Indiensopleiding in die bestuur van verandering : 'n onderwysbestuursopgaaf
- Authors: Burger, Heidi Martha
- Date: 2012-09-04
- Subjects: Teacher participation in administration - South Africa , Teachers - In-service training - South Africa - Case studies , Educational change - South Africa , School management and organization , School principals - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3514 , http://hdl.handle.net/10210/6902
- Description: M.Ed. , This study was undertaken with the purpose of directing the attention of the manager (headmaster) on in-service training as a support function to manage change. It is important to note that this study is motivated within the private sector, but there is no reason why it cannot be applicable and useful to the headmaster of a school. Firstly an overview is given of the research and method of research, followed by a discussion of a few concepts such as school (training) management and in-service training. A brief outline is given of change as part of life, and therefore as part of any organisation and its structure. Thereafter motivation as a key function of the manager (headmaster) is discussed. Managing change is essential for organisations in order to be successful in the world today. There is no single answer to managing change in our diverse society. An organisational stucture that accommodates change however, is important. Motivation, commitment, communication and participation are key words in the management of chYnge. It is shown that in-service training can be the manager's (headmaster's) right hand when it comes to managing change. To see change as a crisis is more a perception of our inability to handle it and is not the character of change itself. Reasons for resistance are many, but lack of information, knowledge and skill are the core reasons. Change can be seen to be threatening to people's opportunities, to disturb the way things are normally done and leave one with a feeling of loss or anxiety. This perception causes the resistance to change. It cannot be ignored and should rather be shown in a positive light. In-service training is therefore needed to change the anxiety caused by threat into a positive feeling through new skills training. The success of implementing change is, to a great extent, determined by the involvement of all concerned. In-service training can be seen as a practical method for managers (headmasters) to support and motivate employees (teachers) in a world characterised by change. Follow-up action and evaluation, control the success of in-service training which must be practical, relevant and credible. The first training session must have positive results. Therefore the role of in-service training has to be planned carefully and systematically according to the employees' individual needs, desires, skills and capabilities, as well as the needs of the organisation. It is shown that change does not have to be a threat, but can be an opportunity to develop both the quality of individual performance as well as improving the functioning of the organisation. In-service training can and must support the manager (headmaster) in his task. Co-operation between the manager and training personnel can cause change to be seen as an opportunity and not as a threat. As the world changes, people change, society changes and demands for education and training also change.
- Full Text:
- Authors: Burger, Heidi Martha
- Date: 2012-09-04
- Subjects: Teacher participation in administration - South Africa , Teachers - In-service training - South Africa - Case studies , Educational change - South Africa , School management and organization , School principals - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3514 , http://hdl.handle.net/10210/6902
- Description: M.Ed. , This study was undertaken with the purpose of directing the attention of the manager (headmaster) on in-service training as a support function to manage change. It is important to note that this study is motivated within the private sector, but there is no reason why it cannot be applicable and useful to the headmaster of a school. Firstly an overview is given of the research and method of research, followed by a discussion of a few concepts such as school (training) management and in-service training. A brief outline is given of change as part of life, and therefore as part of any organisation and its structure. Thereafter motivation as a key function of the manager (headmaster) is discussed. Managing change is essential for organisations in order to be successful in the world today. There is no single answer to managing change in our diverse society. An organisational stucture that accommodates change however, is important. Motivation, commitment, communication and participation are key words in the management of chYnge. It is shown that in-service training can be the manager's (headmaster's) right hand when it comes to managing change. To see change as a crisis is more a perception of our inability to handle it and is not the character of change itself. Reasons for resistance are many, but lack of information, knowledge and skill are the core reasons. Change can be seen to be threatening to people's opportunities, to disturb the way things are normally done and leave one with a feeling of loss or anxiety. This perception causes the resistance to change. It cannot be ignored and should rather be shown in a positive light. In-service training is therefore needed to change the anxiety caused by threat into a positive feeling through new skills training. The success of implementing change is, to a great extent, determined by the involvement of all concerned. In-service training can be seen as a practical method for managers (headmasters) to support and motivate employees (teachers) in a world characterised by change. Follow-up action and evaluation, control the success of in-service training which must be practical, relevant and credible. The first training session must have positive results. Therefore the role of in-service training has to be planned carefully and systematically according to the employees' individual needs, desires, skills and capabilities, as well as the needs of the organisation. It is shown that change does not have to be a threat, but can be an opportunity to develop both the quality of individual performance as well as improving the functioning of the organisation. In-service training can and must support the manager (headmaster) in his task. Co-operation between the manager and training personnel can cause change to be seen as an opportunity and not as a threat. As the world changes, people change, society changes and demands for education and training also change.
- Full Text:
Professionele versus hiërargiese gesag op mikrovlak in die onderwys
- Authors: Van Koller, Johan Frans
- Date: 2014-04-16
- Subjects: Authority , Schools - Philosophy , School management and organization - Law and legislation - South Africa , Educational change - South Africa , Education and state - South Africa
- Type: Thesis
- Identifier: uj:10760 , http://hdl.handle.net/10210/10268
- Description: M.Ed. (Education Management) , In the South African teaching profession, a trend is qradually developinq in which a greater emphasis is beinq placed on the recoqnition of the professional authority of every qualified teacher. This trend, however, stands in sharp contrast to the traditional notion and practice of hierarchical authority. As a result of this contrast, conflict between these two opposites is unavoidable. In this short dissertation it has been determined that hierarchical authority can in fact be regarded as contrary to the nature and principles of a profession. This conclusion emanates from the fact that hierarchical authority is not qenerally recognised or accepted as one of the ordinary characteristics of a profession. The most common and acceptable type of authority prevalent in professions, is the professional authority attributed to every qualified and capable professional person because of his or her extensive knowledge and training in a particular field. Since teachinq can indeed be classified as a profession, it would therefore appear that hierarchical authority in the South African teaching profession, is actually a contradiction. Notwithstanding this assertion, it does appear that hierarchical authority is the traditional and established form of authority within the South Atrican educational system. On all three levels of educational management (macro-, meso- and micro-) in the Departments of Education and Culture in the House of Assembly and the House of Representatives, as well as the Department of Education and Training, hierarchical structures of authority are embedded. The central principle of hierarchical authority is the tact that all decisions, rules, regulations and procedures decided upon in the upper levels of the hierarchy, can be enforced on every level lower down in the hierarchy without any consultation of those at the lower level(s) of the hierarchy. lt would, however, also appear that a qreater plea for the recognition of the teacher's professional authority, is steadily gaining qround in all three above mentioned education departments. Some of the main contributing factors to this development are a qeneral improvement in teacher qualifications, increased specialisation and a number of teacher grievances.
