The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Occupational Health and Safety focuses on the well-being of individuals or groups of people in the workplace. Barnett-Schuster (2008:1) states that Occupational Health and Safety is a concept compiled from many different disciplines. Among others, it includes: biological hazards, physical hazards, chemical hazards, mechanical/electrical hazards and psycho-social hazards. The employer has to understand that Occupational Health and Safety should follow a holistic approach. Occupational Health and Safety is a Constitutional imperative – a command, - not a request. Chapter 2 of the Constitution of South Africa no. 108 of 1996, The Bill of Rights provides protection to such an extent that human dignity may remain intact. Therefore, compliance with Occupational Health and Safety legislation is of cardinal value to any organization or business. An organization or business can also improve their financial standing and public image by complying with Occupational Health and Safety legislation. Occupational Health and Safety in the workplace is guided by the Occupational Health and Safety Act of South Africa no. 85 of 1993, which was implemented in 1994. The Occupational Health and Safety Act further aims to present clear explanations on concepts related to Health and Safety and enables both employers and employees to gain an understanding of their distinct responsibilities. Occupational Health and Safety is a concept that has been around for decades – especially focusing on the mining sector of South Africa. Occupational Health and Safety is observed in the South African technical schools. Statistics from the Children’s Institute show that 350 000 of these children are currently not attending school. In most cases, many parents/guardians do not take the time to assess the safety of their children at school before enrolling their child. This assessment should not only be looking at security measures applied in the school, but if and how true Occupational Health and Safety measures are in place. Occupational Health and Safety (OHS) is measures put in place so that learners/children are free from risk, injury, disease or harm. The lack of Occupational Health and Safety in South African schools is in direct conflict with the Constitution of South Africa. As stated earlier, Occupational Health and Safety is a Constitutional imperative which is the responsibility and the right of each individual in South Africa. The lack of Occupational Health and Safety in South African schools is a human rights issue based on the dignity of children. The lack of Occupational Health and Safety in South African schools can be seen as a policy flaw. This study intends to create a holistic view of the managing and implementing Occupational Health and Safety in the South African school environment. Occupational Health and Safety is an integral part of teaching and learning. The research problem addressed in this study is: “How School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools?”. The main aim of the research is to investigate how School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools. By exploring Occupational Health and Safety in South African schools, this study would strive to obtain clarity on whether enough is being done to ensure the health and safety of learners in the school environment by means to explore the current Occupational Health and Safety management in the South African schools, identify the guidance provided on the Occupational Health and Safety implementation policy, investigate provisions for continual assessment of the process of the Occupational Health and Safety policy and provide recommendations for the lack of Occupational Health and Safety in South African schools. / Educational Leadership and Management / M. Ed. (Education Management)

Les systèmes embarqués modernes ont atteint un niveau de complexité qui fait qu'il n'est plus possible d'attendre les premiers prototypes physiques pour valider les décisions sur l'intégration des composants matériels et logiciels. Il est donc nécessaire d'utiliser des modèles, tôt dans le flot de conception. Les travaux présentés dans ce document contribuent à l'état de l'art dans plusieurs domaines. Nous présentons dans un premier temps de nouvelles techniques de vérification de programmes écrits dans des langages généralistes comme C, C++ ou Java. Dans un second temps, nous utilisons des outils de vérification formelle sur des modèles écrits en SystemC au niveau transaction (TLM). Plusieurs approches sont présentées, la plupart d'entre elles utilisent des techniques de compilations spécifiques à SystemC pour transformer le programme SystemC en un format utilisable par les outils. La seconde partie du document s'intéresse aux propriétés non-fonctionnelles des modèles~: performances temporelles, consommation électrique et température. Dans le contexte de la modélisation TLM, nous proposons plusieurs techniques pour enrichir des modèles fonctionnels avec des informations non-fonctionnelles. Enfin, nous présentons les contributions faites à l'analyse de performance modulaire (MPA) avec le calcul temps-réel (RTC). Nous proposons plusieurs connections entre ces modèles analytiques et des formalismes plus expressifs comme les automates temporisés et le langage de programmation Lustre. Ces connexion posent le problème théorique de la causalité, qui est formellement défini et résolu avec un algorithme nouveau dit de " fermeture causale ".

