Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study focuses on problems in the teaching fraternity after 1994. The transition to
democracy brought about major changes in the running of the civil service. This
study explores how the education policy of the central government in general, and that
of KwaZulu-Natal Province in particular, affected human relations between school
managers and teachers.
A questionnaire was used to investigate the issue. Education policy guidelines and
literature have been used to illustrate how policy can produce unintended
consequences. The respondents to the questionnaire were selected school managers
and teachers. The questions were aimed at gauging opinion regarding issues such as
protection of line managers, moratorium on teacher transfers, the Labour Relations
Act, commitment to teaching and training needs, to name just a few. Human
relations seemed to worsen from 1996 to 1999 as most educators disobeyed the rules
and to same extent continued to do so even after this period, in the name of unionism
driven by "relatively" fair labour practice. One of the contentious issues in the
conflict was the Labour Relations Act of 1995 that streamlined all labour sectors, thus
doing away with differentiated legislation on each sector.
The study found that the following factors contributed to strained human relations in
the KwaZulu-Natal education sector: The abolition of corporal punishment in
schools, a general lack of recognition for educational achievement of educators, a lack
of recognition for good performance by supervisors, the way in which the Labour
Relations Act was implemented in schools, unregulated voluntary severance packages
for teachers, and the refusal by teacher unions to take up the duty loads of terminated
temporary educators.
In the light of the above the study made four recommendations: Knowledge and
understanding of the Labour Relations Act should be strengthened among educators,
further education of teachers should be recognised as it affects the quality of
education in schools, the re-opening of educator transfers should be investigated, and
training programmes are important to ensure capacity building. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op probleme wat in die onderwys-sektor ervaar is na 1994. Die
transisie na demokrasie het groot veranderinge gebring tot die manier waarop die
staatsdiens bestuur is. Die studie ondersoek die manier waarop mense-verhoudinge
tussen skoolbestuurders en onderwysers, affekteer is deur die beleid van die sentrale
regering in die algemeen, en die provinsie van KwaZulu-Natal in die besonder.
'n Vraelys is gebruik om die ondersoek te doen. Onderwysbeleidsriglyne en literatuur
is gebruik om te illustreer hoe beleid in hierdie gevalonvoorsiene gevolge gehad het.
Die respondente tot die vraelys is geselekteerde skoolbestuurders en onderwysers.
Die vrae is gemik daarop om die opinies rakende die volgende kwessies te meet: die
beskerming van lynbestuurders, die moratorium op onderwyser verplasings, die Wet
op Arbeidverhoudinge, die verbeterings tot onderwys- en opleidingsbehoeftes,
ensomeer. Verhoudinge het veral tussen 1996 en 1999 versleg, met die gevolg dat die
meerderheid van onderwysers in die provinsie die department se reëls gebreek het
(selfs na hierdie periode), in die naam van vakbond-aksie gedryf deur "relatiewe"
regverdige arbeidspraktyk. In hierdie verband, was een van die vernaamste sake in
die konflik die Wet op Arbeidsverhoudinge van 1995. Hierdie wet het alle
arbeidsektore onder een bedeling gestroomlyn en so weggedoen met gedifferensieerde
wetgewing vir elke sektor.
Die studie vind op grond van die vraelys dat die volgende faktore die vernaamstes
was in die KwaZulu-Natal onderwys sektor: Die afskaffing van lyfstraf in die skole,
die tekort aan erkenning van studie deur onderwysers, die tekort aan erkenning vir
goeie prestasie deur toesighouers, die manier waarop die Wet op Arbeidsverhoudinge
in skole toegepas is, ongereguleerde toekenning van vrywillege aftrede pakkette, en
die weiering deur onderwys vakbonde om die verpligtinge van afgedankte tydelike
onderwysers to skouer.
In die lig van hierdie faktore is die volgende voorstelle gemaak: Kennis en verstaan
van die Wet op Arbeidsverhoudinge moet beter aan onderwysers gekommunikeer
word, verdure studie deur onderwysers moet erken word aangesien dit die kwaliteit
van onderwys beinvloed, onderwys verplasings moet weer ondersoek word, en
opleidingsprogramme is 'n belangrike manier van kapasiteitsbou.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50413 |
| Date | 04 1900 |
| Creators | Biyela, Isaac M. |
| Contributors | Lategan, B. C., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | vii, 104 p. |
| Rights | Stellenbosch University |
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