- Full Text:
- Authors: Van Koller, Johan Frans
- Date: 2014-04-16
- Subjects: Authority , Schools - Philosophy , School management and organization - Law and legislation - South Africa , Educational change - South Africa , Education and state - South Africa
- Type: Thesis
- Identifier: uj:10760 , http://hdl.handle.net/10210/10268
- Description: M.Ed. (Education Management) , In the South African teaching profession, a trend is qradually developinq in which a greater emphasis is beinq placed on the recoqnition of the professional authority of every qualified teacher. This trend, however, stands in sharp contrast to the traditional notion and practice of hierarchical authority. As a result of this contrast, conflict between these two opposites is unavoidable. In this short dissertation it has been determined that hierarchical authority can in fact be regarded as contrary to the nature and principles of a profession. This conclusion emanates from the fact that hierarchical authority is not qenerally recognised or accepted as one of the ordinary characteristics of a profession. The most common and acceptable type of authority prevalent in professions, is the professional authority attributed to every qualified and capable professional person because of his or her extensive knowledge and training in a particular field. Since teachinq can indeed be classified as a profession, it would therefore appear that hierarchical authority in the South African teaching profession, is actually a contradiction. Notwithstanding this assertion, it does appear that hierarchical authority is the traditional and established form of authority within the South Atrican educational system. On all three levels of educational management (macro-, meso- and micro-) in the Departments of Education and Culture in the House of Assembly and the House of Representatives, as well as the Department of Education and Training, hierarchical structures of authority are embedded. The central principle of hierarchical authority is the tact that all decisions, rules, regulations and procedures decided upon in the upper levels of the hierarchy, can be enforced on every level lower down in the hierarchy without any consultation of those at the lower level(s) of the hierarchy. lt would, however, also appear that a qreater plea for the recognition of the teacher's professional authority, is steadily gaining qround in all three above mentioned education departments. Some of the main contributing factors to this development are a qeneral improvement in teacher qualifications, increased specialisation and a number of teacher grievances.
- Full Text:
Die bestuur van die organisasieklimaat aan 'n tegniese kollege
- Authors: Gouws, Francois Morkel
- Date: 2014-11-20
- Subjects: Technical institutes - Administration , School management and organization - Planning , Educational change - South Africa
- Type: Thesis
- Identifier: uj:13049 , http://hdl.handle.net/10210/12930
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Gouws, Francois Morkel
- Date: 2014-11-20
- Subjects: Technical institutes - Administration , School management and organization - Planning , Educational change - South Africa
- Type: Thesis
- Identifier: uj:13049 , http://hdl.handle.net/10210/12930
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
Nie-diskriminasie en gelykheid as demokratiese beginsels en die skool
- Bouwer, Petrus Cornelis Frederik
- Authors: Bouwer, Petrus Cornelis Frederik
- Date: 2014-11-19
- Subjects: Educational equalization - South Africa , Democracy - South Africa , Politics and education - South Africa , Educational change - South Africa
- Type: Thesis
- Identifier: uj:12925 , http://hdl.handle.net/10210/12813
- Description: M.Ed. (Psychology of Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Bouwer, Petrus Cornelis Frederik
- Date: 2014-11-19
- Subjects: Educational equalization - South Africa , Democracy - South Africa , Politics and education - South Africa , Educational change - South Africa
- Type: Thesis
- Identifier: uj:12925 , http://hdl.handle.net/10210/12813
- Description: M.Ed. (Psychology of Education) , Please refer to full text to view abstract
- Full Text:
Kriteria vir 'n skoolverbeteringsmodel
- Authors: Odendaal, R. M.
- Date: 2014-03-25
- Subjects: School management and organization - Planning , Educational change - South Africa , Educational innovations - South Africa , Education and state - South Africa - History - 20th century
- Type: Thesis
- Identifier: uj:4463 , http://hdl.handle.net/10210/9804
- Description: M.Ed. (Education Philosophy) , The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis in schools in South Africa and tries to give a practical solution to this crisis, by means of a literature study. The literature study describes the crisis in South African schools, as well as the role different agents play in the improvement of school practice. Finally, ten criteria for school improvement are identified and briefly described and a visual, practical model is developed to show how these criteria can be utilized in practice. The most important findings are: • that the school principal, teachers, parents and pupils have a definite role to play in school improvement; • that a change for the better can be brought about; • for improvement to the implemented in a successful mannerthe process of change and improvement involves certain criteria, which must be adhered to. Recommendations are: • school improvement in practice is possible, when crisis in the school situation is removed; • school improvement can only take place with the active participation of the agents or roleplayers of improvement such as the school principal, teachers, parents and pupils. • the practical implementation of such a process of improvement be applied through a practical process model taking the ten criteria of improvement into serious consideration.
- Full Text:
- Authors: Odendaal, R. M.
- Date: 2014-03-25
- Subjects: School management and organization - Planning , Educational change - South Africa , Educational innovations - South Africa , Education and state - South Africa - History - 20th century
- Type: Thesis
- Identifier: uj:4463 , http://hdl.handle.net/10210/9804
- Description: M.Ed. (Education Philosophy) , The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis in schools in South Africa and tries to give a practical solution to this crisis, by means of a literature study. The literature study describes the crisis in South African schools, as well as the role different agents play in the improvement of school practice. Finally, ten criteria for school improvement are identified and briefly described and a visual, practical model is developed to show how these criteria can be utilized in practice. The most important findings are: • that the school principal, teachers, parents and pupils have a definite role to play in school improvement; • that a change for the better can be brought about; • for improvement to the implemented in a successful mannerthe process of change and improvement involves certain criteria, which must be adhered to. Recommendations are: • school improvement in practice is possible, when crisis in the school situation is removed; • school improvement can only take place with the active participation of the agents or roleplayers of improvement such as the school principal, teachers, parents and pupils. • the practical implementation of such a process of improvement be applied through a practical process model taking the ten criteria of improvement into serious consideration.
- Full Text:
Riglyne vir 'n demokratiese onderwyskundige model
- Authors: Palmer, Simon Alfred
- Date: 2014-04-03
- Subjects: Education and state - South Africa. , Schools - Political aspects - South Africa. , Educational change - South Africa
- Type: Thesis
- Identifier: uj:10503 , http://hdl.handle.net/10210/10006
- Description: M.Ed. (Philosophy of Education) , The topic of the study was the establishment of guidelines for a democratic teaching model in South Africa. The emphasis of the study was placed on the practical implementation and execution of the model within South Africa. The characteristics of a teaching model was clearly spelled out. The normcentred and the childcentred teaching models were furthermore discussed. Although both approaches contain positive elements, neither model meet the educational demands of South Africa. The shortcomings arise from the fact that neither approaches encouraged individualistic and lateral thinking by the pupils. After an evaluation, the democratic approach seems to be the most appropriate to suit the educational needs of South Africa. The democratic characteristics of freedom, equality, constructive communication, responsible leadership and a positive interaction between the pupil, teacher and the community, are a prerequisite in any educational situation. Successful educational realization is only possible if the characteristics of a democracy is prevalent in the educational situation. The democratic teaching model seems to be the most sensitive and appropriate model to satisfy the needs and requirements of education in South Africa.
