Management implications of teacher self-assessment
- Authors: Mokgojoa, Phillip
- Date: 2012-09-13
- Subjects: Teacher participation in administration - South Africa. , School management and organization - South Africa. , Educational change - South Africa. , Teachers - Self-rating of , Politics and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10362 , http://hdl.handle.net/10210/7724
- Description: M.Ed. , South Africa is entering a period of dramatic change in the way schools are run. New legislation is pointing South Africa strongly in the direction of a new school based system of management. On the other hand, various pilot studies are being conducted in some schools so as to investigate the correct assessment criteria which can be implemented successfully for the improvement of quality education. The problem is that the traditional assessment criteria which has been implemented by principals is being criticised by some teachers unions in such a way that in some black schools, the teachers' workbooks are no longer submitted to the administrators for evaluation. As this study examines the management implications of teacher self-assessment, the majority of teachers agree that the latter is helpful in the identifications of their strengths and weaknesses so that some rectifications of mistakes can be made. In this regard, the purpose of this study is to encourage teachers to participate in the school management so that the standard of education can improve. However, the researcher has discovered that the success of selfassessment depends on the teachers' commitment and honesty. Furthermore, the implementation of self-assessment can be achieved if teachers are satisfied with their needs in the school situation. In this regard, if the school is democratically managed, teachers can be easily motivated to'assess themselves because they are free to express themselves. Additionally, teachers can succeed in assessing themselves if communication and relationship are good among all stakeholders in the school situation. Never-the-less, sound self-assessment requires teachers who are willing to participate and who are capable of using assessment information in planning instructions. In this study, it has been highlighted that although self-assessment is regarded as the best management tool in improving the teachers' teaching skills for better performance, it is not formally and structurally implemented in most schools. Therefore, it is very significant that principals should play a major role in encouraging teachers to implement self-assessment by organising in-service training in which they will be advised how they can succeed in implementing it.
- Full Text:
- Authors: Mokgojoa, Phillip
- Date: 2012-09-13
- Subjects: Teacher participation in administration - South Africa. , School management and organization - South Africa. , Educational change - South Africa. , Teachers - Self-rating of , Politics and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10362 , http://hdl.handle.net/10210/7724
- Description: M.Ed. , South Africa is entering a period of dramatic change in the way schools are run. New legislation is pointing South Africa strongly in the direction of a new school based system of management. On the other hand, various pilot studies are being conducted in some schools so as to investigate the correct assessment criteria which can be implemented successfully for the improvement of quality education. The problem is that the traditional assessment criteria which has been implemented by principals is being criticised by some teachers unions in such a way that in some black schools, the teachers' workbooks are no longer submitted to the administrators for evaluation. As this study examines the management implications of teacher self-assessment, the majority of teachers agree that the latter is helpful in the identifications of their strengths and weaknesses so that some rectifications of mistakes can be made. In this regard, the purpose of this study is to encourage teachers to participate in the school management so that the standard of education can improve. However, the researcher has discovered that the success of selfassessment depends on the teachers' commitment and honesty. Furthermore, the implementation of self-assessment can be achieved if teachers are satisfied with their needs in the school situation. In this regard, if the school is democratically managed, teachers can be easily motivated to'assess themselves because they are free to express themselves. Additionally, teachers can succeed in assessing themselves if communication and relationship are good among all stakeholders in the school situation. Never-the-less, sound self-assessment requires teachers who are willing to participate and who are capable of using assessment information in planning instructions. In this study, it has been highlighted that although self-assessment is regarded as the best management tool in improving the teachers' teaching skills for better performance, it is not formally and structurally implemented in most schools. Therefore, it is very significant that principals should play a major role in encouraging teachers to implement self-assessment by organising in-service training in which they will be advised how they can succeed in implementing it.
