Les groupes de sociétés rassemblent des sociétés juridiquement distinctes mais liées entre elles par des rapports de domination et de coopération au point de former une entité relativement identifiable. Leur organisation renvoie au jeu mêlé de la norme sociétaire et de la norme contractuelle. Prises de participation, pactes extra-statutaires, contrats commerciaux permettent à la société dominante de contrôler et de coordonner les activités des sociétés dominées au gré de la stratégie de développement par elle arrêtée. Mais, fondé sur le paradigme de l’entreprise, le droit du travail néglige souvent la relation de dépendance économique et juridique inhérente au groupe. Il n’appréhende qu’une relation de travail binaire unissant la société employeur à ses salariés ; les groupes ont généralement la volonté d’assurer l’unité de la collectivité de travail par la création d’un socle institutionnel commun et le partage d’une vision stratégique. En résulte une politique à bien des égards originale de gestion des effectifs, vecteur d’unité et instrument de protection des intérêts du groupe et de tous ceux qui contribuent au déploiement de son activité… avec l’effet ultime de donner au groupe l’allure d’une entreprise. / Corporate groups gather entities that are legally distinct but linked to each other’s in a context of domination and cooperation forming a relatively identifiable entity. Their organization belongs to both corporate standards and contractual standards. Acquisition of a stake, stability pacts and commercial contracts enable the parent company to take control over and to coordinate the activities of dominated companies for the sake of the developing strategy that it determined. However, built upon the paradigm of the company, labour law frequently neglect the economic and legal relationship of dependence existing within the group. It only apprehends a bilateral working relationship between the company and its workers/employees; the corporate groups often have the will to ensure unity of the overall workforce by creating a common institutional set and the share of a strategic vision. This lead to an original political approach for workforce management, a means to enhance unity and tool to protect the group’s interests also with the interest of those who contribute to the deployment of the activity… with the ultimate effect to project on the group the appearance of a company.

The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools. Research findings indicated that principalship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools. Results revealed among other issues that: - The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education - The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that: - The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals - Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools - There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management. Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools. / Educational Studies / D. Ed. (Philosophy of Education)

Thesis (MPhil)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Since 1995, despite the consultative processes with regards to Rationalisation and Redeployment, many stakeholders did not accept, nor understand the rationale behind the government's drive to redistribute human resources. It is widely known that there existed immense tensions and conflicts between educators and bureaucrats on the issue, which played itself out in the Grove Primary School case, as well as the withdrawal of regulations because of a 'threatened strike', due to government's disregard for participatory democracy. Using a case study, within the Gauteng province, this research investigated the experiences and perceptions of key policy actors on the policy planning and implementation processes by tracking the development of social dialogue during this process. The conceptual framework for this study was provided in the work of Cheng and Cheung (1995), who provided a generic empirical education policy analysis model, which tracks the policy processes within linear phases. Fifty indicators were identified, which were used to measure the efficacy of the policy-making process, as well as the evolution of social dialogue in the policy discourse. This study argues that in an endeavour to implement redress and equity, the policy employed had its inherent weaknesses. The researcher used a structured questionnaire to measure key policy actors (formulators and implementers), experiences and perceptions of the process employed. The qualitative methodology, which was supported by the quantitative data analysis approach, exposed that bureaucratic attitude towards socio-political participation, a technocratic approach to educational imperatives, strong union organisation, empowered parents, and the lack of capacity at certain levels of administration to deal with resistance directly and indirectly, contributed to the ambiguous success of this policy intervention. The purpose of this research was to assist in improving the efficacy of the policy pathways, by proposing a modified strategy, which includes dialogue with all relevant role players. In focusing primarily on the analysis of the Rationalisation and Redeployment Policy process, the findings of this empirical research have therefore shown how opinions and perceptions about the efficacy of a policy process are directly linked to the experiences of policy actors with regards to social dialogue during the process. As any interventionist policy is a negotiated responsibility of all educational role players, in order to promote an enabling educative environment, the consultative, as well as the policy processes proposed in this study, are based on principles grounded in research which makes optimal use of existing structures. / AFRIKAANSE OPSOMMING: Sedert 1995, ten spyte van die konsultatiewe proses rakende rasionalisasie en her-ontplooing, het min van die rolspelers die proses aanvaar, of die rasionaal agter die regering se poging om menslike hulpbronne te herversprei verstaan. Dit is alombekend dat daar reuse spanning en konflik tussen opvoeders en burokrate, gesentreer rondom die Grove Primêre Skool saak, bestaan het. Dit het saamgegaan met die ontrekking van regulasies -as gevolg van 'n beoogde staking weens die regering se miskenning van deelnemende demokrasie. Hierdie studie maak gebruik van 'n gevalle studie in die Gauteng provinsie. Hiervolgens is daar 'n ondersoek na die ervarings en persepsies van sleutel beleidsrolspleers ten opsigte van beleidsbeplanning en implementeringsprosesse. Die hoofidee is om die ontwikkeling van die sosiale dialoog binne die provinsiale onderwys na te spoor. Die konsepsuele raamwerk word verskaf deur Cheng and Cheung (1995), wie se werk 'n generiese empiriese onderwysbeleidsontleding model voortgebring het. Hierdie model volg die beleidsproses binne liniêre fases. Vyftig aanwysers word geïdentifiseer, wat gebruik word om die effektiwiteit van die beleidsformuleringproses sowel as die evolusie van sosiale dialoog te meet. Hierdie studie voer aan dat in die poging om herverspreding en gelykberegtiging te implementeer, die rasionalisasie en her-ontplooing proses opsigself inherente swakhede gehad het. "n Gestruktueerde vraelys, om sleutel rolspelers se ervarings en persepsies van die beleidsproses te meet, is gebruik. Hierdie navorsing bring na vore die feit dat burokratiese houdings jeens sosiopolitiese deelname, "n tegnokratiese benadering tot opvoedkundige imperatiewe, sterk vakbondorganisasie, bemagtigde ouers, en bestuursvlak se onvermoë om weerstand te hanteer, bygedra het tot die dubbelsinnige sukses van hierdie beleidsintervensie. Die doel van die navorsing is om die effektiwiteit van die beleidsweë te verbeter. Dit word gedoen deur die voorstel van 'n gewysigde strategie, wat die dialoog van alle relevante rolsplers insluit. Deur primêr te fokus op die rasionalisasie en her-ontplooing proses, wys die navorsing dat opinies en persepsies rondom die effektiwiteit van 'n beleidsproses direk gekoppel is aan die ervarings van beleidsrolspelers met betrekking tot sosiale dialoog. Die konsultatiewe sowel as die beleidsprosesse wat voorgestel word in hierdie studie is gebaseer op beginsels wat opsigself gefundeer is in navorsing wat van die bestaande strukture optimaal gebruik maak.