- Full Text:
- Authors: Palmer, Simon Alfred
- Date: 2014-04-03
- Subjects: Education and state - South Africa. , Schools - Political aspects - South Africa. , Educational change - South Africa
- Type: Thesis
- Identifier: uj:10503 , http://hdl.handle.net/10210/10006
- Description: M.Ed. (Philosophy of Education) , The topic of the study was the establishment of guidelines for a democratic teaching model in South Africa. The emphasis of the study was placed on the practical implementation and execution of the model within South Africa. The characteristics of a teaching model was clearly spelled out. The normcentred and the childcentred teaching models were furthermore discussed. Although both approaches contain positive elements, neither model meet the educational demands of South Africa. The shortcomings arise from the fact that neither approaches encouraged individualistic and lateral thinking by the pupils. After an evaluation, the democratic approach seems to be the most appropriate to suit the educational needs of South Africa. The democratic characteristics of freedom, equality, constructive communication, responsible leadership and a positive interaction between the pupil, teacher and the community, are a prerequisite in any educational situation. Successful educational realization is only possible if the characteristics of a democracy is prevalent in the educational situation. The democratic teaching model seems to be the most sensitive and appropriate model to satisfy the needs and requirements of education in South Africa.
- Full Text:
A conversion of a teacher college into a community college : implications of policy documents for Lere-la-Tshepe College
- Authors: Moji, Thabo Edward
- Date: 2012-09-12
- Subjects: Teachers colleges - South Africa , Community colleges - South Africa - Planning , Educational change - South Africa , Education - Aims and objectives
- Type: Mini-Dissertation
- Identifier: uj:10186 , http://hdl.handle.net/10210/7562
- Description: M.Ed. , This study dealt with a conversion of a teacher college into a community college, specifically referring to implications of policy documents for Lere-la-Tshepe college. The community college is a new concept in the South African education system and it is regarded as one of the means that will be used to address the current plight of the majority of young adults in this country. As we know, most do not have formal qualifications and/or any skills training for employment or creation of self-employment. To address the concept of community college, in particular and Further Education and training in general, the Department of Education established a National Committee on Further Education (NCFE). It is also important to mention that efforts were already underway in provinces to pilot community colleges. In the Free State province Lere-la- Tshepe has been identified as a major pilot project. It is therefore important to research and report about the conversion implications that will serve as a framework and guideline for Ler-la-Tshepe in particular and other colleges in general. The educators at Lere-la-Tshepe who responded to the questionnaire were positive about the change and viewed it as a step in the right direction. However, they mentioned some serious implications that await the conversion. Among others, they indicated the need to retrain educators in the content and methodology of new courses; the college governance and management structures and the curriculum needs to be revisited and the community needs to be involved and informed about the changes in the college. It was also evident that most educators who responded to the questionnaire were not conversant with the content of the recent policy documents in their area of operation. The study made a contribution by highlighting some policy documents' implications about the conversion, which will serve as a guideline for Lere-la-Tshepe college and other colleges that need to convert.
- Full Text:
- Authors: Moji, Thabo Edward
- Date: 2012-09-12
- Subjects: Teachers colleges - South Africa , Community colleges - South Africa - Planning , Educational change - South Africa , Education - Aims and objectives
- Type: Mini-Dissertation
- Identifier: uj:10186 , http://hdl.handle.net/10210/7562
- Description: M.Ed. , This study dealt with a conversion of a teacher college into a community college, specifically referring to implications of policy documents for Lere-la-Tshepe college. The community college is a new concept in the South African education system and it is regarded as one of the means that will be used to address the current plight of the majority of young adults in this country. As we know, most do not have formal qualifications and/or any skills training for employment or creation of self-employment. To address the concept of community college, in particular and Further Education and training in general, the Department of Education established a National Committee on Further Education (NCFE). It is also important to mention that efforts were already underway in provinces to pilot community colleges. In the Free State province Lere-la- Tshepe has been identified as a major pilot project. It is therefore important to research and report about the conversion implications that will serve as a framework and guideline for Ler-la-Tshepe in particular and other colleges in general. The educators at Lere-la-Tshepe who responded to the questionnaire were positive about the change and viewed it as a step in the right direction. However, they mentioned some serious implications that await the conversion. Among others, they indicated the need to retrain educators in the content and methodology of new courses; the college governance and management structures and the curriculum needs to be revisited and the community needs to be involved and informed about the changes in the college. It was also evident that most educators who responded to the questionnaire were not conversant with the content of the recent policy documents in their area of operation. The study made a contribution by highlighting some policy documents' implications about the conversion, which will serve as a guideline for Lere-la-Tshepe college and other colleges that need to convert.
- Full Text:
The roles and limitations of district learning area specialists during curriculum improvement
- Rikhotso, Lawrence Mahlomule
- Authors: Rikhotso, Lawrence Mahlomule
- Date: 2014-04-15
- Subjects: School management and organization - South Africa , Competency based education - South Africa , Curriculum planning - South Africa , Educational change - South Africa
- Type: Thesis
- Identifier: uj:10672 , http://hdl.handle.net/10210/10189
- Description: M.Ed. (Education Management) , The implementation of Outcomes-Based Education in South Africa is not as it was envisaged. This was attributed to lack of necessary skills and capacity by both office and school- based teachers to comply with policies of the Department of Education (In this concept the educators and teachers are used interchangeably). Due to the above, both institution and office-based teachers started blaming one another for poor implementation and monitoring as well as supporting the new curriculum reforms. Institution- based teachers blamed the office-based educators for the lack of capacity, monitoring and support as well as feedback. On the other hand the office- based educators blamed the institution based teachers for the lack of internal support within schools. The purpose of this study was to investigate the level of capacity by District Learning Area Specialists in supporting and monitoring the implementation of Revised National Curriculum Statements (currently called National Curriculum Statements). To accomplish this aim, Heads of Departments, District Learning Area Specialists, and teachers were sampled randomly from Ekurhuleni West school district. The Heads of Departments and educators were selected from Thokoza, Vosloorus and Katlehong schools, while the District Learning Area Specialists were from Ekurhuleni West district office. The research was conducted in a form of case study. It focused on qualitative and descriptive research style. Various methods of collecting data such as interviews, observation, questionnaires and document analysis were used in order to ensure reliability and validity. Based on the literature reviewed and responses from the empirical research the study revealed that the type of support offered by the District learning Area Specialists is not enough for the teachers to implement and comply with all the policies of the Department of Education. It also revealed that excessive demands and pressure from the Department of Education left schools and districts with no choice but to rush to the implementation phase without capacity building. In order for both district and institution- based teachers to implement and comply with the policy, the study recommended that: conducive organizational structure; combination of support and external pressure; issuing of incentives; reward and sanctions; strategies and prioritizing of work; high level of professional leadership and capacity; district working towards developing partnership with schools; monitoring and support and that institution based teachers should become organized and effective. Finally, the researcher recommended for a further research on the IDSO (Institutional Development and Support Officer). The reason is that these district officials are the ones who develop the management and governance of schools. They ensure that all the school systems are put in place. It is believed that if the governance and management of schools are in order, it is likely that the curriculum implementation might improve.
