Submitted in fulfilment of the requirement for the degree of Master of Education to the Faculty of Education in the Department of Philosophy of Education at the University of Zululand Durban-Umlazi campus, 2001. / This study has taken shape over a period of years during which new education policies are implemented in KwaZulu-Natal. The research focused specifically on those aspects of the South African Schools Act, (Act No. 84 of 1996) that are exceptionally difficult to implement in the real school situation. (The South African Schools Act will hence forth be referred to as the SASA).
The study made use of questionnaires and interviews as research instruments to determine1 those aspects of the SASA, which sound plausible in theory but prove very difficult in practice.
The district managers, superintendents of education management and principals identified the following four aspects of the SASA: the prohibition of corporal punishment, full or partial exemption from the payment of school fees, the inability of numerous school governing body members to perform their duties efficiently and the age restriction in respect of the admission policy.
On the basis of views from respondents, the study concludes that these aspects of the SASA which are difficult to implement on the ground have an adverse effect on the culture of teaching and learning in the schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/206 |
| Date | January 2001 |
| Creators | Ngubane, Siphiwe Sixtus |
| Contributors | Mkabela, N.Q. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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