The purpose of this study was to understand what the role of SADTU (South African Democratic Teachers’ Union) is in the implementation of the Teacher Redeployment Policy in schools. The Approach to data collection was that of qualitative research. The methods used to collect data were interviews and literature review. The study used the interpretive paradigm. The theory applied is the Interpretive Phenomenological Analysis (IPA) theory. IPA aims to explore in detail how participants are making sense of their personal and social world. The approach to data analysis was that of a qualitative research. Qualitative data were organised and arranged categorically into themes and patterns emanating from the responses of participants. The data were analysed using descriptive explanations, based on the frequencies and similarities of the responses. The approach was primarily exploratory, just as would be expected of a qualitative research design. A combination of purposive, quota and snowball sampling was used in this research. The main finding in this research is that the role of SADTU in the implementation of teacher redeployment is not limited to observation as the policy prescribes. SADTU members go beyond that role and assume the role of active participation and decision making in the process. The main recommendation was that the policy should be amended to allow SADTU to participate actively in discussions and decision making. This will avert the unnecessary conflicts and instability in schools caused by the suppression of the union to participate actively. When the Teacher Redeployment Policy was conceived, the purpose was to achieve equity in teacher distribution by moving teachers from the historically advantaged White schools to the historically disadvantaged Black schools. The implementation of Teacher Redeployment Policy is causing more harm than good in so far as effective teaching and learning in schools is concerned. For most of the time, teachers are pre-occupied with worrying about how the process of teacher redeployment is going to affect them instead of focussing on delivering quality teaching in schools. Teachers who are most fitting to be the ones identified in excess in some cases enjoy the benefit of escaping redeployment for the simple reason that they are members of SADTU. At the same time, candidates who do not qualify to be placed in specific posts are placed into those posts at the expense of the best suitable candidates because of the biases. The role of the union is not to implement policy, but also to make sure that the policy is implemented in the spirit and letter in which it was formulated. The status of the teacher union in the implementation of policy is that of an observer who only surfaces when an observation is made whether there is unfairness and biases in the manner the Teacher Redeployment Policy is implemented. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools. Research findings indicated that principalship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools. Results revealed among other issues that: - The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education - The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that: - The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals - Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools - There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management. Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools. / Educational Studies / D. Ed. (Philosophy of Education)

L’étude juridique du groupe de sociétés fait apparaître une difficulté majeure qui émane de la grande différence entre le droit et le fait. En effet, bien qu’elles soient liées par un intérêt commun, les sociétés membres d’un groupe ne font toujours pas l’objet d’une réglementation détaillée qui prendrait en considération leur entité et leur unité économique et sociale distinctes. Il découle de cet antagonisme un risque de non correspondance des intérêts particuliers des sociétés membres avec la prévalence juridique de l'intérêt du groupe, lequel pourrait induire des effets préjudiciables aux différentes catégories des créanciers de ces sociétés.Toutefois, cette absence d’une loi particulière aux groupes a donné lieu à une réglementation ponctuelle qui vient modifier des règles du droit des sociétés ou qui régit certains domaines particuliers. De même, en raison d'une telle insuffisance de normes écrites, une importante partie du droit positif des groupes semble d’origine jurisprudentielle. Soutenus par la Cour de cassation, les juges du fond ne cessent de circonscrire les différents aspects de ce phénomène en vue de combler des lacunes juridiques qui heurtent l’équité. Plusieurs théories ont été instaurées en la matière, construisant ensemble une base importante pour la protection des créanciers, des salariés et des associés minoritaires liés à l’ensemble des sociétés regroupées. / Legal study of the group of companies reveals a major difficulty which emanates from the big difference between law and reality. Indeed, although they are linked by a common interest, the member companies of a group are not always the object of a detailed ruling which would take into consideration their entity and their economic unity and social distinctions. From this antagonism follows a risk of not connecting the particular member companies with the legal acceptance of the group’s interest, which might lead to prejudicial actions towards the different categories of creditors and companies.However, this absence of a special law for groups gave rise to a timely rule which modifies the rules of the rights of companies or which rules certain particular fields. In the same way, because of an insufficiency of written standards, an important part of the actual right is derived from the origins of precedent. Supported by the Supreme Court of Appeal, the the trial judges do not cease to draw a line around the different aspects of this occurrence in the light of closing a legal loop hole which goes against fairness. Several theories have indeed been established on the subject, forming together an important base for the protection of creditors, wage earners and minor partners linked to the whole of the amalgamated companies.

L’UES constitue un outil de recomposition du cadre de l’entreprise. Le recours à l’UES permet en effetde considérer que plusieurs entités juridiquement distinctes constituent, en droit du travail, uneentreprise unique. La reconnaissance de l’UES facilite alors la mise en oeuvre de normes déterminéespar le juge ou le législateur, parmi lesquelles figurent en premier lieu celles relatives à la représentationcollective du personnel. L’évolution de son utilisation a façonné son périmètre en un cadre d’exercicedes droits collectifs des salariés. Toutefois, si le recours à l’UES correspond à la recherche de l’entrepriseen droit du travail, son régime demeure à l’état de « construit jurisprudentiel » élaboré à des fins utiles.Il laisse un sentiment d’inachevé. Les conséquences de la reconnaissance d’une UES ne peuventatteindre les relations individuelles de travail. Les salariés demeurent contractuellement liés à leursemployeurs respectifs. La constatation d’un pouvoir de direction unique entre les entités juridiques nepermet pas considérer l’UES comme étant l’employeur unique de l’ensemble des salariés, ni même queses membres sont autant de coemployeurs. L’absence de personnalité morale reconnue à ce type degroupement représente incontestablement une limite dans la construction d’un régime juridique. Lessolutions applicables dans un groupe d’entreprises peuvent également l’être dans l’UES. Cependant,elles ne représentent que des alternatives limitées à l’attribution de la personnalité morale. Or, dans lecadre de la théorie de la réalité de la personne morale, il apparaît que l’UES pourrait être considéréecomme telle. La reconnaissance de la personnalité morale aurait pour effet de rendre solidairementresponsables ses membres à l’égard de l’emploi des salariés qui contribuent au déploiement de l’activitééconomique dans ce périmètre. / UES constitutes a tool used to recompose the framework of the company. UES permits to consider thatseveral legally distinct entities constitute, in fact, a unique company. The recognition of an UESfacilitates the application of norms determined by the judge or the legislator, and especially normsrelated to collective representation. The evolution of its use has shaped its perimeter in a framework forthe exercise of the employees’ collective rights. However, if the UES corresponds in the search of thecompany in labor law, its regime stays at the state of "built case law" developed for useful purposes. Itleaves a feeling of unfinished. The consequences of the UES recognition cannot reach the individualworking relations. The employees remain contractually bound to their respective employers. Theobservation of a unique direction power between the legal entities doesn't permit to consider UES asbeing the unique employer of the set of the employees, nor even that its members are as much coemployers.The absence of moral personality of this type of grouping represents incontestably a limit inthe construction of its legal regime. The applicable solutions in a group of companies can also beapplicable in the UES. However, they only represent alternatives limited to the assignment of the moralpersonality. However, in the setting of the theory of the reality of the moral person, it appears that UEScould be considered like such. The recognition of the moral personality would have the effect of makingjointly responsible its members towards the employment of the employees who contribute to thedeployment of the economic activity in this perimeter.

The study investigated the experiences of remaining nurse tutors at the Free State School of Nursing during the transformation of Nursing Colleges and downsizing of personnel. The study aimed at describing the experiences of individuals during changes in their work environment, with the purpose of contributing to the identification of guidelines for 'surviving' transformation and downsizing at the workplace. Three themes emerged from this study through the narrative descriptions and unstructured interviews. The first theme, affective responses, dealt with emotions, low morale, depressive moods and anxiety caused by transformation and downsizing. The second theme, cognitive and perceptual view, revealed the thoughts, beliefs, and opinions of remaining nurse tutors regarding transformation and downsizing. Perceptions of and opinions on how nursing education and human dignity were affected were also expressed. The third theme portrayed the coping responses, which described work-related personal and social adjustments nurse tutors made during the transformation of nursing colleges. Recommendations included communication, participation and counseling of nurse tutors and to meet the requirements of nursing colleges during transformation and downsizing. / Health Studies / M.A. (Nursing Science)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Management and Leadership / D. Ed. (Education Management)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Leadership and Management / D. Ed. (Education Management)