One of the challenges facing the education system in South Attica is a lack of the culture of teaching and learning. 1t is this challenge that prompted this research. The research investigated how the principal, as an instructional leader~ can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit ofthe Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, 1ack of staff development programmes and discipline. The general factors, on the other hand, include, amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners.

This dissertation explores the socio-cultural and institutional environment of the public sector organizations of Mongolia that have strong influence on current public administration reform results. This study applies the Cultural theory and Value theory. The strong hierarchy favoring rule-bounded behavior and collectivism, fatalism accepting an authority as inevitable and uncontrollable, and individualism wishing to have control over own actions are the types of culture common in Mongolian public sector organizations. Accordingly, Mongolian public sector employees transcending their selfish interests, emphasize the well-being of others, protection of order, harmony in relations, life safety and stability. Then self-direction values with emphases on independent thought and action, and creativity are important for them. This socio-cultural context has great implication for work behavior of public employees, for their action to implement the reform policies in government organizations. Thus, the institutional leadership, which produces and protects values, becomes essential for introducing changes in the existing intuitional environment. / Die vorliegende Arbeit untersucht das sozio-kulturelle und institutionelle Umfeld der Organisationen des öffentlichen Sektors in der Mongolei, das signifikante Einflüsse auf die aktuellen Reformbemühungen in der öffentlichen Verwaltung hat. Die Studie stützt sich auf die Kultur- und Werttheorie. Die regelkonforme Verhaltensweise, Gemeinschaftsfavorisierende strenge Hierarchie, die fatalistische Annahme einer Autorität als unvermeidlich und unkontrollierbar sowie ein auf möglichst eigenständige Entscheidung und Meinungsbildung angestrebter Individualismus sind die weitverbreiteten kulturellen Verhaltensformen bei den Organisationen des öffentlichen Sektors der Mongolei. Dementsprechend streben die Beschäftigten des öffentlichen Dienstes uneigennützig das Wohlergehen der Bevölkerung, die Einhaltung der öffentlichen Regeln, die einvernehmlichen Beziehungen der Menschen zueinander sowie die Sicherheit und Nachhaltigkeit des Lebens an. Bestimmte Wertvorstellungen zur Selbstbestimmung, wie persönliche Geisteshaltung, eigenständiges Handeln sowie Kreativität sind für sie sehr wichtig. Dieser sozio- kulturelle Kontext hat große Auswirkungen auf das Arbeitsverhalten und auf die Aktivitäten der Beschäftigten des öffentlichen Dienstes zur Umsetzung von Reformen in der öffentlichen Verwaltung. Daher ist eine institutionelle Führung als Förderer und Beschützer von Wertesystemen bei der Umsetzung von Reformen in den hiesigen Institutionen unerlässlich.

Quality assurance has been a vexed and troubled journey for private providers in South Africa in a complex and burdensome educational environment. It is well recognised that private providers are significant role-players in the provision of education and training in South Africa and the stated intention is to create a more enabling regulatory framework The focus of this thesis is on the private providers at the post-school level. The quality assurance regime was examined and contextualised to analyse what is required, and to determine how the private provider is impacted by the regulatory requirements for the establishment and operation of a private tuition provider in South Africa. The experience of private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was investigated using a mixed methods research approach. The conclusion is a call for a far more streamlined system with a centralised oversight body, greater stakeholder consultation, less political interference and a deeper appreciation for the contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)

Quality assurance has been a vexed and troubled journey for private providers in South Africa in a complex and burdensome educational environment. It is well recognised that private providers are significant role-players in the provision of education and training in South Africa and the stated intention is to create a more enabling regulatory framework The focus of this thesis is on the private providers at the post-school level. The quality assurance regime was examined and contextualised to analyse what is required, and to determine how the private provider is impacted by the regulatory requirements for the establishment and operation of a private tuition provider in South Africa. The experience of private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was investigated using a mixed methods research approach. The conclusion is a call for a far more streamlined system with a centralised oversight body, greater stakeholder consultation, less political interference and a deeper appreciation for the contribution that private providers make to the education of learners in South Africa. / Educational Leadership and Management / D. Ed. (Education Management)