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.

Around the world, managing the behavioural rights of teachers and learners in schools remains a complex problem for all involved in the teaching and learning situation. From a legal standpoint, the crux of this study relates to why school managers and teachers feel disempowered by learners’ rights. Over and above the duty of all citizens not to infringe on other peoples’ human rights (e.g. the horizontal application of the Bill of Rights contained in Section 2 of the Constitution, SA, 1996), teachers also have a legal obligation to promote and protect learners’ rights (e.g. a vertical application of the Bill of Rights contained in Section 2 of the Constitution, SA, 1996). It is this extra mandate that results in teachers feeling disempowered by learners’ rights. Learners’ rights are protected because teachers are representative of the state and, as such, the vertical application of human rights arises where learners are protected against any possible abuse of power. Moreover, a further ‘imbalance’ is created by children’s rights (Section 28, SASA, 1996). In particular, their right to protection and to having their best interests is regarded as of paramount importance. The study examined the role of the principal, SMT, SGB and RCL in managing the behavioural rights of teachers and learners. A qualitative investigation at three public high schools in the North Metropolitan District of Cape Town was done. Data were collected by means of document analysis as well as by in-depth interviews with five teachers and five RCL members at each of the three participating schools. The findings of the study revealed that the behavioural rights of teachers and learners are managed by the school management leadership style, by the ineffective support from teacher unions, by the functionality of the SGB, by the muted voice of the RCL and in a conflicting manner by some parents. The study recommends that principals, SMTs, SGBs and RCLs be empowered in order for them to manage the behavioural rights of teachers and learners effectively. The principals, SMTs, SGBs and RCLs that adopt a democratic leadership style which favours support, collaboration and conflict resolution can thus take firm hold of a golden opportunity – the opportunity to sustain and promote the managing of the behavioural rights of teachers and learners. / Educational Leadership and Management / M. Ed. (Educational Management)

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Occupational Health and Safety focuses on the well-being of individuals or groups of people in the workplace. Barnett-Schuster (2008:1) states that Occupational Health and Safety is a concept compiled from many different disciplines. Among others, it includes: biological hazards, physical hazards, chemical hazards, mechanical/electrical hazards and psycho-social hazards. The employer has to understand that Occupational Health and Safety should follow a holistic approach. Occupational Health and Safety is a Constitutional imperative – a command, - not a request. Chapter 2 of the Constitution of South Africa no. 108 of 1996, The Bill of Rights provides protection to such an extent that human dignity may remain intact. Therefore, compliance with Occupational Health and Safety legislation is of cardinal value to any organization or business. An organization or business can also improve their financial standing and public image by complying with Occupational Health and Safety legislation. Occupational Health and Safety in the workplace is guided by the Occupational Health and Safety Act of South Africa no. 85 of 1993, which was implemented in 1994. The Occupational Health and Safety Act further aims to present clear explanations on concepts related to Health and Safety and enables both employers and employees to gain an understanding of their distinct responsibilities. Occupational Health and Safety is a concept that has been around for decades – especially focusing on the mining sector of South Africa. Occupational Health and Safety is observed in the South African technical schools. Statistics from the Children’s Institute show that 350 000 of these children are currently not attending school. In most cases, many parents/guardians do not take the time to assess the safety of their children at school before enrolling their child. This assessment should not only be looking at security measures applied in the school, but if and how true Occupational Health and Safety measures are in place. Occupational Health and Safety (OHS) is measures put in place so that learners/children are free from risk, injury, disease or harm. The lack of Occupational Health and Safety in South African schools is in direct conflict with the Constitution of South Africa. As stated earlier, Occupational Health and Safety is a Constitutional imperative which is the responsibility and the right of each individual in South Africa. The lack of Occupational Health and Safety in South African schools is a human rights issue based on the dignity of children. The lack of Occupational Health and Safety in South African schools can be seen as a policy flaw. This study intends to create a holistic view of the managing and implementing Occupational Health and Safety in the South African school environment. Occupational Health and Safety is an integral part of teaching and learning. The research problem addressed in this study is: “How School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools?”. The main aim of the research is to investigate how School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools. By exploring Occupational Health and Safety in South African schools, this study would strive to obtain clarity on whether enough is being done to ensure the health and safety of learners in the school environment by means to explore the current Occupational Health and Safety management in the South African schools, identify the guidance provided on the Occupational Health and Safety implementation policy, investigate provisions for continual assessment of the process of the Occupational Health and Safety policy and provide recommendations for the lack of Occupational Health and Safety in South African schools. / Educational Leadership and Management / M. Ed. (Education Management)

