Thesis (MEd)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The South African education system, like any other organisation is constantly in
the process of change. Critical issues that gave rise to the transformation of the
education system in South Africa will be identified in this study. The education
crisis is briefly discussed with reference to the educational, social and political
demands. A synopsis of the reports, recommendations and outcomes is given.
The conclusion drawn from all these reports was that there was a need for a
new democratic education system. The establishment of a single, unified
democratic education system was therefore the ideal that was striven for.
A framework of the new democratic system with special reference to the
historical developments prior to 1994 until the integrated system that officially
came into power with the 1996 Schools Act is broadly discussed. Matters
referred to include, the political struggle and the education crises that gave rise
to restructuring, the establishment of a new system as well as the problems
surrounding governance and management in the new system.
Various governance and management models relevant to transformation and
democracy are examined. The conclusion reached is that a real partnership that
builds on mutual trust and respect is the desired relationship to promote
democracy. Consequently a variety of governing and management partnerships
are described and their implications for education identified.
Educational governance and management are complex issues and the
decentralisation of political balance at national and local level is placed under a
magnifying glass. The steps taken to reinforce and re-establish this educational
partnership are also evaluated.
Focus is placed on the activities especially of the governing bodies of individual
schools and how the democratic process is interpreted and the principles
applied by the role players. The impact of a governing body as a "juristic person" on the existence of their individual schools is assessed. The different standards,
values and attitudes reflected through governance in the education process are
indicated.
In the light of the problems with integration in the educational process and
interpretation of certain laws a concept analysis has been done and various
shortcomings, successes, and future trends pinpointed. In conclusion, certain
recommendations are made for successful governance and management during
the restructuring process. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwysstelsel, soos enige ander organisasie, is gedurig
in 'n proses van verandering. In hierdie studie word die kritiese kwessies wat
aanleiding gegee het tot die transformasie van die onderwysstelsel in Suid-
Afrika geïdentifiseer. Die krisisse wat in die onderwys ontstaan is kortliks
beskryf na aanleiding van onderwyskundige, sosiale en politieke eise. 'n Oorsig
is oor verslae, aanbevelings en uitkomste gegee. Uit die gevolgtrekking gemaak
uit alle verslae was dat daar 'n behoefte aan 'n nuwe demokratiese
onderwysstelsel bestaan het. Die stigting van 'n enkele, verenigde demokratiese
onderwysstelsel is dus die ideaal wat nagestreef word.
'n Raamwerk van die nuwe demokratiese stelsel word breedvoerig bespreek met
spesiale verwysing na die historiese aanloop voor 1994 tot die geïntegreerde
stelsel wat amptelik in werking getree het met die 1996 Skolewet. Daar is onder
andere verwys na die politieke stryd en die onderwyskrisisse wat aanleiding
gegee het tot die herstrukturering, die stigting van die nuwe stelsel asook die
problematiek rondom beheer en bestuur in hierdie nuwe stelsel.
Enkele bestuurs- en beheermodelle wat relevant is vir transformasie en
demokrasie is ondersoek. Daar is tot die gevolgtrekking gekom dat 'n werklike
vennootskap gebou op wedersydse vertroue en respek die gewenste verhouding
is om demokrasie te bevorder. Gevolglik is etlike bestuurs- en
beheervennootskappe beskryf en enkele implikasies daarvan vir onderwys
uitgespel.
Onderwysbeheer en bestuur is komplekse aangeleenthede en die
desentralisasie van politieke balans op nasionale en plaaslike vlak word ook
onder 'n vergrootglas geplaas. Watter stappe gedoen word om hierdie balans te
verstewig en te herbevestig in die onderwysvennootskap is ook gëevalueer. Fokus is geplaas op die werksaamhede van veral die beheerliggaam van
individuele skole en hoe die demokratiese proses geïnterpreteer en die
beginsels toegepas word deur die betrokke partye. Die impak wat
beheerliggame as "regspersoon" op die voortbestaan van die individuele skole
het, word geassesseer. Daar word op verskillende waardes, standaarde en
houdings soos gereflekteer deur beheerstrukture in die onderwysstelsel, gewys.
'n Konsep-analise is gedoen in die lig van die problematiek met integrerasie in
die onderwysstelsel en interpretasie van wette en enkele tekortkominge,
suksesse en toekomstige ontwikkelings uitgelig. Ten slotte is aanbevelings
gemaak vir die suksesvolle beheer en bestuur van die onderwys tydens die
herstruktureringsproses.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53374 |
| Date | 03 1900 |
| Creators | Kesten, Elaine |
| 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 | 127 p. |
| Rights | Stellenbosch University |
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