policy documents. By the method of document content analysis, examples of strategic public policy documents are evaluated at four levels of system management. The state of the evaluated documents, based on selected aspects of the ideal state model, can be expressed by an...