The study focused on the challenges facing school governing bodies in the Vhembe district in the implementation of finance policies. Through the provision of the South African Schools Act, 84 of 1996, the school governing body is entrusted with the responsibilities of establishing and managing the school fund. The research was a multi-site case study of the Vhembe district. Purposive sampling of schools was conducted. Semi-structured interviews, observations and document analyses were carried out. The findings suggest that the finance personnel and committees at school level were not well established, trained and thus became dysfunctional. The researcher recommends that finance policies should be amended, finance committees trained and continuous monitoring of finances provided by the circuit and district officials. The study was also characterized by a number of limitations, including difficulties in understanding financial terminology by some participants and fear of handing in financial documents for examination. / Educational Leadership and Management / M. Ed. (Education Management)

Syftet med denna undersökning är att synliggöra vilka former av arbets- och bedömningsmetoder som lärare väljer att använda sig av för att bedöma elevernas kunskaper och genom detta studera hur dessa kan betraktas som likvärdiga i ämnet samhällskunskap, årskurs 1-3. Syftet är även att synliggöra hur lärare som undervisar i ämnet, årskurs 1-3 uppfattar ramfaktorer, och ställa detta mot tidigare forskning huruvida faktorer kan påverka lärares förutsättningar att bedöma eleverna likvärdigt. I en enkätundersökning har lärare som undervisar i samhällskunskap, årskurs 1-3, svarat på frågor om bedömningsmetoder och vilka ramfaktorer de anser påverkar förutsättningar för bedömning. Lärare i undersökningen använder framförallt muntliga och skriftliga bedömningsmetoder, vilket indikerar på hög validitet och reliabilitet. Ramfaktorer som lärarna anser ha störst påverkan på deras möjlighet till att genomföra bedömningar är de pedagogiska- samt de administrativa ramarna. En likvärdig bedömning är svår att uppnå på grund av avsaknad av bedömningsstöd för årskurs 1-3. Lärarnas svar i undersökningen, gällande ursprungskälla av bedömningsmaterial samt användandet av bedömningsmatriser skiljer sig åt, vilket kan peka på skillnader av lärarnas tolkningar av styrdokumenten. / The purpose of this study is to highlight the forms of work- and assessment methods, that teachers choose to use to assess pupil’s knowledge and thereby study how these can be considered equivalent in the subject of social studies, grades 1-3. The purpose is also to make visible how teachers who teach the subject perceive framework factors, and set this against previous research on which factors affect teachers' ability to assess students equally. In a survey, teachers who teach in the grades 1-3 answered questions about assessment methods and which framework factors they consider to affect the conditions for assessment. The teachers mainly used oral- and written assessment methods, which indicates high validity and reliability. Framework factors that teachers consider to have the greatest impact on their ability to assess pupil’s are the pedagogical- and administrative frameworks. Equivalent assessment is difficult to achieve due to the lack of assessment support for grades 1-3. The teachers answers in the survey, that their source of assessment material and the use of assessment matrix differ, which may indicate differences in the teachers' interpretations of the governing documents.

Fallet ”Lilla hjärtat” föranledde en granskning samt en förändringsprocess av socialnämndernas sätt att arbeta med tvångsvård av barn. Förloppet som följde ledde fram till promemorian Barnets bästa när vård enligt LVU upphör som är framtagen av en utredare på Socialdepartementet. Utredaren presenterade fyra förslag på förändring av lagstiftningen som ämnar att stärka barnets bästa. Jag har genomfört en diskursanalys av promemorian med utgångspunkt i forskningsfrågan: Hur påverkar en specifik händelse, omdebatterad såväl medialt som politiskt, det sociala arbetets styrning? Det är tydligt att de lagförslag som utredaren presenterar har en påtaglig koppling till socialnämndens hantering och debatten kring fallet Lilla hjärtat. Därtill präglas promemorian av en rättslig diskurs som i och med översättningsprocessen från det sociala arbetets praktik till en rättslig praktik förenklar representationen av problemet vilket resulterar i att socialarbetarens maktposition befästs medan barn framställs som passiva mottagare av stöd och skydd. Om lagförslagen antas kommer de påverka den enskilda socialarbetarens handlingsutrymme inom området tvångsplacering av barn. / The case "Lilla hjärtat" led to an evaluation of the social welfare committees' way of working with compulsory care of children. The process that followed led to the memorandum “The child's best interests when care according to LVU ceases” prepared by an investigator at the Ministry of Social Affairs. The investigator presented four proposals for changes in the legislation that aim to strengthen the best interests of the child. I have conducted a discourse analysis of the memorandum based on the research question: How does a specific event, debated both in the media, and politically, affect the governance of social work? It is clear that the legislations presented by the investigator have a strong connection to the Social Welfare Board's handling of the case and the debate surrounding the case Lilla hjärtat. Moreover, the memorandum is characterized by a legal discourse which, through the translation process from social work practice to a legal practice, simplifies the representation of the problem, which results in the social worker's position of power being consolidated while children are portrayed as passive recipients of support and protection. If adopted, the legislations will affect the individual social worker's capacity of action in the area of child protection.

