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Paradigm shift : effective implementation and enforcement of laws to radically accelerate the delivery of quality elementary and further education in South Africa : lessons from China, Finland and SingaporeSefoka, Isaiah Mmatipa January 2021 (has links)
Thesis ((LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has
become a pressing concern and needs special attention. This is so despite the advent
of democracy in 1994, which brought legislative frameworks and other measures
promoting access to quality education. This study seeks to highlight the importance of
a radical paradigm shift in educational approach, from a single (access) to a dual
system (access and delivery) in South Africa. The study examines adequacy of access
to education, by evaluating the effectiveness of delivery. The study emphasizes that
delivery should be strengthened in order to develop skills and capacity. The study also
accentuates the need to strengthen legislative measures and compliance, in order to
improve the delivery of quality education to the leaners. The domestic laws such as
the Constitution of the Republic of South Africa, Skills Development Act, the South
African Schools Act, Further Education and Training Act and the Continuing Education
and Training Act, which all cover access and full delivery of quality education, will be
examined. It is pertinent to point out that the delivery of quality education and skills
development, can improve the employability of leaners and graduates, wherever they
find themselves. Consequently, it is fundamentally important to increase interest in
strengthening the implementation of the skills development legislation and policies, to
drive the necessary change from access to delivery, in order to meet the
developmental needs of the country. Lessons are drawn from China, Finland and
Singapore, where policies and laws are utilized for the purpose of comparative studies.
The rationale for such a comparative analysis is premised on the fact that these
countries have very strong educational systems, which promotes the employability of
learners, and also enables learners to become self-reliant and entrepreneurs.
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Determinants of school success in disadvantaged environmentsMampuru, Marisane Edward 30 June 2003 (has links)
Learners in disadvantaged environments are less likely to do well at school. Yet some of the most successful schools operate in such environments. The purpose of this study was to establish the relative influence of various determinants of school success in disadvantaged environments. To this end literature study was done in two phases. The first resulted in a taxonomy of success factors, which was then used to guide the second in-depth phase. Thereafter an empirical study was done, involving qualitative field work at four successful schools in disadvantaged environments.
Empirically it was discovered that there is no single most important success factor because all success factors are interrelated and interdependent. The over-arching success factor discovered in this study which was involvement of all stakeholders. / Education / M.Ed.
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Educator participation in the implementation of a total quality management strategy : a case studyTlhapi, Petrus Makganye 06 1900 (has links)
The principles of Total Quality Management (TQM), initially designed to effect continuous improvement in the business sector, have been successfully applied in educational settings. Hence, this study was undertaken to explore educator participation in the implementation of a TQM Strategy at selected academically underperforming secondary schools in the Moses Kotane Area to address shortfalls. A literature review on TQM provided a conceptual framework for the empirical inquiry. Special attention was given to the role of educators in TQM implementation. The empirical study used qualitative research methods to explore the use of TQM in fifteen schools selected by purposive sampling. Observation, document analysis and focus group interviews were used to gather data. The findings indicate that educators regard TQM as an improvement tool; however, they hold negative and positive views about TQM. Finally, recommendations were made to enhance the implementation of TQM in underperforming secondary schools in the Moses Kotane Area. / Educational Studies / M. Ed. (Education Management)
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The influence of total quality management on school improvement in secondary schools in the uThungulu District, Kwazulu-NatalSibeko, Sylvia Dolly 09 1900 (has links)
TQM has been identified as an approach that can be adopted to improve quality in business as well as in education. The main aim of this approach is to involve everybody in decision-making of the organization, in this case a school, with the purpose of achieving highest commitment from staff and customer satisfaction. TQM can be a way which can bring about changes in the education system. It is a philosophy with continuous improvement which can provide a set of practicable tools and techniques to meet the present and the future desires of any educational system. Therefore, this study sought to investigate the influence of TQM on school improvement in secondary schools in the Uthungulu District, Kwazulu-Natal.
The questionnaires were handed to schools in the Uthungulu District which is made up of 5 circuits, namely, Umhlathuze Circuit, Umfolozi Circuit, Umlalazi Circuit, Mthonjaneni Circuit and Inkandla Circuit. The research concentrated mainly on School Management Teams (SMTs) and Post Level 1 educators (PL1 educators) from senior secondary schools (high schools). On the whole, respondents in the study area have shown a positive attitude towards understanding the significance of Total Quality Management principles in schools. The findings seem to suggest that everyone has a responsibility of encouraging implementation of TQM in schools. It is important to develop quality management systems, because without them, it is impossible to implement. The quality improvement teams should be empowered to manage themselves and provide programmes that will enable them to be more effective. The proposed model of the study provides information about basic elements and factors which need to be taken into cognisance during the TQM and implementation process. The model identifies the main principles of TQM with continuous improvement at the centre of them all. The main aim of implementing TQM in school should be continuous improvement. / Educational Management and Leadership / D. Ed. (Education Management)
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Managing the implementation of education policies for quality education in public schools of Limpopo ProvinceNdou, Nndwamato 10 1900 (has links)
South Africa is currently undergoing a process of change from a segregated education system to a more democratic system of education. The country is characterised by drastic policy shifts in the social, economic and political arenas. The problem that called for this research is that education managers at national, provincial, district, and circuit levels are facing challenges in the understanding, interpretation and implementation of education policies as they apply to support staff, educators, learners and their parents or guardians. Lack of access to and knowledge of acts, policies and procedures in educational leadership and management seem to impact negatively on the effective functioning of public schools in the provisioning of quality education in Limpopo province of South Africa.
A qualitative research methodology coupled with ontology and epistemology theories were used in a phenomenological interpretive perspective. The rationale for choosing the qualitative approach was that the subject of this research study required data on the experiences, perceptions and views of the research participants. Three research instruments of data collection were employed, namely participant observation, document analysis and interviews. Purposive sampling was chosen to select the education managers as participants who were likely to be knowledgeable about and experienced in the phenomenon under study. Focus group and individual interviews were conducted with educators, education managers, and educator union representatives.
I used content analysis method to catergorise data into themes. The findings in this study revealed that knowledge of the education policies is a pre-requisite for the implementation of such policies for quality education. It was evident that education managers have inadequate understanding of the formulation, interpretation and implementation of policies. Education managers had contrasting perceptions of education quality and divergent interpretationsof education policies. The deployment of circuit managers undermined the value of management qualifications, experience and expertise in such management posts. The absence of a policy enforcement agency and a lack of coordination within different levels of education management in the province have led to unresolved cases of misconduct and non-compliance with education policies. The researcher recommends that induction of newly appointed education managers, continuous training of the serving education managers, mentoring and monitoring of the implementation of education policies should receive priority for the provision of quality education in public schools. / Educational Leadership and Management / D. Ed. (Education Management)
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Towards an effective supervision model for total quality education in some selected secondary schools in the Northern ProvinceMlangeni, Simeon January 2001 (has links)
Thesis (Ph. D. (Education)) -- University of the Limpopo, 2001 / Refer to document
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澳門中小學實施 全面品質管理 之意願認知調查研究 / Survey study of the willingness and perception toward the implementation of total quality management in primary and secondary schools in Macao趙勇 January 2005 (has links)
University of Macau / Faculty of Education
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Achieving quality education: a study of secondary school principals' and teachers' perception and strategiesfor promoting quality in their schoolsLeung, Pui-ling., 梁佩玲. January 2001 (has links)
published_or_final_version / Education / Master / Master of Education
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Towards quality science education through quality assurance in Johannesburg South district : South AfricaZisanhi, Daniel 01 1900 (has links)
This study examined the nature of quality assurance frameworks in science education and the factors negatively affecting the quality of science education in the Johannesburg South district. The study explored the quality assurance practices, challenges that impede the attainment of quality science education in schools and the impact of quality assurance on the quality of science education. The Integrated Quality Management System, which encompasses whole-school evaluation, is the main policy used in secondary schools’ quality assurance system.
A mixed methodology design was used in the research. The data collected was both qualitative and quantitative and was obtained from both primary and secondary sources. The qualitative data provided research opportunities which extended the type of information collected. It implied an interpretive or subjective approach with the focus being on how the respondents experienced and understood the quality assurance processes. Concurrent triangulation designs or convergent parallel design was used in order to develop a complete understanding of the research problem by obtaining different but complementary data for validation purposes and enhancing triangulation. Quantitative and qualitative data was collected at the same time and the findings were integrated in order to understand deeper the quality assurance mechanisms applied in science education. The use of multiple perspectives, theories and research methods resulted in rich information being gathered for analysis.
The study revealed that quality assurance practices, ranging from Integrated Quality Management System, Whole-school Evaluation and Assessment Quality Assurance among others, had a positive influence on the quality of science education. The results indicated that quality assurance policies and mechanisms present were followed by schools and the district support helped to improve the quality of science education. The presence of quality assurance policies and mechanisms had a positive bearing on the quality of science education. The lack of infrastructural resources, non-availability of laboratory technicians, science educator work overload, parents’ non-involvement in academic support, poor learner subject selection criteria and non-rigorous quality assurance follow-up mechanisms were the main factors hindering the quality of science education. / Educational Studies / D. Phil. (Education)
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Determinants of school success in disadvantaged environmentsMampuru, Marisane Edward 30 June 2003 (has links)
Learners in disadvantaged environments are less likely to do well at school. Yet some of the most successful schools operate in such environments. The purpose of this study was to establish the relative influence of various determinants of school success in disadvantaged environments. To this end literature study was done in two phases. The first resulted in a taxonomy of success factors, which was then used to guide the second in-depth phase. Thereafter an empirical study was done, involving qualitative field work at four successful schools in disadvantaged environments.
Empirically it was discovered that there is no single most important success factor because all success factors are interrelated and interdependent. The over-arching success factor discovered in this study which was involvement of all stakeholders. / Education / M.Ed.
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