- Full Text:
Organisasiekultuur as bestuurstaak by 'n tegniese kollege
- Authors: Aucamp, Nicolaas Kruger
- Date: 2012-08-28
- Subjects: Corporate culture. , Technical institutes - Personnel management. , School management and organization - South Africa. , Community and school - Cross-cultural studies.
- Type: Thesis
- Identifier: uj:3388 , http://hdl.handle.net/10210/6786
- Description: M.Ed. , The establishment and management of organisational culture can be seen as one of the most important management tasks in general, but also in technical colleges in particular. It is essential that the rector and his management team take note of the existence of college culture and manage it effectively. The purpose of this study is firstly to examine the nature and essence of college culture. The following conclusions were made from a literature study: • The rector plays an important roll in the establishment and maintenance of the college culture. • Due to the fixed structure and multi-ethnic composition of the college, subcultures exist. • The culture of a college can change, but it is a tiresome, timely and very expensive process. • In some cases it is not necessary to change the culture totally and a moderate adjustment is sufficient. The second purpose of the study is to examine how multiculturalism influences the culture of the college. Here the following findings are of importance: • The culture of the white staff is dominant at most technical colleges. • The different ethnical groups form subcultures which should be accommodated in one or another way. The empirical section as described in chapter four, is designed to determine the staff's experience of the college culture, as well as the rector's involvement in college culture. It consisted of a questionnaire which was completed by 363 lecturers and management staff members. A scientific analysis of the research results provided useful information from which certain conclusions and recommendations were made. Lastly, guidelines were designed which could be used to develop a strong organisational culture at technical colleges. With sufficient knowledge of the above the rector and management could use college culture as a convenient management instrument.
- Full Text:
- Authors: Aucamp, Nicolaas Kruger
- Date: 2012-08-28
- Subjects: Corporate culture. , Technical institutes - Personnel management. , School management and organization - South Africa. , Community and school - Cross-cultural studies.
- Type: Thesis
- Identifier: uj:3388 , http://hdl.handle.net/10210/6786
- Description: M.Ed. , The establishment and management of organisational culture can be seen as one of the most important management tasks in general, but also in technical colleges in particular. It is essential that the rector and his management team take note of the existence of college culture and manage it effectively. The purpose of this study is firstly to examine the nature and essence of college culture. The following conclusions were made from a literature study: • The rector plays an important roll in the establishment and maintenance of the college culture. • Due to the fixed structure and multi-ethnic composition of the college, subcultures exist. • The culture of a college can change, but it is a tiresome, timely and very expensive process. • In some cases it is not necessary to change the culture totally and a moderate adjustment is sufficient. The second purpose of the study is to examine how multiculturalism influences the culture of the college. Here the following findings are of importance: • The culture of the white staff is dominant at most technical colleges. • The different ethnical groups form subcultures which should be accommodated in one or another way. The empirical section as described in chapter four, is designed to determine the staff's experience of the college culture, as well as the rector's involvement in college culture. It consisted of a questionnaire which was completed by 363 lecturers and management staff members. A scientific analysis of the research results provided useful information from which certain conclusions and recommendations were made. Lastly, guidelines were designed which could be used to develop a strong organisational culture at technical colleges. With sufficient knowledge of the above the rector and management could use college culture as a convenient management instrument.
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Norms and values as an aspect of school culture : implication for school effectiveness
- Authors: Pieterse, Jan-Albert.
