Private sector involvement in school marketing
- Authors: Sefali, Rabotinki Sidwell
- Date: 2014-03-27
- Subjects: Community and school - South Africa , Education - Parent participation , School improvement programs - South Africa , Public relations - Schools - South Africa
- Type: Thesis
- Identifier: uj:4531 , http://hdl.handle.net/10210/9868
- Description: M.Ed. (Educational Management) , Marketing in historically black public secondary schools in Phuthaditjhaba was never used as a management strategy by school principals. However principals ofindependent schools in the same region are using marketing to promote the image of their institutions in order to increase the enrolment of learners. These principals hold discussions with business men who evaluate their school programmes with the purpose of Keeping pace with the external environment. The failure to market the public secondary schools has a negative impact on the image ofthese schools and on the attitude that the community adopts towards them. This attitude compels parents to remove their children from such schools and to relocate them to others where marketing of the institution is a daily process and where a sound relationship with both the private sector and the external community of the institution has been established...
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Characteristics of an effective township school for quality assurance
- Authors: Mdletshe, Khumbulani Desmond
- Date: 2012-08-27
- Subjects: Blacks - Education - South Africa , Local government - South Africa , Education - Standards - Evaluation , Effective teaching , School improvement programs - South Africa
- Type: Thesis
- Identifier: uj:3181 , http://hdl.handle.net/10210/6596
- Description: D.Phil. , The problem of the research is to investigate why South Africa failed to make township schools effective despite new legislation, developmental programmes and projects, and change of personnel. Can this failure be attributed to the lack of knowledge on the ground on what constitutes an effective school in the township? A number of the characteristics of an effective school were identified through the literature review. During the review of these characteristics, a conclusion was drawn that they were developed from a context that is different from a South African township. To enable the researcher to collect "home-grown" data, the relevant stakeholders had to speak about what they consider to be the characteristics of an effective school. A qualitative method was used in collecting and analysing the data. The study was conducted in two phases: The first phase, had two components. Informants were asked to write their naive statements on what they consider to be the characteristic of effective township school and this was followed by a lengthy focus group interview with each subgroup that participated in the study. The second phase was a questionnaire developed from the analysis of the naive statements and focus group interviews that was administered to a larger audience of the informants to allow them an opportunity to confirm or refute the findings. Finally, the following list represent what the informants considered to be the characteristics of an effective township school. The reader must be reminded that these characteristics are not presented in the order of their importance, but they are all equally important: O Strong leadership Dedicated, committed and disciplined educators Dedicated and committed learners Parental support and involvement A well-developed vision and mission O Strong partnership with relevant stakeholders O A supportive environment Towards the end of the study, specific recommendations were directed to parents, learners, principals, members of teacher organizations, the departments of education and non-governmental organizations on what they could do to contribute towards school effectiveness in the township.
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'n Kritiese analise van NICRO se YES-program vir jeugoortreders
- Authors: Maritz, Linda
- Date: 2012-08-23
- Subjects: Juvenile delinquents - Education - South Africa , Problem children , Counseling of juvenile delinquents , Educational innovations - South Africa , School improvement programs - South Africa
- Type: Thesis
- Identifier: uj:3079 , http://hdl.handle.net/10210/6499
- Description: M.Ed. , The aim of this research study is to analyze the Youth Empowerment Scheme critically, within the requirements of reformative justice. The study is motivated by the fact that crime in South Africa is on the increase. Most offenders are between the ages of 16- and 20 years. An effective rehabilitation program for first time youth offenders as part of diversion is critical to prevent further crime by these offenders. The Youth Empowerment Scheme is a program currently run by the National Institute for Crime Intervention and the Reintegration of Offenders in an attempt to prevent a criminal record and further crime. The researcher compared the current retributive justice system with the proposed reformative justice system to identify the implications of these justice systems for the youth offender. The principles of the reformative justice system and the Youth Empowerment Scheme were analyzed to formulate criteria to improve the reformative potential of the program. In the achievement of the above-mentioned study goal, the researcher applied the techniques of qualitative research and specifically used the Youth Empowerment Scheme as a case study according to this paradigm. The data was gathered through a variety of techniques (questionares, literature review, observation, field notes and an interview) which enhanced the viability and reliability of the study through triangulation. The researcher attended the Youth Empowerment Scheme, which gave her the opportunity to explore and describe the program within its natural context. Further data was gained through questionares completed by the youth offenders and an interview with their parents/guardians. From the data certain themes were identified that highlighted aspects of the Youth Empowerment Scheme that should be changed to ensure a more effective rehabilitation program. These themes led to the formulation of guidelines to improve the Youth Empowerment Scheme. The formulated guidelines focus on the following aspects: The facilitators of the program. The social context and potential of the youth offenders. The content of the program. The group size of the program. The duration of the program. Participation of the parents/guardians. Principles of reformative justice. Protection of the youth offender, by law. The limitations of the study and the role of the Educational Psychologist were discussed. The researcher also proposes that this study presents a lot of other research opportunities.