- Full Text:
- Authors: Rikhotso, Lawrence Mahlomule
- Date: 2014-04-15
- Subjects: School management and organization - South Africa , Competency based education - South Africa , Curriculum planning - South Africa , Educational change - South Africa
- Type: Thesis
- Identifier: uj:10672 , http://hdl.handle.net/10210/10189
- Description: M.Ed. (Education Management) , The implementation of Outcomes-Based Education in South Africa is not as it was envisaged. This was attributed to lack of necessary skills and capacity by both office and school- based teachers to comply with policies of the Department of Education (In this concept the educators and teachers are used interchangeably). Due to the above, both institution and office-based teachers started blaming one another for poor implementation and monitoring as well as supporting the new curriculum reforms. Institution- based teachers blamed the office-based educators for the lack of capacity, monitoring and support as well as feedback. On the other hand the office- based educators blamed the institution based teachers for the lack of internal support within schools. The purpose of this study was to investigate the level of capacity by District Learning Area Specialists in supporting and monitoring the implementation of Revised National Curriculum Statements (currently called National Curriculum Statements). To accomplish this aim, Heads of Departments, District Learning Area Specialists, and teachers were sampled randomly from Ekurhuleni West school district. The Heads of Departments and educators were selected from Thokoza, Vosloorus and Katlehong schools, while the District Learning Area Specialists were from Ekurhuleni West district office. The research was conducted in a form of case study. It focused on qualitative and descriptive research style. Various methods of collecting data such as interviews, observation, questionnaires and document analysis were used in order to ensure reliability and validity. Based on the literature reviewed and responses from the empirical research the study revealed that the type of support offered by the District learning Area Specialists is not enough for the teachers to implement and comply with all the policies of the Department of Education. It also revealed that excessive demands and pressure from the Department of Education left schools and districts with no choice but to rush to the implementation phase without capacity building. In order for both district and institution- based teachers to implement and comply with the policy, the study recommended that: conducive organizational structure; combination of support and external pressure; issuing of incentives; reward and sanctions; strategies and prioritizing of work; high level of professional leadership and capacity; district working towards developing partnership with schools; monitoring and support and that institution based teachers should become organized and effective. Finally, the researcher recommended for a further research on the IDSO (Institutional Development and Support Officer). The reason is that these district officials are the ones who develop the management and governance of schools. They ensure that all the school systems are put in place. It is believed that if the governance and management of schools are in order, it is likely that the curriculum implementation might improve.
- Full Text:
The impact of changes in policy and legislation (since 1994) on teachers careers and lifelong learning
- Authors: Fourie, Neil Petrus
- Date: 2012-09-11
- Subjects: Teachers - In-service training - South Africa , Educational laws and legislation - South Africa , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9943 , http://hdl.handle.net/10210/7340
- Description: M.Ed. , South Africa has experienced many changes since the new political party came into power in 1994. Education has been targeted as one of the means of bringing about reform. The result is that many changes have been introduced into education. Teachers have more pupils in their classes. Many are teaching a new curriculum; others face the prospect of adapting to Outcomes-Based Education as per curriculum 2005. Changes have had an enormous influence on teachers' careers. This study comprises a look at the influence that change has had and will have on teacher's careers as well as the impact of the changes on Lifelong Learning.
- Full Text:
- Authors: Fourie, Neil Petrus
- Date: 2012-09-11
- Subjects: Teachers - In-service training - South Africa , Educational laws and legislation - South Africa , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9943 , http://hdl.handle.net/10210/7340
- Description: M.Ed. , South Africa has experienced many changes since the new political party came into power in 1994. Education has been targeted as one of the means of bringing about reform. The result is that many changes have been introduced into education. Teachers have more pupils in their classes. Many are teaching a new curriculum; others face the prospect of adapting to Outcomes-Based Education as per curriculum 2005. Changes have had an enormous influence on teachers' careers. This study comprises a look at the influence that change has had and will have on teacher's careers as well as the impact of the changes on Lifelong Learning.
- Full Text:
Postmodernism, democratisation and transformation : implications for teacher college management
- Authors: Lowan, Vongane Manasse
- Date: 2012-09-12
- Subjects: Universities and colleges - Administration , Education, Higher - Management , Educational change - South Africa , Politics and education - South Africa , Community and college - Northern Province
- Type: Thesis
- Identifier: uj:10162 , http://hdl.handle.net/10210/7540
- Description: D.Ed. , Since postmodernism according to Von Recum (1990:10) has to do with the dissolution of universal meanings for the world and life, along with the process of egalitarianism, that is, equality for all people, and dehierarchisation, and dismantling of authority, the administration and management processes of colleges of education are invariably influenced by the movement. This investigation therefore seeks to find out the influence of postmodernism, that is, dehierarchisation and dismantling of bureaucratic authority by students and lecturers on the generic processes of administration and the significance of it for educational management. The dehierarchisation process will, in the view of this study, make it possible for the colleges of education to be democratised and to be transformed. It would appear that the colleges of education have difficulties in coping with the demands of the postmodern times that are characterised by democratisation and transformation. This study therefore intends to examine the paradigms or models that may help these institutions to succeed in accomplishing the missions for which they were established which is to nurture and to train teachers.
- Full Text:
- Authors: Lowan, Vongane Manasse
- Date: 2012-09-12
- Subjects: Universities and colleges - Administration , Education, Higher - Management , Educational change - South Africa , Politics and education - South Africa , Community and college - Northern Province
- Type: Thesis
- Identifier: uj:10162 , http://hdl.handle.net/10210/7540
- Description: D.Ed. , Since postmodernism according to Von Recum (1990:10) has to do with the dissolution of universal meanings for the world and life, along with the process of egalitarianism, that is, equality for all people, and dehierarchisation, and dismantling of authority, the administration and management processes of colleges of education are invariably influenced by the movement. This investigation therefore seeks to find out the influence of postmodernism, that is, dehierarchisation and dismantling of bureaucratic authority by students and lecturers on the generic processes of administration and the significance of it for educational management. The dehierarchisation process will, in the view of this study, make it possible for the colleges of education to be democratised and to be transformed. It would appear that the colleges of education have difficulties in coping with the demands of the postmodern times that are characterised by democratisation and transformation. This study therefore intends to examine the paradigms or models that may help these institutions to succeed in accomplishing the missions for which they were established which is to nurture and to train teachers.
- Full Text:
Secondary school teachers' resistance towards the implementation of outcomes-based education.
- Authors: Mzolo, Lindinkosi Bernard
- Date: 2012-08-20
- Subjects: High school teachers - South Africa - Attitudes , Educational change - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2726 , http://hdl.handle.net/10210/6167
- Description: M.Ed. , The aim of the study is to try and find out reasons and causes why secondary school teachers in the Bethlehem district — QwaQwa resist the implementation of Outcomes Based Education. To achieve the aim of the study, I will use the questionnaire, interviews and try to view opinions of other experts by referring to literature. My hypothesis is that secondary school teachers in the Bethlehem district - QwaQwa in the Free-State Province, resist the implementation of OBE because they were not consulted about it. They were not involved in the decision-making process, the formulation and designing of OBE curriculum, and therefore, they feel they are not suitably qualified. They think their only solution to make the government realise their importance, is to resist the introduction of OBE.
- Full Text:
- Authors: Mzolo, Lindinkosi Bernard
- Date: 2012-08-20
- Subjects: High school teachers - South Africa - Attitudes , Educational change - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2726 , http://hdl.handle.net/10210/6167
- Description: M.Ed. , The aim of the study is to try and find out reasons and causes why secondary school teachers in the Bethlehem district — QwaQwa resist the implementation of Outcomes Based Education. To achieve the aim of the study, I will use the questionnaire, interviews and try to view opinions of other experts by referring to literature. My hypothesis is that secondary school teachers in the Bethlehem district - QwaQwa in the Free-State Province, resist the implementation of OBE because they were not consulted about it. They were not involved in the decision-making process, the formulation and designing of OBE curriculum, and therefore, they feel they are not suitably qualified. They think their only solution to make the government realise their importance, is to resist the introduction of OBE.