This dissertation - The Yugoslavian model of Socialism as possible inspiration for economic reforms of the sixties in the German Democratic Republic, Czechoslovakia and Hungary - deals with the topic of creating certain modifications and specific features of the economic systems within the Eastern Bloc. The so called Yugoslavian experiment, which had developed in the Balcan state from the times of the Soviet-Yugoslavian rift of the late forties of last century, was, in fact, considered to be the only alternative to the predominant, directively centralized Soviet model for several years. It was in the sixties when many Eastern Bloc states, which practically hitherto copied the Soviet economic model, attempted to implement economic reforms which would assisst in eliminating disadvantages of the current economic system, and thus to stabilize and streamline the economic development. It is quite natural that for searching new possibilities and incentives, the Yugoslavian self-governing model represented one of potential inspiring ways how to reform the often nonfunctional economic systems. The main purpose of the dissertation is to show how the planners of economic reforms in the German Democratic Republic, Czechoslovakia and Hungary recfleted the Yugoslavian model tested in practice, and to which...

Thesis (Ph. D. (Curriculum Studies)) -- University of Limpopo, 2019 / The aim of this study was to investigate knowledge, attitudes and practices of primary school children towards healthy diet in Dikgale Village, Limpopo Province, South Africa. This study was an intervention study at eight primary schools in Dikgale Village. The study used both qualitative and quantitative research where mixed methods research design. A total of 324 participants consisting of Grades 6 and 7 males and females was purposively selected. These participants were divided into experiment and control group after pre-test but before the intervention. This study used a 27-item questionnaire which covered, knowledge on healthy diet, attitudes, practices, subjective norm and self-efficacy questions as well as focus group interviews. The main findings of the study comprise the following: (i) Learners in the experiment condition did not reflect more health-related practices (F(1.315)=0.20; p>887), i.e., when considering co-variables and changes in health attitude, subjective norm and self-efficacy; and (ii) After intervention, there was a significant increase (F(1.315)=115.72; p<0.001) in health-related knowledge on the experiment group, i.e., when considering co-variables and changes in health attitude, subjective norm and self-efficacy. In addition to this significant increase, 58.3% of the differences between both groups seemed related to the intervention with regard to changes in knowledge acquisition. However, there was no significant increase on both health knowledge and health practices on the control group. The results suggested that, even if there can be changes in knowledge due to intervention, healthy practices may be difficult to change mainly because knowledge alone cannot decrease the prevalence of health-related conditions. As a result, this study suggest that the curriculum should cover Food knowledge practice so as to persuade learners to practice healthy diet. Also, School Management Teams (SMTs) and School Governing Bodies (SGBs) should play their role in emphasizing the importance of Food-Based Dietary Guidelines in schools. Future interventions are therefore encouraged to include a moderate intensity intervention by trained professionals and feasibility of involving educators, SGBs and SMTs, particularly in policy adherence. Therefore, this study proposed a healthy food intervention strategy incorporating the Theory of Planned Behaviour in order to justify the knowledge, attitude and practices of children in healthy diet. Intervention should adopt the Training Partnership Model wherein children, parents, educators are trained by health professional on adherence to healthy diet. / Vlaamse Interuniversitaire Raad (VLIR)