It has become a norm that most learners from rural areas drop out of the school system early, and become beneficiaries of the welfare system at an early age to establish factors that could be contri buting to the low academic performance among grade 12 learners. The study examined the role of the principal, SMT and teachers in contributing factors of poor performance in grade 12 learners in rural high schools. A qualitative investigation at three publ ic high schools in the Maleboho done. Data were collected by means of document analysis and in-- West Circuit was depth interviews. The study revealed that learners and teachers are managed by ineffective management and support by SMT, challenges with teachi ng and learning, lack of parental involvement, the new progression policy of the department and ineffective leadership by Head of Departments. Recommendations were made on how SMT and teachers might solve these problems in the future. iv / Polelo ye o e lego melomong ya batho ke gore ge o bona ngwana yo monnyane a boputse lesea, tseba gore o tswa dinagamagae fao tlala e ikepetsego ka medu Barutwana ba fao ba bona pelego e le lehumo la ka pejana la go ikhweletsa tshelete ya mmuso ya mphiwafela. Se se theosa seriti sa thuto, kudu seemo sa dipoelo tsa marematlou. Go rothisa dinala ga dihlogo tsa dikolo, dihlogo tsa dithutwana dikolong, le barutwana go bonala e le bona bahlodi ba mpherefere wow a dipoelo tsa go nyamisa tsa marematlou. Dinyakisiso tseo di tseneletsego ka ngalaba ye, di dirilwe dikolong tse tharo tseo di phagamego, tseo di abago thuto ya batho ka moka sedikothutong sa Maleboho Bosubela (MalebohoWest). Barutwana, barutisi le ditokomane di somisitswe go hwetsa dikarabo tsa maleba dinyakisison g tseo. Go hweditswe tseo di latelago. Barutwana le barutisi ba hlahlwa ke bafahlosi bao ba se nago bokgoni bjo bo tibilego thutong. Batswadi bao ba se nago maikemisetso thutong ya bana ba bona. Melawana ya thuto yeo e nyefisitswego, ya go fetisetsa barut ya ka pejana. wana mephatong Go hloka maitemogelo ga hlogo ya thuto ka mosomo wa gagwe. Ditshisinyo tseo di ka thusago go hlomola naga mootlwa mo thutong ya ban aba rena yeo e tsenetswego, di laeditswe ka botlalo. / Swi hundzukile ’ ntolovelo leswaku vadyondzi vo tala va le matiko xikaya va tsika xikolo eka malembe ya le hansi ya dyondzo, va hola mudende wa mfumo va ha ri vatsongo; lexi xi nga xin wana xa swivangelo swa mbuyelo wa le hansi wa vadyondzi va giredi ya khume mberhi. Tsalw a leri ri langutisile xiavo xa nhloko ya xikolo, vufambisi bya xikolo na vadyondzisi eka mbuyelo wa le hansi wa giredi ya khume mbirhi eka swikolo swa he henhla swa le matiko xikaya. Vukambisisi byi endliwile eka swikolo swa mfumo swi nharhu swa le henhla eka xifundzantsongo xa dyondzo xa Maleboho Vupeladyambu. Vuxokoxoko bya tsalwa leri byi kumiwile hi ku lavisisa ematsalweni ni ku burisana na vanhu vo karhi. Ku na mintlotlo yo tala hi tlhelo ra dyondzo, ku nga: vufambisi bya swikolo, vatswari a va khum beki hi tlhelo ra dyondzo ya vana va vona ’ ni polisi ya mapasiselo ya vadyondzi. Tsalwa leri ri humesile swibumabumelo leswi nga tirhisiwaku hi vufambisi bya swikolo nga tirhisiwaku hi vufambisi bya swikolo kun we ni vadyondzisi ku ololoxa mintlontlo ya dyo ndzo. / Educational Management and Leadership / M. Ed. (Education Management)