The role of learners in school governance in farm schools
- Authors: Ngobese, Blessed Hlalasani
- Date: 2008-06-20T13:45:29Z
- Subjects: School children , School boards , School management and organisation , Rural schools , KwaZulu-Natal (South Africa)
- Type: Mini-Dissertation
- Identifier: uj:3262 , http://hdl.handle.net/10210/666
- Description: As a teacher himself, the researcher has observed that although the Government Policy states clearly that there should be Representative Councils of Learners (RCLs) in schools offering Grade 8 and higher, in some schools that is not the case. Other schools involve learners only in the maintenance of discipline. Is that the purpose of the policy? What did the policy makers really intend with this policy? This study attempted to set out and find the answer to these questions. Firstly, the background to this research has been discussed; illustrating the situation of the farm schools in deep rural areas and the plight of the teachers who have to make policy work in these remote places was discussed. Secondly, the research problem was stated and the aims and objectives of the study were listed in order to structure the study from the beginning. From the literature overview it became clear that the Representative Council of Learners is the official body representing learners in the governance of the school. The principal has to see to it that it is involved in decision making, i.e. those members of the RCL who form part of the SGB, should always be invited to the SGB meetings. The TLO has a duty of capacitating the RCL even though he/she is the subject teacher with as much the load as all other teachers at similar post level. The principal must see to it that the TLO does his/her duty in this regard. The Department of Education must first ensure that schools establish RCLs as they should. It must also not only train TLOs but also ensure that the principals are empowered regarding the establishment and the functioning of the RCL. In this way, and in this way alone could disciplinary problems be addressed and the culture of teaching and learning be rekindled in our schools. By means of the qualitative strategy of ethnographical design, and the interview as method of data collections, information was gathered from farm schools in the Vryheid Region of KwaZulu Natal. Respondents were school principals, members of RCLs and teachers that have been involved in the implementation of these governing bodies for learners. The conclusion of the researcher is that the RCLs do not function properly at many of the schools due to ignorance about the content of the Policy and a general perception that learners in governing positions might hold a threat to the school’s authorities. The researcher recommends that the SMTs, including the principals of High Schools (secondary and combined schools) be called into workshops where the role and functions, the value and duties of the RCL must be unpacked. There the consequences can be negotiated and the true value of these institutions can be estimated. The recommendations of the researcher will hopefully be a valuable contribution to the improvement in the implementation of a policy that could mean a lot in the development of the learners’ leadership skills and their becoming of empowered citizens in our much appreciated democracy. , Doctor M.C. van Loggerenberg Doctor Lloyd Conley
- Full Text:
- Authors: Ngobese, Blessed Hlalasani
- Date: 2008-06-20T13:45:29Z
- Subjects: School children , School boards , School management and organisation , Rural schools , KwaZulu-Natal (South Africa)
- Type: Mini-Dissertation
- Identifier: uj:3262 , http://hdl.handle.net/10210/666
- Description: As a teacher himself, the researcher has observed that although the Government Policy states clearly that there should be Representative Councils of Learners (RCLs) in schools offering Grade 8 and higher, in some schools that is not the case. Other schools involve learners only in the maintenance of discipline. Is that the purpose of the policy? What did the policy makers really intend with this policy? This study attempted to set out and find the answer to these questions. Firstly, the background to this research has been discussed; illustrating the situation of the farm schools in deep rural areas and the plight of the teachers who have to make policy work in these remote places was discussed. Secondly, the research problem was stated and the aims and objectives of the study were listed in order to structure the study from the beginning. From the literature overview it became clear that the Representative Council of Learners is the official body representing learners in the governance of the school. The principal has to see to it that it is involved in decision making, i.e. those members of the RCL who form part of the SGB, should always be invited to the SGB meetings. The TLO has a duty of capacitating the RCL even though he/she is the subject teacher with as much the load as all other teachers at similar post level. The principal must see to it that the TLO does his/her duty in this regard. The Department of Education must first ensure that schools establish RCLs as they should. It must also not only train TLOs but also ensure that the principals are empowered regarding the establishment and the functioning of the RCL. In this way, and in this way alone could disciplinary problems be addressed and the culture of teaching and learning be rekindled in our schools. By means of the qualitative strategy of ethnographical design, and the interview as method of data collections, information was gathered from farm schools in the Vryheid Region of KwaZulu Natal. Respondents were school principals, members of RCLs and teachers that have been involved in the implementation of these governing bodies for learners. The conclusion of the researcher is that the RCLs do not function properly at many of the schools due to ignorance about the content of the Policy and a general perception that learners in governing positions might hold a threat to the school’s authorities. The researcher recommends that the SMTs, including the principals of High Schools (secondary and combined schools) be called into workshops where the role and functions, the value and duties of the RCL must be unpacked. There the consequences can be negotiated and the true value of these institutions can be estimated. The recommendations of the researcher will hopefully be a valuable contribution to the improvement in the implementation of a policy that could mean a lot in the development of the learners’ leadership skills and their becoming of empowered citizens in our much appreciated democracy. , Doctor M.C. van Loggerenberg Doctor Lloyd Conley
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The impact of the integrated quality management on school leadership
- Authors: Naidoo, Dawn Evelyn
- Date: 2008-06-24T07:51:10Z
- Subjects: Total quality management in education , School management and organisation , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:9718 , http://hdl.handle.net/10210/712
- Description: The purpose of this research was to investigate the impact of IQMS on school leadership. Based on this, the researcher sought to recommend a management strategy to assist school leadership to cope with the challenges posed by IQMS. The Integrated Quality Management System (IQMS), a national initiative, is essentially associated with the enhancement of teaching and learning. IQMS comprises three components: Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE). The three components ought to complement each other and run concurrently. The role of the leader (principal) is central to the management of a school hence the school leader is ultimately responsible for the implementation of this expansive system. Because of the tremendous challenges inherent in IQMS, it is necessary to ascertain the effect of IQMS in schools, in particular on school leadership. In order to undertake this research, I used the quantitative research method in order to engage the questionnaire as a research instrument. The sample consists of schools in four districts of the Gauteng Department of Education (GDE). Former Education Departments according to primary and secondary schools are represented proportionately, based on representation within the GDE. In order to determine the impact of IQMS on school leadership, it was necessary to determine how successful the implementation of IQMS is. It was therefore necessary to quantify respondents’ level of understanding IQMS and to what extent they believe in IQMS. In addition to these factors, it seemed appropriate to include a factor that encompasses school leadership and educator appraisal. The findings of the research were clustered according to the four sections of the questionnaire. Some of these findings were: • A large majority of educators within GDE received training in IQMS. • The quality of the IQMS training was compromised by the brevity of training sessions. • Some of the trainers conducted the training sessions in a mechanical manner. • Districts are ill-prepared to support the implementation and monitoring of the IQMS process. • Educator development is an essential aspect of IQMS as it promotes effective teaching and learning. • Educators do not have sufficient time to serve on DSGs. • Lack of material and human resources inhibits the successful implementation of the IQMS process. Based on the findings of the research, possible strategies are recommended to address certain shortcomings in the implementation of IQMS: • how to improve training initiatives for educators in order to ensure effective implementation of the IQMS process. • the role of district officials with regard to the implementation and monitoring of the IQMS process. • ensuring that stakeholders have a common understanding of all new policies being implemented. • making provision for adequate human resources which is pivotal to the effective implementation of IQMS. , Dr. I.D. Hariparsad Prof. K.C. Moloi
- Full Text:
- Authors: Naidoo, Dawn Evelyn
- Date: 2008-06-24T07:51:10Z
- Subjects: Total quality management in education , School management and organisation , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:9718 , http://hdl.handle.net/10210/712
- Description: The purpose of this research was to investigate the impact of IQMS on school leadership. Based on this, the researcher sought to recommend a management strategy to assist school leadership to cope with the challenges posed by IQMS. The Integrated Quality Management System (IQMS), a national initiative, is essentially associated with the enhancement of teaching and learning. IQMS comprises three components: Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE). The three components ought to complement each other and run concurrently. The role of the leader (principal) is central to the management of a school hence the school leader is ultimately responsible for the implementation of this expansive system. Because of the tremendous challenges inherent in IQMS, it is necessary to ascertain the effect of IQMS in schools, in particular on school leadership. In order to undertake this research, I used the quantitative research method in order to engage the questionnaire as a research instrument. The sample consists of schools in four districts of the Gauteng Department of Education (GDE). Former Education Departments according to primary and secondary schools are represented proportionately, based on representation within the GDE. In order to determine the impact of IQMS on school leadership, it was necessary to determine how successful the implementation of IQMS is. It was therefore necessary to quantify respondents’ level of understanding IQMS and to what extent they believe in IQMS. In addition to these factors, it seemed appropriate to include a factor that encompasses school leadership and educator appraisal. The findings of the research were clustered according to the four sections of the questionnaire. Some of these findings were: • A large majority of educators within GDE received training in IQMS. • The quality of the IQMS training was compromised by the brevity of training sessions. • Some of the trainers conducted the training sessions in a mechanical manner. • Districts are ill-prepared to support the implementation and monitoring of the IQMS process. • Educator development is an essential aspect of IQMS as it promotes effective teaching and learning. • Educators do not have sufficient time to serve on DSGs. • Lack of material and human resources inhibits the successful implementation of the IQMS process. Based on the findings of the research, possible strategies are recommended to address certain shortcomings in the implementation of IQMS: • how to improve training initiatives for educators in order to ensure effective implementation of the IQMS process. • the role of district officials with regard to the implementation and monitoring of the IQMS process. • ensuring that stakeholders have a common understanding of all new policies being implemented. • making provision for adequate human resources which is pivotal to the effective implementation of IQMS. , Dr. I.D. Hariparsad Prof. K.C. Moloi
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