Thesis (MEd)--University of Stellenbosch 2002. / ENGLISH ABSTRACT: The transformation of education in South Africa has provided broader and better
opportunities to school communities to make more purposeful and effective changes
to the culture of learning. The primary focus of this research is to accentuate the
importance of school policy and its role in the management structure of the school.
The new South African Schools Act (1996) allows for greater parent involvement,
responsibility, power and rights. Consequently the governing body has been
allocated decision-making powers regarding school policy formulation.
A literature study to discuss the broad concept of educational policy and related
concepts such as education system, governance and school policy, was undertaken.
There was a specific focus on three policy areas, namely admission policy, discipline
policy and uniform policy as well as the formulation of policy in schools.
Empirical research was done at six selected schools through unstructured interviews
with the persons concerned to collect the data. Policy gives direction, serves as a
point of departure and gives power to the organisation. Written policy documents
were absent at most of the schools due to the fact of insufficient training in policy
formulation. Recommendations from the literature study could be useful to schools in
fulfilling their needs.
Key words: School policy; School management; Governance; Admission policy;
Discipline policy; Uniform policy. / AFRIKAANSE OPSOMMING: Die transformasie van die onderwysstelsel in Suid-Afrika bied groter en beter
geleenthede vir skoolgemeenskappe om doelgerigte en effektiewe veranderinge aan
die leerkultuur te maak. Die primêre doel van die navorsing is om die belangrikheid
van skoolbeleid en die rol wat dit speel in die bestuurstrukture van die skool, te
beklemtoon. Die nuwe Suid-Afrikaanse Skolewet (1996) het groter ouerbetrokkenheid,
verantwoordelikheid, regte en magte verleen, met ander woorde die
beheerliggaam het besluitnemingsbevoegdhede rakende die skool ten opsigte van
beleidsformulering.
'n Literatuurstudie om die oorkoepelende begrip onderwysbeleid te bespreek en
aanverwante begrippe soos, onderwysstelsel, beheer en skoolbeleid te verduidelik, is
onderneem. Daar was spesifiek gelet op drie beleidsareas naamlik: toelatings,
dissipline en uniformbeleid asook die formulering van 'n skoolbeleid. Die beIeidsareas
is bespreek aan die hand van riglyne uit die Skolewet en die ontleding van data
wat verkry is uit die ondersoek.
'n Empiriese ondersoek is by ses geselekteerde skole gedoen en die nodige data is
deur ongestruktureerde onderhoudvoering met belanghebbendes bekom. Beleid gee
rigting, dien as 'n vertrekpunt en gee mag aan 'n organisasie. Geskrewe beleidsdokumente
het by meeste van die skole ontbreek en dit kan toegeskryf word aan 'n
tekort aan opleiding in die formulering van skoolbeleid. Aanbevelings uit die literatuur
kan deur die skole gebruik word indien dit die skool se behoefte bevredig.
Sleutelwoorde: Skoolbeleid; Skoolbestuur; Beheer; Dissiplinebeleid;
Toelatingsbeleid; Uniformbeleid.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52771 |
| Date | 12 1900 |
| Creators | Davis, Micheal Victor |
| Contributors | Taylor, D. J. L., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 102 p. |
| Rights | Stellenbosch University |
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