- Full Text:
Environmental education in curriculum 2005 : a case study in the Northern Cape
- Authors: Mosidi, Solomon Makobe
- Date: 2012-08-20
- Subjects: Environmental sciences - Study and teaching - South Africa - Northern Cape , Educational change - South Africa , Curriculum planning - South Africa , Competency based education - South Africa - Northern Cape
- Type: Thesis
- Identifier: uj:2797 , http://hdl.handle.net/10210/6235
- Description: M.Ed. , For many years, Environmental Education was marginalised in the school curriculum, as it was seen to belong with subjects like geography and biology. This alienated it from the majority of teachers who are not trained in science related subjects. Thus only few pupils, who happened to have studied under science oriented institutions or teachers, were exposed to this field of knowledge. On 24 March 1997, the national Ministry of Education launched a new Outcomes Based Education (OBE) system for South Africa, called Curriculum 2005. This marked the end of different education systems that had existed in South Africa, and also opened new avenues for cross curricular issues such as Environmental Education, which did not form part of the school curriculum in the past. The primary aims of the study are: to investigate ways in which Environmental Education could benefit and support Curriculum 2005; to document the process that led to the infusion of Environmental Education into the school curriculum; and to determine needs and problems of teachers implementing Curriculum 2005 and suggest possible solutions for their problems. The data for this study was collected by using qualitative techniques of consultative synthesis; group open-ended interviews; public forums; field studies; observations and literature research related to different aspects of Environmental Education activities. In addition, a questionnaire was used in four regions that constitute the Northern Cape Provincial Education Department. The realities are that teacher education programmes in many institutions do not include courses in Environmental Education. Education about the environment has not been a visible priority in many countries, including South Africa. As indicated in this study, the situation in the Northern Cape clearly gives evidence of this. On the other hand, teachers had serious misgivings about their competence to teach Environmental Education. The enthusiasm reflected by teachers in the province, their potential and willingness to learn, are but a few indications of the possible success of Environmental Education in the province. The major/main problem identified is the OBE terminology which seems to hamper the implementation of Curriculum 2005. Thus, the success of Environmental Education in South African formal education depends on how well teachers adapt to, understand, are prepared for and committed to Curriculum 2005. I believe that if Curriculum 2005 succeeds, Environmental Education will also succeed. If it fails, Environmental Education will probably fail too, since is regarded as an integral part of the curriculum.
- Full Text:
- Authors: Mosidi, Solomon Makobe
- Date: 2012-08-20
- Subjects: Environmental sciences - Study and teaching - South Africa - Northern Cape , Educational change - South Africa , Curriculum planning - South Africa , Competency based education - South Africa - Northern Cape
- Type: Thesis
- Identifier: uj:2797 , http://hdl.handle.net/10210/6235
- Description: M.Ed. , For many years, Environmental Education was marginalised in the school curriculum, as it was seen to belong with subjects like geography and biology. This alienated it from the majority of teachers who are not trained in science related subjects. Thus only few pupils, who happened to have studied under science oriented institutions or teachers, were exposed to this field of knowledge. On 24 March 1997, the national Ministry of Education launched a new Outcomes Based Education (OBE) system for South Africa, called Curriculum 2005. This marked the end of different education systems that had existed in South Africa, and also opened new avenues for cross curricular issues such as Environmental Education, which did not form part of the school curriculum in the past. The primary aims of the study are: to investigate ways in which Environmental Education could benefit and support Curriculum 2005; to document the process that led to the infusion of Environmental Education into the school curriculum; and to determine needs and problems of teachers implementing Curriculum 2005 and suggest possible solutions for their problems. The data for this study was collected by using qualitative techniques of consultative synthesis; group open-ended interviews; public forums; field studies; observations and literature research related to different aspects of Environmental Education activities. In addition, a questionnaire was used in four regions that constitute the Northern Cape Provincial Education Department. The realities are that teacher education programmes in many institutions do not include courses in Environmental Education. Education about the environment has not been a visible priority in many countries, including South Africa. As indicated in this study, the situation in the Northern Cape clearly gives evidence of this. On the other hand, teachers had serious misgivings about their competence to teach Environmental Education. The enthusiasm reflected by teachers in the province, their potential and willingness to learn, are but a few indications of the possible success of Environmental Education in the province. The major/main problem identified is the OBE terminology which seems to hamper the implementation of Curriculum 2005. Thus, the success of Environmental Education in South African formal education depends on how well teachers adapt to, understand, are prepared for and committed to Curriculum 2005. I believe that if Curriculum 2005 succeeds, Environmental Education will also succeed. If it fails, Environmental Education will probably fail too, since is regarded as an integral part of the curriculum.
- Full Text:
Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng
- Van der Linde, Hendrik Hermann.
- Authors: Van der Linde, Hendrik Hermann.
- Date: 2012-08-16
- Subjects: School administration and organization - South Africa - Gauteng. , Educational change - South Africa
- Type: Thesis
- Identifier: uj:9482 , http://hdl.handle.net/10210/5913
- Description: D.Ed. , The transformation of the education system in South Africa is unavoidable due to social transformation in a newly democratised state. The newly established Gauteng Department of Education had to face challenges since 1994 to promote quality education, ownership and stability due to the fragmentation and diversity in communities and schools. In order to restore the culture of service delivering and to promote teaching and learning in schools, it is vital for schools to be provided with resources and conditions that are conducive to quality education. Trained educators and effective management of schools are equally important to ensure that learners receive the best quality education. Total quality school management provides the key to the solution, because the spiral of development, which includes constant monitoring and evaluation throughout the planning, leading and implementation cycles. Total quality school management is an integral part of delivering effective and efficient service. Total quality school management refers to the action, processes and structures necessary to ensure the delivery of highest quality of service to the clients. Total quality school management cultivates the appropriate partnerships and networks in service of the clients. In South Africa the indicators of these frameworks are invariably slanted toward issues of equity, efficiency and redress, but should largely be structured toward the improvement of service and education.
- Full Text:
- Authors: Van der Linde, Hendrik Hermann.
- Date: 2012-08-16
- Subjects: School administration and organization - South Africa - Gauteng. , Educational change - South Africa
- Type: Thesis
- Identifier: uj:9482 , http://hdl.handle.net/10210/5913
- Description: D.Ed. , The transformation of the education system in South Africa is unavoidable due to social transformation in a newly democratised state. The newly established Gauteng Department of Education had to face challenges since 1994 to promote quality education, ownership and stability due to the fragmentation and diversity in communities and schools. In order to restore the culture of service delivering and to promote teaching and learning in schools, it is vital for schools to be provided with resources and conditions that are conducive to quality education. Trained educators and effective management of schools are equally important to ensure that learners receive the best quality education. Total quality school management provides the key to the solution, because the spiral of development, which includes constant monitoring and evaluation throughout the planning, leading and implementation cycles. Total quality school management is an integral part of delivering effective and efficient service. Total quality school management refers to the action, processes and structures necessary to ensure the delivery of highest quality of service to the clients. Total quality school management cultivates the appropriate partnerships and networks in service of the clients. In South Africa the indicators of these frameworks are invariably slanted toward issues of equity, efficiency and redress, but should largely be structured toward the improvement of service and education.