- Date: 2012-08-16
- Subjects: Values. , Social norms. , Community and school - South Africa. , School management and organization - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:2570 , http://hdl.handle.net/10210/6021
- Description: M.Ed. , South Africa is currently undergoing transformation in general, and particularly in education. Educators are aware of the aspirations entertained in many hearts that could contribute towards a dispensation that will provide competitive opportunity and productivity through effective schools. There is a vision shared by all races of South Africa in which the quality of life will improve, with diversity not leading to divisiveness. There is a realisation that continuous, effectively implemented education can help make this a better nation (Henning, 1998:4). Education is crucial to South Africa's future growth, development and the upliftment of its people. A good education system should produce the skills the industrialising economy needs, the society that is wanted and the responsible citizens upon which our new democracy will depend (RSA 1996:1). Since the new dispensation, a number of acts have been passed, policies developed and frameworks put in place. The endless meetings, workshops, intervention programmes - though justifiable as they may be - must eventually lead to quality education service as expected by the majority (Communication Directorate, 1998:3). However, it has become increasingly difficult for the ordinary person to identify any change or quality effective education service. Something must be done. Policies on their own are not going to change things but commitment, dedication, preparedness and change of mindset are cornerstones for any change and excellence (Communication Directorate, 1998:3). Many learners are simply not prepared for work at their various levels and are misled into believing that they are. Thousands of grade twelve learners enter examination rooms at the end of the year without such basic knowledge as where to find the alimentary canal (Calitz, 1998:3). Many educators are simply not doing their work. It seems that character education with "core ethical values" such as respect, hard work, responsibility, trustworthiness, fairness and caring does not exist (Huffman, 1994:vi). Newspaper headlines seem to bear this out: "Seksonnie kom weg met net boetes" (Anon,1999:5), "Dwelmklopjagte kom binnekort by skole" (Anon,1999:4), "The tiny gift that caused a big problem" (Sunday Times, 3 October 1999:3). There is no instant solution to the problem and a tremendous effort will be required just to stop the decline and then to bring about a gradual improvement. It is not good enough to merely pay lip service to the idea: it should be realised that the magnitude of the effort, which is required, is perhaps bigger than anyone can envisage (Calitz, 1998:3). The present situation is merely a symptom of an underlying malaise. It is clear that the contemporary society suffers severe social and moral problems such as the deterioration of civility, the breakdown of sexual morality, drug and alcohol abuse, physical abuse, and an epidemic of violence. And, as typically the case, society's problems are most visibly reflected in its youth (Huffman, 1994:v). In response to these moral danger signs, interest in character education is steadily building. Character education is the best hope for addressing a wide range of academic and behaviour problems amongst both educators and learners (Huffman, 1994:vi). Having introduced the problem that this research hopes to clarify it seems pertinent to now state the research problem clearly.
- Full Text:
- Authors: Pieterse, Jan-Albert.
- Date: 2012-08-16
- Subjects: Values. , Social norms. , Community and school - South Africa. , School management and organization - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:2570 , http://hdl.handle.net/10210/6021
- Description: M.Ed. , South Africa is currently undergoing transformation in general, and particularly in education. Educators are aware of the aspirations entertained in many hearts that could contribute towards a dispensation that will provide competitive opportunity and productivity through effective schools. There is a vision shared by all races of South Africa in which the quality of life will improve, with diversity not leading to divisiveness. There is a realisation that continuous, effectively implemented education can help make this a better nation (Henning, 1998:4). Education is crucial to South Africa's future growth, development and the upliftment of its people. A good education system should produce the skills the industrialising economy needs, the society that is wanted and the responsible citizens upon which our new democracy will depend (RSA 1996:1). Since the new dispensation, a number of acts have been passed, policies developed and frameworks put in place. The endless meetings, workshops, intervention programmes - though justifiable as they may be - must eventually lead to quality education service as expected by the majority (Communication Directorate, 1998:3). However, it has become increasingly difficult for the ordinary person to identify any change or quality effective education service. Something must be done. Policies on their own are not going to change things but commitment, dedication, preparedness and change of mindset are cornerstones for any change and excellence (Communication Directorate, 1998:3). Many learners are simply not prepared for work at their various levels and are misled into believing that they are. Thousands of grade twelve learners enter examination rooms at the end of the year without such basic knowledge as where to find the alimentary canal (Calitz, 1998:3). Many educators are simply not doing their work. It seems that character education with "core ethical values" such as respect, hard work, responsibility, trustworthiness, fairness and caring does not exist (Huffman, 1994:vi). Newspaper headlines seem to bear this out: "Seksonnie kom weg met net boetes" (Anon,1999:5), "Dwelmklopjagte kom binnekort by skole" (Anon,1999:4), "The tiny gift that caused a big problem" (Sunday Times, 3 October 1999:3). There is no instant solution to the problem and a tremendous effort will be required just to stop the decline and then to bring about a gradual improvement. It is not good enough to merely pay lip service to the idea: it should be realised that the magnitude of the effort, which is required, is perhaps bigger than anyone can envisage (Calitz, 1998:3). The present situation is merely a symptom of an underlying malaise. It is clear that the contemporary society suffers severe social and moral problems such as the deterioration of civility, the breakdown of sexual morality, drug and alcohol abuse, physical abuse, and an epidemic of violence. And, as typically the case, society's problems are most visibly reflected in its youth (Huffman, 1994:v). In response to these moral danger signs, interest in character education is steadily building. Character education is the best hope for addressing a wide range of academic and behaviour problems amongst both educators and learners (Huffman, 1994:vi). Having introduced the problem that this research hopes to clarify it seems pertinent to now state the research problem clearly.
- Full Text:
Education Management Development in schools and districts that support reflexive
- Authors: Parsard, Nishana Beharie.
- Date: 2012-08-14
- Subjects: School management and organization - South Africa. , Curriculum planning - South Africa. , Curriculum change - South Africa.
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/375743 , uj:9244 , http://hdl.handle.net/10210/5691
- Description: D.Ed. , South African education policy identities curriculum delivery as the core process in education and INSET, EMD (Education Management and Development) and enabling functions as the strategic levers for curriculum delivery (Employment of Educators Act 76 of 1998, PAM Chap A, paragraph 4, 3C-15). With regard to EMD, the strategic lever which is the focus of this research, the EMD curriculum delivery nexus prompts the need to examine those curriculum and education management and development theories, practices,_structures,-policies-and-their-interrelationships-that-will-drivesupport- -and complement the 'core process' in South African education. Since 1994 to date, educational transformation broadly and curriculum change and development, specifically, has been predominantly characterised by education policy formulation rather than education policy implementation. There is concern that the state of readiness at the site of implementation has not been comprehensively gauged. et al (In Chisholm Karlsson, 2000:2) claims that despite 'the establishment of sound legal and regulatory frameworks to facilitate the process of change, it is at the level of policy implementation - that is, at the school level - that the major crisis points appear to be'. The 2000 Curriculum Review Committee, commissioned by the National Minister, makes similar findings and outlines some of the major challenges in implementing new curriculum policy frameworks. Where supportive legal and regulatory frameworks have not been effectively responsive to the inhibiting factors at the site of implementation - school level - this could have been avoided had the implementation landscape informed the facilitating frameworks at the outset. A key objective of the research was to elicit the perceptions, by means of a questionnaire, that school education managers (Principals and SMTs) and school educators (non-SMT members) have of the school's internal organisational and management arrangements and particularly the EMD role that the SMT plays to support curriculum change, development and delivery, and the nature, quality and impact of the support that district officials contribute to the school's curriculum change development and delivery processes. Broad foci of this investigation included consultative strategic policy planning, implementation and support approaches at the district-school interface, specifically, consultative curriculum and organisational change management and support strategies and key partnering, incentive and feedback strategies both within and between the two levels of curriculum delivery. Aspects that impact on effective policy implementation and curriculum delivery, such as performance monitoring, capacity building, quality support and district-school organisational alignment at the interface, are also considered. Generally low factor mean scores - illustrating readings at the neither disagree nor agree i.e. 3 on the Likert scale - were acquired with regard to district-school alignment of action plans and district support. This indicates that the strategic levers/ processes, namely education management and development and INSET, has not been adequately developed to facilitate effective curriculum change, development and delivery. Thus the research problem as identified in paragraph three. Findings from focus group interviews, conducted with district officials and triangulated with the questionnaire and literature survey findings, related largely to the internal district dynamics and processes and the quality of district support at the district-school interface. The ultimate aim of the research was concerned with informing an EMD theoretical orientation and practical framework that support reflexive curriculum change, development and delivery. The research draws attention to perspectives, emanating from both the literature survey and the research findings of the kinds of interactive curricular and organisational practices that could support effective curriculum delivery at the district-school interface. Practices that emphasise district-school performance alignment, whole school development, and structures and processes that provide opportunities for dialogue, mentoring, coaching and support in managing the curriculum were all recommended for bridging the theory-policy-practice divide.
- Full Text:
- Authors: Parsard, Nishana Beharie.
- Date: 2012-08-14
- Subjects: School management and organization - South Africa. , Curriculum planning - South Africa. , Curriculum change - South Africa.
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/375743 , uj:9244 , http://hdl.handle.net/10210/5691
- Description: D.Ed. , South African education policy identities curriculum delivery as the core process in education and INSET, EMD (Education Management and Development) and enabling functions as the strategic levers for curriculum delivery (Employment of Educators Act 76 of 1998, PAM Chap A, paragraph 4, 3C-15). With regard to EMD, the strategic lever which is the focus of this research, the EMD curriculum delivery nexus prompts the need to examine those curriculum and education management and development theories, practices,_structures,-policies-and-their-interrelationships-that-will-drivesupport- -and complement the 'core process' in South African education. Since 1994 to date, educational transformation broadly and curriculum change and development, specifically, has been predominantly characterised by education policy formulation rather than education policy implementation. There is concern that the state of readiness at the site of implementation has not been comprehensively gauged. et al (In Chisholm Karlsson, 2000:2) claims that despite 'the establishment of sound legal and regulatory frameworks to facilitate the process of change, it is at the level of policy implementation - that is, at the school level - that the major crisis points appear to be'. The 2000 Curriculum Review Committee, commissioned by the National Minister, makes similar findings and outlines some of the major challenges in implementing new curriculum policy frameworks. Where supportive legal and regulatory frameworks have not been effectively responsive to the inhibiting factors at the site of implementation - school level - this could have been avoided had the implementation landscape informed the facilitating frameworks at the outset. A key objective of the research was to elicit the perceptions, by means of a questionnaire, that school education managers (Principals and SMTs) and school educators (non-SMT members) have of the school's internal organisational and management arrangements and particularly the EMD role that the SMT plays to support curriculum change, development and delivery, and the nature, quality and impact of the support that district officials contribute to the school's curriculum change development and delivery processes. Broad foci of this investigation included consultative strategic policy planning, implementation and support approaches at the district-school interface, specifically, consultative curriculum and organisational change management and support strategies and key partnering, incentive and feedback strategies both within and between the two levels of curriculum delivery. Aspects that impact on effective policy implementation and curriculum delivery, such as performance monitoring, capacity building, quality support and district-school organisational alignment at the interface, are also considered. Generally low factor mean scores - illustrating readings at the neither disagree nor agree i.e. 3 on the Likert scale - were acquired with regard to district-school alignment of action plans and district support. This indicates that the strategic levers/ processes, namely education management and development and INSET, has not been adequately developed to facilitate effective curriculum change, development and delivery. Thus the research problem as identified in paragraph three. Findings from focus group interviews, conducted with district officials and triangulated with the questionnaire and literature survey findings, related largely to the internal district dynamics and processes and the quality of district support at the district-school interface. The ultimate aim of the research was concerned with informing an EMD theoretical orientation and practical framework that support reflexive curriculum change, development and delivery. The research draws attention to perspectives, emanating from both the literature survey and the research findings of the kinds of interactive curricular and organisational practices that could support effective curriculum delivery at the district-school interface. Practices that emphasise district-school performance alignment, whole school development, and structures and processes that provide opportunities for dialogue, mentoring, coaching and support in managing the curriculum were all recommended for bridging the theory-policy-practice divide.
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Rules as an aspect of order and discipline : implication for the management of teacher competence
- Authors: Badat, Nuzma
- Date: 2012-08-28
- Subjects: Classroom management. , School discipline - South Africa. , Teachers - Rating of - South Africa. , School management and organization - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:3376 , http://hdl.handle.net/10210/6775
- Description: M.Ed. , This study forms part of a greater , ongoing research project concerning teacher competence and its assessment undertaken by the Department of Educational Management of the Rand Afrikaans University. The project focuses on researching teacher opinion on teacher competence identified by the initial research. Eight key areas had been found to be vital to teacher competence and these areas will be researched by a number of groups. The following are the factors of teacher competence identified by the initial research: • The learning environment • Professional commitment • Order and discipline • Educational foundation • Teacher reflection • Co-operative ability • Effectiveness • Leadership This mini-dissertation focuses on the aspect: The use of rules in maintaining order and discipline and its role in the management of teacher competence. The general aim of this research project is to: • investigate the composition of teacher competence and how these aspects can enhance teaching effectiveness. In order to achieve this general aim the group dealing with order and discipline will: • investigate the components of order and discipline and how this can enhance teacher competence. As a member of the group dealing with order and discipline it is the specific aim of this study to: • determine the contribution of rules towards maintaining order and discipline. • to obtain teacher opinion as to the extent which teachers use rules to enhance order and discipline. • devise a strategy whereby rules can serve as an aid to order and discipline to enhance teacher competence and improve teaching effectiveness.
- Full Text:
- Authors: Badat, Nuzma
- Date: 2012-08-28
- Subjects: Classroom management. , School discipline - South Africa. , Teachers - Rating of - South Africa. , School management and organization - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:3376 , http://hdl.handle.net/10210/6775
- Description: M.Ed. , This study forms part of a greater , ongoing research project concerning teacher competence and its assessment undertaken by the Department of Educational Management of the Rand Afrikaans University. The project focuses on researching teacher opinion on teacher competence identified by the initial research. Eight key areas had been found to be vital to teacher competence and these areas will be researched by a number of groups. The following are the factors of teacher competence identified by the initial research: • The learning environment • Professional commitment • Order and discipline • Educational foundation • Teacher reflection • Co-operative ability • Effectiveness • Leadership This mini-dissertation focuses on the aspect: The use of rules in maintaining order and discipline and its role in the management of teacher competence. The general aim of this research project is to: • investigate the composition of teacher competence and how these aspects can enhance teaching effectiveness. In order to achieve this general aim the group dealing with order and discipline will: • investigate the components of order and discipline and how this can enhance teacher competence. As a member of the group dealing with order and discipline it is the specific aim of this study to: • determine the contribution of rules towards maintaining order and discipline. • to obtain teacher opinion as to the extent which teachers use rules to enhance order and discipline. • devise a strategy whereby rules can serve as an aid to order and discipline to enhance teacher competence and improve teaching effectiveness.
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The perceptions of educators on open democratic management in schools with diverse academic achievements
- Authors: Makinta, Matsholo Rosina.
- Date: 2012-08-16
- Subjects: School management and organization - South Africa. , Academic achievement - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:2572 , http://hdl.handle.net/10210/6023
- Description: M.Ed. , The decline in the senior certificate examination (SCE) results has been an ongoing phenomenon for the past five years in South Africa. Many studies and newspaper reports (Sowetan, 1997:3) concerning the poor pass rate reflect the need to compare the perceptions of educators on open democratic management as an aspect of school effectiveness. The poor pass rate in the senior certificate examination may be the result of numerous things, such as, the management style of the principal, incompetence of educators due to poor qualifications and lack of specialisation, learners unwillingness to learn, lack of involvement of parents in the education of their children or lack of funds by the State. Again, this phenomenon may be the result of the shift from the old content-based education into the new paradigm of outcomes-based education (OBE). Therefore, the purpose of this research is to investigate the nature of open democratic management as an aspect of school effectiveness, compare the perceptions of educators on open democratic management and to provide guidelines for differently achieving schools to possibly improve the senior certificate examination results. In this chapter, the background of the research problem is briefly explained and the aims, research methodology and program of the dissertation described.