Philosophiae Doctor - PhD / This study was initiated while the researcher was still an educator at' a secondary school in Cape' Town, South Africa. This was the period of the mid-1990s soon after the first democratically elected government assumed power in -South Africa: During this period of transition, large-scale reforms were expected on', the, education- front. Educational management and specifically school management were an integral part of these reforms. In terms of school management the idea of parents taking. on a greater .role was receiving wide support. School governing bodies (SGBs) comprising various constituencies and with greater powers were supposed to be the instrument spearheading change in school management. .This study traverses three levels of policy development: national, provincial and local (that is, school). It seeks to understand how school governance policy is developed and implemented using the principle of contestation to guide the analysis. The following questions guided the research: What were the contestations which led to the development of school governance policy at national level? How was provincial school governance policy developed from national policy and what were the areas of contention between the two? • What were the contestations resulting from implementation of school governance policy at the school level? At all three levels the discussion of the contestations was limited to the powers and functions of SGBs. By shedding more light on the above questions, it was hoped that the nature of policy contestation would become clearer. This in turn could enhance the study of policy This study was primarily qualitative in orientation with the principal means of data-gathering being: documentary analysis, semi-structured interviews and observation. Documents produced at the national and provincial levels (Acts, Bills, Reports, White Papers and so forth) as well as submissions made by various organizations from different sectors in society were carefully analysed using specific criteria. Other documents analysed included circulars from the provincial education department, documents discussed Within the school governing body selected for the study, and articles from newspaper publications. Interviews were conducted with key informants at national, provincial and school levels. At the school level, observation of five governing body meetings were undertaken analysis and development. This study revealed that the key issues in SGB functioning that formed the focus for contestation were: the charging of school fees; the':·employment of additional staff; admission-; language-; religious observance policy;". and relative powers of the MEe/HOD/SGBs. One of the greatest immediate challenges facing the majority of school governing bodies in South Africa is the lack of capacity in terms of material, financial and human resources. This study provides recommendations about how to address some of these challenges, and also identifies some important areas for future research.

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Thesis (M.Dev.) -- University of Limpopo, 2017 / The study focused on the participation of public schools in LED. Public schools are viewed as the corner-stone of community development. They are institutions which are based within the community to cater for their needs. The South African School Act 84 of 1996 section 36, subsection (1) authorizes a governing body of public schools to take all reasonable measures within its means to supplement the resources supplied by the state in order to improve the quality of education provided by the school to all learners at the school. The purpose of this study was to explore the feasibility of using school assets as a means to access the untapped potential of public schools to serve as basis of LED. The objective of the study was to determine activities that public schools can engage in to enhance LED opportunities. Quantitative, qualitative and explorative researches were used.

This report formulates the boundary conditions and discretization method for conducting a simulation of heat with liquids and solids through the finite element method. It introduces the reader to the movement that is due today with optimization of heat transport and mitigation generally described as the fourth generation of district heating. It presents the scope: calculating the heat release from pipes in hydronic underfloor heating, and presents the belonging question: how does heat release from different heating pipe patterns affect the body’s heat transfer? Simulation of the work is conducted with the delimitations of using a single boundary slip condition addressing friction and only using water as pipe flow medium. It focuses on the pattern’s ability to affect the heat to the body, of which characteristically manifests a square concrete slab in the running simulations. By using different cases, it analyses how patterns using the same length of pipes emit their average heat to the covering top surface differently, both as the heating level alternates, and duration for response changes. This meanwhile they are affected by analog boundary temperature conditions.    A sensitivity analysis is done answering how the various patterns tested are affected by change of propagation speed for the flowing medium, showing that a spiral formed pattern with evenly spread piping is the least affected. The results show that the pattern with alternating pipe spacing gives the best average heat emission in the simulated cases. It also concludes that minor changes in the pattern area will have profound effect on the average transferred heat from the body’s top surface.

Self-management is a relatively new concept in South Africa. The transformation of education after 1994 resulted in the promulgation of the South African Schools Act (SASA) 84 of 1996, which started the process of decentralisation of education. The SASA mandates the school governing bodies (SGBs) to play an active role in decision making in schools. The justification for the self-management of schools is that it promotes effectiveness and efficiency in schools. The aim of the study was to investigate the challenges that are faced and the benefits/opportunities that exist for self-managing schools. The secondary aim of the study was to investigate how self-managing schools could be supported so that they become more efficient and effective. This study focuses on 2 ex-DET self-managing schools in Gauteng. The findings reveal that teamwork amongst educators, parents and communities is essential for self-managing schools to be effective and efficient. / Educational Studies / M.Ed. (Education Management)