- Full Text:
Onderwysers se beoordeling van die nuwe onderwysbedeling in Suid-Afrika
- Van Loggerenberg, Gerhardus Daniel
- Authors: Van Loggerenberg, Gerhardus Daniel
- Date: 2014-11-04
- Subjects: Education and state - South Africa , Education - Evaluation , Educational law and legislation - South Africa , Teachers - Attitudes - Case studies , Educational change - South Africa
- Type: Thesis
- Identifier: uj:12774 , http://hdl.handle.net/10210/12663
- Description: D.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Van Loggerenberg, Gerhardus Daniel
- Date: 2014-11-04
- Subjects: Education and state - South Africa , Education - Evaluation , Educational law and legislation - South Africa , Teachers - Attitudes - Case studies , Educational change - South Africa
- Type: Thesis
- Identifier: uj:12774 , http://hdl.handle.net/10210/12663
- Description: D.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
The changing role of the principal of a public primary school : a financial school management perspective
- Authors: Sayed, Mohammed-Kamil
- Date: 2012-08-15
- Subjects: School principals - South Africa , School principals - In-service training - South Africa , School management and organization - Planning , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9383 , http://hdl.handle.net/10210/5820
- Description: M.Ed. , Section 34(1) of the South African Schools Act No. 84 of 1996 (Government Gazette No. 17579, 1996:24) states that "the State must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in education provision". Although the State has legislated its intentions of funding public schools, financial and budgetary constraints prevent it from meeting all the financial requirements of schools. Bearing this in mind, Section 36 of the same Act states that "a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State in order to improve the quality of education provided by the school to all learners at the school". Thus, schools - through their governing bodies, of which the principal is a member - are being encouraged to raise funds to supplement that which the State can provide. The State has qualified in terms of section 34(2) of the same Act that "the State must, on an annual basis, provide sufficient information to public schools regarding the funding referred to in subsection (1) to enable public schools to prepare their budgets for the next financial year". In addition to this subsection which requires schools to draw up a budget, Section 38(1) of the same Act stipulates that "a governing body of a public school must prepare a budget each year, according to guidelines determined by the Minister of the Executive Council, which shows the estimated income and expenditure of the school for the following financial year". Thus, budgets have become compulsory activities in the financial management functions of schools.
- Full Text:
- Authors: Sayed, Mohammed-Kamil
- Date: 2012-08-15
- Subjects: School principals - South Africa , School principals - In-service training - South Africa , School management and organization - Planning , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9383 , http://hdl.handle.net/10210/5820
- Description: M.Ed. , Section 34(1) of the South African Schools Act No. 84 of 1996 (Government Gazette No. 17579, 1996:24) states that "the State must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in education provision". Although the State has legislated its intentions of funding public schools, financial and budgetary constraints prevent it from meeting all the financial requirements of schools. Bearing this in mind, Section 36 of the same Act states that "a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State in order to improve the quality of education provided by the school to all learners at the school". Thus, schools - through their governing bodies, of which the principal is a member - are being encouraged to raise funds to supplement that which the State can provide. The State has qualified in terms of section 34(2) of the same Act that "the State must, on an annual basis, provide sufficient information to public schools regarding the funding referred to in subsection (1) to enable public schools to prepare their budgets for the next financial year". In addition to this subsection which requires schools to draw up a budget, Section 38(1) of the same Act stipulates that "a governing body of a public school must prepare a budget each year, according to guidelines determined by the Minister of the Executive Council, which shows the estimated income and expenditure of the school for the following financial year". Thus, budgets have become compulsory activities in the financial management functions of schools.
- Full Text:
Strategieë vir transformasie in sekondêre skole : 'n sielkundig-opvoedkundige perspektief
- Authors: Van der Merwe, John
- Date: 2012-09-05
- Subjects: Educational change - South Africa , Education, Secondary - South Africa , Education, Secondary - South Africa - History - 20th century , Educational psychology - Cross-cultural studies , Politics and education - South Africa
- Type: Thesis
- Identifier: uj:3532 , http://hdl.handle.net/10210/6919
- Description: D.Ed. , The past four decades will probably be remembered as revolutionary in South-Africa - years of unrest during which attempts were made to change and reform the system of education in South-Africa, particularly in the black and brown areas. The South-African education system did not respond to the demands and needs of the black and brown pupils. The education system was caught in the web of a political spider spun by the dictates of the apartheid system. The structure and organization of the education system, as well as the influence of political, social and economic factors promoted the development of a system which was primarily aimed at benifitting a minority group (the whites) of the population. The inequality, underlined by the system of apartheid led to the segregation of and rebellion against this system by black and brown pupils, their parents and teachers. The school has been the focus of political-ideological conflict and the black schools became an instrument for revolution. In the past few years and particularly since 1994 a new generation of pupils has emerged to claim equal education for all, where all pupils, regardless of race or colour are entitled to the same quality of education. After the first democratic election on 27 April 1994, South-Africa has chosen to follow a new road where equality for all people has become the most important focus. In the search for "freedom, equality and brotherhood" which promotes integration and non-racism in schools, it has become essential to examine and revise existing educational theory and practice. Creative solutions must be found and applied in order to create a climate of learning in the schools, in order that pupils, irrespective of their colour, heredity, language, religion, sosio-economic background or gender may find optimal benefit.
- Full Text:
- Authors: Van der Merwe, John
- Date: 2012-09-05
- Subjects: Educational change - South Africa , Education, Secondary - South Africa , Education, Secondary - South Africa - History - 20th century , Educational psychology - Cross-cultural studies , Politics and education - South Africa
- Type: Thesis
- Identifier: uj:3532 , http://hdl.handle.net/10210/6919
- Description: D.Ed. , The past four decades will probably be remembered as revolutionary in South-Africa - years of unrest during which attempts were made to change and reform the system of education in South-Africa, particularly in the black and brown areas. The South-African education system did not respond to the demands and needs of the black and brown pupils. The education system was caught in the web of a political spider spun by the dictates of the apartheid system. The structure and organization of the education system, as well as the influence of political, social and economic factors promoted the development of a system which was primarily aimed at benifitting a minority group (the whites) of the population. The inequality, underlined by the system of apartheid led to the segregation of and rebellion against this system by black and brown pupils, their parents and teachers. The school has been the focus of political-ideological conflict and the black schools became an instrument for revolution. In the past few years and particularly since 1994 a new generation of pupils has emerged to claim equal education for all, where all pupils, regardless of race or colour are entitled to the same quality of education. After the first democratic election on 27 April 1994, South-Africa has chosen to follow a new road where equality for all people has become the most important focus. In the search for "freedom, equality and brotherhood" which promotes integration and non-racism in schools, it has become essential to examine and revise existing educational theory and practice. Creative solutions must be found and applied in order to create a climate of learning in the schools, in order that pupils, irrespective of their colour, heredity, language, religion, sosio-economic background or gender may find optimal benefit.