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The perception and experiences of educators on the implementation of whole school development in a disadvantaged school : guidelines for the educational psychologist
- Authors: Singh, Jaiyendra
- Date: 2012-08-15
- Subjects: School improvement programs - South Africa , Educational psychologists - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9333 , http://hdl.handle.net/10210/5773
- Description: M.Ed. , The emergence of South Africa into a democracy has resulted in the development of steps to transform the country's education system. The Department of Education radically shifted the education and vision of the education system after 1994 with a series of new legislation, policy initiatives and intervention strategies for school improvement. Schools have been encouraged to implement school improvement programs and are perceived as being capable of developing and designing their own improvement strategies. However, these strategies are failing in some schools. One of the main reasons for this failure is the misconception that "one size fits all". All schools employ the same intervention strategies. The specific needs of different schools are not considered. Educators are expected to contribute to school improvement through formulating strategic and development plans using programs that do not consider local needs. The Educational psychologist who has an important role to play in whole school development has been excluded from the process. This research focused on the perception of educators in respect of the implementation of whole school development in a disadvantaged school. The purpose of this study was to understand the educator's experience of the implementation of whole school development and the impact it had on the school. Furthermore, guidelines for the Educational psychologist in the implementation process were described. The methodological format used to achieve the research aim was a generic qualitative study. The qualitative design allowed for the process of describing teacher perceptions and experiences of the implementation of whole school development in a disadvantaged school. It accommodated the explorative nature of the research and allowed for rich interpretive descriptions of the process. The research was limited to a single school as the scope of the research allowed for only one school to be purposefully selected for the study. The researcher collected data using multiple means of data collection, namely, observation, documents and interviews. Data was coded into manageable units and into themes. The themes were then clustered into regularly occurring patterns for consolidation. Interpretations were then made which led to the research conclusions. The findings of the study described the educator's perceptions and experiences of whole school development as a process for school improvement. The perceptions and experiences of educators suggest that the participants had a limited understanding of the concept of whole school development. The educators experienced a fragmented implementation process. The facilitators and educators lacked qualities and skills as agents of change. The lack of support to educators resulted in emotional turmoil. The study concluded that many of the qualities and skills needed to facilitate the implementation of whole school development are within the scope of educational psychology. Thus, guidelines for the educational psychologist that would support educators in the implementation of whole school development were developed.
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Die eksterne skoolkonsultant as agent vir skoolverbetering
- Authors: Odendaal, Rene Marais
- Date: 2012-08-13
- Subjects: Consultants - South Africa , School improvement programs - South Africa , Effective teaching - South Africa
- Type: Thesis
- Identifier: uj:9055 , http://hdl.handle.net/10210/5518
- Description: D.Ed. , The new millennium is considered to be a period of empowered social change, having profound implications for schooling. The transformation of education in present-day South Africa emphasises the need for quality education for all. This is necessary in order to be able to meet the challenges of the new millennium. Thus even the most competent educational institutions are forced to improve and change in order to keep up with worldwide innovations. As the poor matric results of the last decade indicate, it seems that schools' performance is not up to standard. It became increasingly clear that certain factors precipitated the pathological situation in schools and that assistance and interventions are required. The main focus of this study is to establish what schools can do in order to improve and become more effective. It is well known that schools in South Africa are facing a crisis. South Africa's education system is therefore compelled to find solutions against the idiosyncratic backdrop of the country's unique socio-economic and socio-political problems. In order to develop a world-class education system suitable of meeting the challenges of the 21' century, school improvement seems necessary. The problem investigated by this study was: How can schools improve with the help, advice and expertise of external agents, namely school consultants. In order to improve schools there must be various agents or participants who must be actively involved and play a part in any reform process. These role players have been identified as: the school principal, teachers, parents and learners. However, it became clear that the subjective involvement of these protagonists is not sufficient to contribute towards a significant educational improvement endeavour. The aim of this study is to analyse and describe how schools can improve through the expert advice and contribution of external school consultants. This aim was realised by: undertaking a theoretical investigation in the form of a literature study; undertaking an empirical, qualitative investigation in order to establish in what way the assistance of an objective advisor in the form of a consultant, can contribute to improving the intricate problems currently facing schools. During this qualitative investigation it was established that: South Africa has problems endemic to this country which precipitate pathology at school level; The main role players in schools are not sufficiently equipped to initiate change; External consultants as change and improvement agents are a solution suggested by international literature; If consultation is done in a professional, ethically correct manner it can indeed lead to school improvement.
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