- Full Text:
- Authors: Makinta, Matsholo Rosina.
- Date: 2012-08-16
- Subjects: School management and organization - South Africa. , Academic achievement - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:2572 , http://hdl.handle.net/10210/6023
- Description: M.Ed. , The decline in the senior certificate examination (SCE) results has been an ongoing phenomenon for the past five years in South Africa. Many studies and newspaper reports (Sowetan, 1997:3) concerning the poor pass rate reflect the need to compare the perceptions of educators on open democratic management as an aspect of school effectiveness. The poor pass rate in the senior certificate examination may be the result of numerous things, such as, the management style of the principal, incompetence of educators due to poor qualifications and lack of specialisation, learners unwillingness to learn, lack of involvement of parents in the education of their children or lack of funds by the State. Again, this phenomenon may be the result of the shift from the old content-based education into the new paradigm of outcomes-based education (OBE). Therefore, the purpose of this research is to investigate the nature of open democratic management as an aspect of school effectiveness, compare the perceptions of educators on open democratic management and to provide guidelines for differently achieving schools to possibly improve the senior certificate examination results. In this chapter, the background of the research problem is briefly explained and the aims, research methodology and program of the dissertation described.
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Democracy as an aspect of managerial communication in the development and training of principals
- Authors: Fortuin, Kenneth Gavin
- Date: 2012-08-14
- Subjects: School management and organization - South Africa. , Communication in management - South Africa , School principals - South Africa. , School principals - Training of - South Africa.
- Type: Thesis
- Identifier: uj:9211 , http://hdl.handle.net/10210/5660
- Description: D.Ed. , The Republic of South Africa has had a democratic Constitution since 1996 (RSA, 1996 (a)). All other laws must be in accordance with the Constitution since it is the highest law in the country. Important values in which South Africa as a democratic state is based are contained in the Constitution. These values and principles, which take into account democratic school governance, include: Human dignity, the achievement of equality and the advancement of human rights and freedom. Non-racialism and non-sexism.The rule of law applies, in other words, the Constitution and other laws as enforced by the Courts have higher authority than Parliament or the Government. All adults must be able to vote and there must be regular elections, a multi-party system of democratic government, accountability and openness (Potgieter, Visser, Van der Bank, Mothata & Squelch, 1997:5). The Constitution takes cognisance of the fact that all South African citizens have the right to basic education (RSA, 1996a:14). The Constitution also requires that school education must be transformed and democratised so that the aforementioned four values and principles are enshrined in the democratisation of education. The installation of a democratically elected Government has transformedy of the fundamental policies in respect of education. Over time this policy changes must have effects at the level of practice and effect every institution and individual involved in the education system. These developments will have a profound effect on the formal education system at every level and must consequently impact on the structure and forms of management in the evolution of a democratic system.A serious challenge lies ahead for the management and administration of the education system of the future. Educationists at every level of the management process must therefore understand the underlying values and principles which are set out in the policy perspectives of government. By the end of 1997, all schools should have implemented school-based decision-making. Local school governing bodies would be responsible for the way in which the schools are being managed and controlled. The fundamental challenge to all those in education, and especially those at school level, is the ability to organise schools so that the potential for the development of a culture of learning and teaching (COLTS) is reintroduced (Godden, Buckland, Coombe, Dladla, Madisha, Mahanjana, Thurlow, Ngcongo & McLennan: 1996:19). The real challenge that schools face is that of change in order to meet the needs of a new developing demoCracy and how schools should be managed. Changing management to manage change is the essential challenge to bring about democratic education. However, it is always easier to design policies than to implement them and to date the changes have been laboriously slow.