- Full Text:
The role of team building among teachers
- Authors: Mogotlane, Mokoowe Marjorie
- Date: 2014-06-02
- Subjects: Teams in the workplace - Management. , Personnel management - South Africa - Case studies , School management and organization - South Africa - Decision making , Educational change - South Africa
- Type: Thesis
- Identifier: uj:11329 , http://hdl.handle.net/10210/10921
- Description: Educational Management , South Africa is faced with educational transformation that is embedded in the current education policy. For this transformation to succeed, teachers, principals and those in the higher hierarchy in the Department of Education, will have to work together towards attaining the goals of Education. Teams are powerful learning entities than individuals seeking to learn on their own. Teams provide an environment which learning can be articulated, tested refined and examined against the needs of the organisation and within the context of the learning of others. To be effective, team based learning activity needs to be based upon the needs of the team, the needs of the individuals within the team and the needs of the organisation. By articulating these three sets of needs within the team, real progress and development will take place within an organisation. The principal should provide the staff with a forum where there is an interchange of information and the strengthening of relationships and the improvement of the school climate. Specific roles that relate to a specific task need to be clarified as well as those that relate to the team. Principals should realise that the role they play in a school is significant. Despite this significant role, they can never be solely responsible for the management of the school. To achieve excellence collective effort is needed. Involvement of team members in decision making will help in achieving the organisation's mission as well as the goals. This will result in the taking up of the school's ownership by all team members. Accountability will therefore be owned by all team members not only the principal. Team building can lead an organisation to success because it involves communication, effective coordination and division of labour. This will result in effective school management.
- Full Text:
- Authors: Mogotlane, Mokoowe Marjorie
- Date: 2014-06-02
- Subjects: Teams in the workplace - Management. , Personnel management - South Africa - Case studies , School management and organization - South Africa - Decision making , Educational change - South Africa
- Type: Thesis
- Identifier: uj:11329 , http://hdl.handle.net/10210/10921
- Description: Educational Management , South Africa is faced with educational transformation that is embedded in the current education policy. For this transformation to succeed, teachers, principals and those in the higher hierarchy in the Department of Education, will have to work together towards attaining the goals of Education. Teams are powerful learning entities than individuals seeking to learn on their own. Teams provide an environment which learning can be articulated, tested refined and examined against the needs of the organisation and within the context of the learning of others. To be effective, team based learning activity needs to be based upon the needs of the team, the needs of the individuals within the team and the needs of the organisation. By articulating these three sets of needs within the team, real progress and development will take place within an organisation. The principal should provide the staff with a forum where there is an interchange of information and the strengthening of relationships and the improvement of the school climate. Specific roles that relate to a specific task need to be clarified as well as those that relate to the team. Principals should realise that the role they play in a school is significant. Despite this significant role, they can never be solely responsible for the management of the school. To achieve excellence collective effort is needed. Involvement of team members in decision making will help in achieving the organisation's mission as well as the goals. This will result in the taking up of the school's ownership by all team members. Accountability will therefore be owned by all team members not only the principal. Team building can lead an organisation to success because it involves communication, effective coordination and division of labour. This will result in effective school management.
- Full Text:
Die roeping van die Christen-Afrikaneronderwyser in 'n moontlike nuwe onderwysbestel in die RSA
- Van Loggerenberg, Maria Catharina
- Authors: Van Loggerenberg, Maria Catharina
- Date: 2014-11-19
- Subjects: Christian education - Teaching methods , Teaching - Religious aspects - Christianity , Teachers - South Africa , Educational change - South Africa
- Type: Thesis
- Identifier: uj:12921 , http://hdl.handle.net/10210/12809
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Van Loggerenberg, Maria Catharina
- Date: 2014-11-19
- Subjects: Christian education - Teaching methods , Teaching - Religious aspects - Christianity , Teachers - South Africa , Educational change - South Africa
- Type: Thesis
- Identifier: uj:12921 , http://hdl.handle.net/10210/12809
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
Ouers se beoordeling van die nuwe onderwysbedeling in Suid-Afrika
- Van den Heever, Ebbelina Elizabeth
- Authors: Van den Heever, Ebbelina Elizabeth
- Date: 2012-08-21
- Subjects: Educational change - South Africa , Education - Parent participation , Education - Evaluation , Educational law and legislation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2891 , http://hdl.handle.net/10210/6322
- Description: D.Ed. , The purpose of this study is to determine the way in which parents, as stake holders in their children's education, judge the new educational dispensation. Changes occuring in our country since the democratically elected government had come into power, also affected the educational system to a large extent. Millions of rands coming of tax payers' money is annually allocated to education. Many of these tax payers are parents. How do parents feel about the changes brought about by the democratisation of education in South Africa? A list of the most relevant and important issues regarding the democratisation process, was compiled and operationalised in a questionnaire which was completed by parents of grade 4, 6, 9 and 11 pupils of all races. The target market included parents of all the official language groups in a number of primary and secondary schools in and around Gauteng. The theory behind the new educational process, as well as the application of the new educational process formed the basis of the questionnaire. The introductory chapters explain the background situation relating to the recent political changes in South Africa. Relevant concepts are described and explained in association with the issue at hand. One of these concepts is judgement. How do parents judge the new dispensation? The meaning of this word, in terms of this study, is fundamentally researched as it involves intellectual opinions, as well as emotional contentment with the issue. Furthermore, personality is involved, as is a person's perceptioins, self esteem, cultural background and set of values. The research also involves a description of all the items which are included in the questionnaire. These items center around the principles of change in the education system. Some of these matters are fundamental issues relating to the theory of transformation, for instance the fact that all learners in the country now have equal opportunities to education. Most of these matters, however, involve the application of the theory; that which comprises the physical changes to the system. An example of the latter would be the fact that most schools are now multi-racial. Validity of the empirical component of the investigation is based on the legal aspects of change, in that all the questions are based upon new regulations stipulated in the new South African School's Act.
- Full Text:
- Authors: Van den Heever, Ebbelina Elizabeth
- Date: 2012-08-21
- Subjects: Educational change - South Africa , Education - Parent participation , Education - Evaluation , Educational law and legislation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2891 , http://hdl.handle.net/10210/6322
- Description: D.Ed. , The purpose of this study is to determine the way in which parents, as stake holders in their children's education, judge the new educational dispensation. Changes occuring in our country since the democratically elected government had come into power, also affected the educational system to a large extent. Millions of rands coming of tax payers' money is annually allocated to education. Many of these tax payers are parents. How do parents feel about the changes brought about by the democratisation of education in South Africa? A list of the most relevant and important issues regarding the democratisation process, was compiled and operationalised in a questionnaire which was completed by parents of grade 4, 6, 9 and 11 pupils of all races. The target market included parents of all the official language groups in a number of primary and secondary schools in and around Gauteng. The theory behind the new educational process, as well as the application of the new educational process formed the basis of the questionnaire. The introductory chapters explain the background situation relating to the recent political changes in South Africa. Relevant concepts are described and explained in association with the issue at hand. One of these concepts is judgement. How do parents judge the new dispensation? The meaning of this word, in terms of this study, is fundamentally researched as it involves intellectual opinions, as well as emotional contentment with the issue. Furthermore, personality is involved, as is a person's perceptioins, self esteem, cultural background and set of values. The research also involves a description of all the items which are included in the questionnaire. These items center around the principles of change in the education system. Some of these matters are fundamental issues relating to the theory of transformation, for instance the fact that all learners in the country now have equal opportunities to education. Most of these matters, however, involve the application of the theory; that which comprises the physical changes to the system. An example of the latter would be the fact that most schools are now multi-racial. Validity of the empirical component of the investigation is based on the legal aspects of change, in that all the questions are based upon new regulations stipulated in the new South African School's Act.
