The purpose of this study was to investigate the implementation of Whole School Evaluation (WSE) policy in the Libode District, Eastern Cape Province (ECP). The ECP consists of 23 districts with different learner performance levels. Libode is one of the districts in ECP with poor learner performance. The qualitative case study was used to examine the role of the stakeholders in implementing WSE policy. The empirical research was done through the semi-structured interviews with district and provincial education officials, open-ended interviews with School Management Teams (SMTs) and documents from sampled schools were analysed. The findings suggested that there was a concern in the implementation of WSE in secondary schools; they are not implementing the School Self-Evaluation (SSE). This suggested that there was a need for training schools on how to conduct SSE. The stakeholders were not conversant about the policy and inevitably not performing their roles as stipulated in the policy. This suggested clarity and redefining of roles of the stakeholders and capacity building. There were systemic barriers in the implementation of WSE policy. That implied provision of human and financial resources and accountability of the role players in monitoring and evaluating the implementation of the policy. In conclusion, the findings and recommendations in this study will provide valuable contribution to the implementation of WSE in Libode secondary schools. / Educational Leadership and Management / D. Ed. (Education Management)

The researcher explored problems that hamper the implementation of the HIV/AIDS Policy at a specific public high school in KwaZulu-Natal. The research was designed as a qualitative single case study. Various data collection methods were implemented: a one-on-one interview was conducted with the principal, while the SMT and Life Orientation team took part in focus groups and the school governing body members completed a questionnaire. The researcher succeeded in answering the research question: Which problems hamper the implementation of the HIV/AIDS Policy at the participant high school in KwaZulu-Natal? She identified the principal and school governing body’s limited knowledge of their obligations with regard to the implementation of the HIV/AIDS Policy, different beliefs and myths related to specific ethnic groups towards HIV/AIDS, non-disclosure as a result of negative stigma and discrimination, the lack of cooperation from parents, cultural and religious beliefs as the main problems hindering the implementation of the HIV/AIDS Policy at this school. / Educational Leadership and Management / M. Ed. (Education Management)