- Full Text:
- Authors: Fortuin, Kenneth Gavin
- Date: 2012-08-14
- Subjects: School management and organization - South Africa. , Communication in management - South Africa , School principals - South Africa. , School principals - Training of - South Africa.
- Type: Thesis
- Identifier: uj:9211 , http://hdl.handle.net/10210/5660
- Description: D.Ed. , The Republic of South Africa has had a democratic Constitution since 1996 (RSA, 1996 (a)). All other laws must be in accordance with the Constitution since it is the highest law in the country. Important values in which South Africa as a democratic state is based are contained in the Constitution. These values and principles, which take into account democratic school governance, include: Human dignity, the achievement of equality and the advancement of human rights and freedom. Non-racialism and non-sexism.The rule of law applies, in other words, the Constitution and other laws as enforced by the Courts have higher authority than Parliament or the Government. All adults must be able to vote and there must be regular elections, a multi-party system of democratic government, accountability and openness (Potgieter, Visser, Van der Bank, Mothata & Squelch, 1997:5). The Constitution takes cognisance of the fact that all South African citizens have the right to basic education (RSA, 1996a:14). The Constitution also requires that school education must be transformed and democratised so that the aforementioned four values and principles are enshrined in the democratisation of education. The installation of a democratically elected Government has transformedy of the fundamental policies in respect of education. Over time this policy changes must have effects at the level of practice and effect every institution and individual involved in the education system. These developments will have a profound effect on the formal education system at every level and must consequently impact on the structure and forms of management in the evolution of a democratic system.A serious challenge lies ahead for the management and administration of the education system of the future. Educationists at every level of the management process must therefore understand the underlying values and principles which are set out in the policy perspectives of government. By the end of 1997, all schools should have implemented school-based decision-making. Local school governing bodies would be responsible for the way in which the schools are being managed and controlled. The fundamental challenge to all those in education, and especially those at school level, is the ability to organise schools so that the potential for the development of a culture of learning and teaching (COLTS) is reintroduced (Godden, Buckland, Coombe, Dladla, Madisha, Mahanjana, Thurlow, Ngcongo & McLennan: 1996:19). The real challenge that schools face is that of change in order to meet the needs of a new developing demoCracy and how schools should be managed. Changing management to manage change is the essential challenge to bring about democratic education. However, it is always easier to design policies than to implement them and to date the changes have been laboriously slow.
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Governance of learners in public schools
- Authors: Nkosi, Nompumelelo Edith
- Date: 2012-08-20
- Subjects: School boards - South Africa. , School management and organization - South Africa. , Public schools - South Africa - Administration.
- Type: Mini-Dissertation
- Identifier: uj:2846 , http://hdl.handle.net/10210/6280
- Description: M.Ed. , The aims of this research are to: • clarify the concepts: "governance", "learner' and "public school" • reveal the essence of learner governance • probe the specific learner governance problems in the following three categories of schools: 1. Education Action Zone (EAZ) schools or similar schools 2. Poorly performing schools 3. Ex-model C schools or similar schools • determine guidelines for effective learner governance.
- Full Text:
- Authors: Nkosi, Nompumelelo Edith
- Date: 2012-08-20
- Subjects: School boards - South Africa. , School management and organization - South Africa. , Public schools - South Africa - Administration.
- Type: Mini-Dissertation
- Identifier: uj:2846 , http://hdl.handle.net/10210/6280
- Description: M.Ed. , The aims of this research are to: • clarify the concepts: "governance", "learner' and "public school" • reveal the essence of learner governance • probe the specific learner governance problems in the following three categories of schools: 1. Education Action Zone (EAZ) schools or similar schools 2. Poorly performing schools 3. Ex-model C schools or similar schools • determine guidelines for effective learner governance.
- Full Text:
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