- Full Text:
The developmental challenges embedded in the conversion of colleges of education into community colleges : a case study of Lehurutshe and Tlhabane colleges : a research essay
- Authors: Nkotsoe, Modise Abel
- Date: 2012-08-20
- Subjects: Community colleges - South Africa - North-West - Planning , Teachers colleges - South Africa , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2716 , http://hdl.handle.net/10210/6157
- Description: M.Ed. , The Teacher Education Audit identified and revealed the over production of educators into the schools, from colleges of education. This simply extended the queues of unemployed qualified educators (Strategic Planning Committee : Lehurutshe Colleges of Education, 1996). This would render some teacher education programmes redundant, and the available resources there would be under-utilised. In an endeavour to address the situation of redundancy, the Teacher Education Division of the Department of Education in the North West Province called upon colleges of education to introduce projects that would ensure that the available resources are optimally utilised. Such socio-economic projects could be offered by educational institutions of the same nature as the community colleges in the United States of America. Besides community colleges having come into being for the sustenance of colleges of education, their existence was also necessitated by the socioeconomic inadequacies and inequalities related to the apartheid education system. The current post-secondary educational institutions excluded millions of South Africans through high tuition and accommodation fees, and selective admissions. I conducted a research on the challenges that accompany the conversion of colleges of education into community colleges. The scope of the study was restricted to Lehurutshe and Tlhabane Colleges of Education. This is in view of the fact that the data collection was intended for the presentation of a research essay and not a fully-fledged dissertation. Time constraints also contributed to the restriction. I used a general interview approach whereby I listed issues or questions around which the interviews would revolve. This approach was intended to allow the respondents to express their perspectives in their own words and within the natural setting. At Tlhabane College, I interviewed the Rector informally as she had no other time in the foreseeable future to offer me for a tape-recorded interview. I had previously missed an appointment she gave me due to circumstances beyond my control. I managed to conduct a taperecorded interview with the Vice-Rector in his office. At Lehurutshe College, I informally interviewed the Head of Education-with-Production as that was the only time she could accommodate me. The interview took place in her office. The Head of Technical Subjects' Division accommodated me at his home on the campus for a tape-recorded interview and I recorded his responses. With regard to the informal interviews at both colleges, I relied on note-taking for the collection and recording of data from the respondents. Upon the analysis and interpretation of data collected from the interviewees at the two colleges, a number of findings emerged. According to the respondents, the idea of a community college has been rejected on the basis of a number of misconceptions and realities. The introduction of this form of institution is seen to be the lowering of the standards and status of education. The community college model is also seen to have been rushed into the South African education scene. College of Education lecturers and community members do not as yet know what the community college idea is all about. Lecturers are not sure of their future as they are not skilled and have not been empowered to handle community college courses. As the learner population dwindles with the conversion of colleges of education into community colleges, many lecturers are bound to be moved out. These lecturers are anxious about where they are going to be redeployed to. In addition to the human constraints, the respondents have also brought forward problems relating to physical resources. Physical resources such as laboratories, training centres and workshops are found to have a limited capacity for the community college programs. Limited governmental support and monitoring have also been noted. It is imperative that all stakeholders be well-informed, consulted and wellorientated with regard to any educational innovations such as community college development if such innovations are to succeed. The government must also provide guiding policies and principles, as well as material and fiscal support.
- Full Text:
- Authors: Nkotsoe, Modise Abel
- Date: 2012-08-20
- Subjects: Community colleges - South Africa - North-West - Planning , Teachers colleges - South Africa , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2716 , http://hdl.handle.net/10210/6157
- Description: M.Ed. , The Teacher Education Audit identified and revealed the over production of educators into the schools, from colleges of education. This simply extended the queues of unemployed qualified educators (Strategic Planning Committee : Lehurutshe Colleges of Education, 1996). This would render some teacher education programmes redundant, and the available resources there would be under-utilised. In an endeavour to address the situation of redundancy, the Teacher Education Division of the Department of Education in the North West Province called upon colleges of education to introduce projects that would ensure that the available resources are optimally utilised. Such socio-economic projects could be offered by educational institutions of the same nature as the community colleges in the United States of America. Besides community colleges having come into being for the sustenance of colleges of education, their existence was also necessitated by the socioeconomic inadequacies and inequalities related to the apartheid education system. The current post-secondary educational institutions excluded millions of South Africans through high tuition and accommodation fees, and selective admissions. I conducted a research on the challenges that accompany the conversion of colleges of education into community colleges. The scope of the study was restricted to Lehurutshe and Tlhabane Colleges of Education. This is in view of the fact that the data collection was intended for the presentation of a research essay and not a fully-fledged dissertation. Time constraints also contributed to the restriction. I used a general interview approach whereby I listed issues or questions around which the interviews would revolve. This approach was intended to allow the respondents to express their perspectives in their own words and within the natural setting. At Tlhabane College, I interviewed the Rector informally as she had no other time in the foreseeable future to offer me for a tape-recorded interview. I had previously missed an appointment she gave me due to circumstances beyond my control. I managed to conduct a taperecorded interview with the Vice-Rector in his office. At Lehurutshe College, I informally interviewed the Head of Education-with-Production as that was the only time she could accommodate me. The interview took place in her office. The Head of Technical Subjects' Division accommodated me at his home on the campus for a tape-recorded interview and I recorded his responses. With regard to the informal interviews at both colleges, I relied on note-taking for the collection and recording of data from the respondents. Upon the analysis and interpretation of data collected from the interviewees at the two colleges, a number of findings emerged. According to the respondents, the idea of a community college has been rejected on the basis of a number of misconceptions and realities. The introduction of this form of institution is seen to be the lowering of the standards and status of education. The community college model is also seen to have been rushed into the South African education scene. College of Education lecturers and community members do not as yet know what the community college idea is all about. Lecturers are not sure of their future as they are not skilled and have not been empowered to handle community college courses. As the learner population dwindles with the conversion of colleges of education into community colleges, many lecturers are bound to be moved out. These lecturers are anxious about where they are going to be redeployed to. In addition to the human constraints, the respondents have also brought forward problems relating to physical resources. Physical resources such as laboratories, training centres and workshops are found to have a limited capacity for the community college programs. Limited governmental support and monitoring have also been noted. It is imperative that all stakeholders be well-informed, consulted and wellorientated with regard to any educational innovations such as community college development if such innovations are to succeed. The government must also provide guiding policies and principles, as well as material and fiscal support.
- Full Text: