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Gavron, Michele. "The contradictions and contestations in policy production and elaboration of policy for the training of tourist guides in South Africa." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/3652.
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Lebovits, Hannah Y. "PEOPLE, PLACE, PROCESS: UNPACKING LOCAL EFFORTS TO PRODUCE SOCIAL SUSTAINABILITY." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1610463733360939.
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Neku, Ruby Junior Ntombinini. "Towards a model for social welfare policy formulation in KwaZulu." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/14372.
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Bibliography: leaves 105-111.The study set out to establish the extent to which the needs of Community's were taken into consideration in the formulation of Social Welfare Policy. The Structure in the Government service is such that Policy's are formulated by top management. Top management in the Government Service is constituted by the Ministry. When the KwaZulu Legislative Assembly sits the Minister at one of these sessions delivers the policy speech. This policy is disseminated to the Community through the Department's Secretary by the Civil Servants. As Social Workers are concerned in their delivery of Social Welfare Services about minimising problematic situations, the study will examine the role played by Social Workers in the formulation of Social Welfare Policy. The involvement of Social Workers in policy formulation is seen as a helpful tool in enabling them to play the advocacy role. Their contribution would enable the policy formulation to have an idea about issues that policy must address.
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Latief, Shahnaz. "Time and school learning." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7948.
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Bibliography: leaves 67-71.This study, conducted at Poor Man's Friend Secondary School (fictitious name), describes the use of Time Tabled School time. In fact, it quantifies the Time spent on Instruction and relates it to Learner Engagement-rates. Cumulatively, these variables impact on Learner Outcomes.
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Muthama, Evelyn Loko. "Looking at schools through a professional learning community lens : a comparison of leadership and management practices at two secondary schools." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11028.
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Includes bibliographical references (leaves 82-87).This study compares the association between leadership and management practices and teacher practices in two secondary schools. The schools are similar with regard to socioeconomic background but different with regard to learner achievement in grade twelve science examination results. I identify the extent to which leadership and management practices nurture the development of a Professional Learning Community (PLC). The data comprised transcripts of semi structured interviews, notes from observation of interactions between staff and documents pertaining to meetings. I chose a double case study approach in order to analyse and compare the practices in the two schools.
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Molteno, Alexander. "The effect of LoLT on learner performance in disadvantaged schools in the Western Cape." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25427.
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The research investigated the differential effect of language of teaching and learning (LoLT) on learner performance in relation to learners' first language (L1) (isiXhosa) compared to their second language (L2) (English) by researching a sample of comparable primary schools that followed one of two LoLT models; either: • An early-exit transitional LoLT model, which employed isiXhosa as LoLT until Grade 4, where a transition to English LoLT occurred; or • A straight-for-English LoLT model, which made use of English as LoLT from Grade 1 and throughout all grades. The research was conducted in two parts, A and B. Part A indicated which LoLT model was associated with higher learner performance, and Part B determined the extent to which Part A's findings reflected LoLT model implementation, as well as the ways in which this implementation affected performance. Part A quantitatively compared the performance of 14 714 (average dataset size) learners in 2012 and 2015 Western Cape Education Department (WCED) Systemic Testing of Language and Mathematics from 135 (average dataset size) National Quintile (NQ) 1–3 schools which followed different LoLT models cross-sectionally and longitudinally. Comparisons drawn by the research were tested for statistical significance. Part A found that: • Grade 3 learners in L1 LoLT contexts performed better than Grade 3 learners in L2 LoLT contexts. • The performance of learners in the early-exit transitional model of LoLT declined after the point of transition to L2. • Learners who had had more years of exposure to L2 LoLT performed better in Grade 6 when taught and assessed in the language than learners who had had fewer years' exposure to the language as LoLT. Part B qualitatively studied a sample of 5 schools from Part A identified from each of the LoLT models, visiting them to investigate how LoLT model implementation affected learner performance. 11 teachers were surveyed using comparative rating scale response item questionnaires and 14 teachers as well as members of school management were interviewed using structured interview schedules. Part B found that: • Particularly where English was LoLT, the greatest challenge was teachers' and learners' inability to use the LoLT in order to teach and learn. • Teachers and learners typically employed mixed-language-use practices to communicate during lessons that deviated from the LoLT, constituting LoLT non-implementation to the extent that LoLT descriptors were inaccurate. • Schools designated as following a straight-for-English model were unintentionally implementing a rough dual-medium (two-way immersion) LoLT model which outperformed schools following an early-exit transitional LoLT model by Grade 6. • The transition of LoLT from L1 to L2 at Grade 4 in early-exit transitional models was non-conducive to educational outcomes from the point of transition onwards. The research concluded that a dual-medium late-exit transitional LoLT model with gradually increasing L2 LoLT/gradually decreasing L1 LoLT use from Grade 1 up to the point of transition should be advocated for. From the point of transition, the L2 beshould used as sole LoLT for the rest of schooling , while the L1 should be taught as a subject during this time.
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Penduka, Mamthembu Mamachele. "Differentiation in higher education : a case study of Lesotho." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20628.
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Differentiation has become a crucial policy driver in higher education systems that attempts to respond to global pressures for a highly skilled labour force, employ new technologies and adapt to unpredictable or volatile global product markets and rapid technological change. In order to be globally competitive, nations have to place knowledge production, accumulation, transfer and application at the centre of their national development strategies. This study investigates the case of Lesotho, a relatively small African country with a colonial past that has left a lasting imprint, both enabling and constraining, on many aspects of its education system. The aim of this explanatory case study was to identify differentiating trends within Lesotho's higher education system, focusing on two institutional types: the polytechnic and the university. These institutions were investigated at both institutional and programme level. The research question was "How differentiated is the polytechnic-university binary division in the public sector higher education system in Lesotho?" The sample for the study comprised two schools and two faculties at the polytechnic and the university respectively. One programme under each school or faculty was investigated.
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Hanekom, Laurene. "Organisational barriers to women's equal representation in secondary school principal posts in the Wynberg Region of the Western Cape Education Department." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3653.
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Homadzi, Joseph Atsu. "The applicability of the school effectiveness and school improvement approaches to school reform in Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3654.
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Yende-Mthethwa, Josephine. "Perceptions of curriculum 2005 : grade one primary teachers in twenty-eight Cape Town schools." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/18040.
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Includes bibliography.This study looks at teachers' perceptions of Curriculum 2005, in order (i) to understand how a group of Grade One teachers, in the Cape Town region, are reacting to the introduction of an outcomes-based-system, and (ii) to make sense of where their understandings might come from. The study holds significance because it helps to shed light on the reality of policy implementation, and the importance of the teacher in the process of policy-making and policy implementation. The study explores the patterns of teachers' thoughts within a variety of diverse school contexts. This diversity is assessed through the use of a detailed questionnaire, in-depth interviews and site visits. Forty-one Grade One teacher's perceptions of Curriculum 2005 were studied. This process involved the use of Grounded Theory principles, which guided the data collection process and analysis procedure. The outcome of this approach led to the formulation of a model, which outlines the process of understanding the personal (internal) and social (external) factors, which affect the development of teachers' perceptions towards change. The study suggests that there are three main categories of perceptions of Curriculum 2005 that teachers fall into, although each category is dynamic. Within each category both internal and external factors affect the development of teachers' perceptions of educational change. The analysis shows that within and between each category the factors of age and experience play a role in the way teachers come by their teacher knowledge and develop their teaching practice. The study also reveals the dynamic nature of teachers' understanding, consciousness and perceptions of Curriculum 2005, and seeks to show how dependent these are on a variety of internal and external factors. The development of perceptions is both a process and a product within the minds of individuals. The findings of the research suggest that both personal and -social dynamics play a major role in the development of teacher knowledge and teaching practice. The study seeks to emphasise that there is need to recognise and promote the professional development of teachers, and to achieve this there is a need to understand teachers in the process of educational change. It is suggested that each school context generates different dynamics, and in order to address the question of change it is also necessary to address the specific position of teachers within the school. At the same time the study emphasises the need to bridge the gaps between policy-making and policy implementation.
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Malone, Todd Sarti. "What do you mean by 'learner-centred'?" Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/3647.
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Ghartey, Seth Baisie. "An investigation into the micropolitics of the South African Schools Act : a case study of a school in the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9717.
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Includes bibliographical references.The apartheid system of government in South Africa created undemocratic governing structures, inequity and inequality in the country's education system, as were evident in the pattern of school organisation, governance and funding (Hunter Commission Report, 1995: 1). This situation led to the emergence of a series of policy documents following the election of a democratic government in 1994, leading to the birth of the South African Schools Act (the SASA) (No. 84 of 1996), in November 1996.
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Maedza, Marcos Tlhaloso. "Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/9730.
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Includes bibliographical references.The aim of this study was to research top-management, teachers' and students' perceptions of success and reasons for the success of their school in two senior secondary schools identified as successful in Botswana. Interviews of these participants correlate across students, teachers, school heads and deputy heads in respect of their perceptions of the reasons for their schools' success. Important are the pedagogical and social climate of the school and how they are expressed in the daily work of the school. These factors are: the school head's leadership and expectations, teacher involvement in school policy; forms and content of teacher co-operation; teacher expectations on, and attitudes to student capacity; teaching organisation and content; press for academic success; community involvement and social relations in the school. Governments and schools need knowledge and skills about school improvement and this research attempts to contribute research-based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of school effectiveness and management of change research. Factors that seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. It is argued that generic school improvement characteristics and processes take on different meanings in practice, and these meanings are shaped by a school's response to the particular circumstances and challenges of its environment. In turn, this response has implications for the way school improvement programmes are developed and for the role and contribution of the stakeholders to educational change. The study concludes with an outline of possible school effectiveness factors common to those identified in the international literature, those factors specific to Botswana context, and offers further research and policy recommendations.
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Sabata, Siyabulela. "Legitimacy, traditional institutions and school governance : a case study of an eastern district." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10779.
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Includes bibliographical references (leaves 74-77).Following South Africa's democratization in 1994, the country has undergone significant transformation in virtually all spheres of life. In the rural local governance arena this transformation has been characterized by tensions and contradictions arising from uncertainties about structures of local governance. In post apartheid South Africa we have a situation which may be described as having two bulls in one kraal i.e. traditional authorities and newly elected democratic councillors sharing the responsibility of government. The presence of these two centres of power at the local level serves as basis for conflictual relationships and competing discourses and this impact badly on service delivery. While the current legislation on rural local governance is rich in issues pertaining to redress and equity, the reality on the ground is that rural-urban inequalities are perpetuated. This research seeks to offer insights into this situation.The study focuses on the role of traditional institutions in rural development and more specifically in school governance in rural communities. In the case of schools, traditional authorities and school governing bodies represent these competing discourses. During the apartheid period traditional authorities were directly involved in schooling and they were part of school governance, working hand in glove with school communities. This relationship was redefined in 1994 and consequently traditional authorities were excluded from schooling. The aim of this study is to investigate the consequences of the exclusion of this institution from school governance by comparing ways in which governing structures operated and impacted on education practices before and after 1994. The study is therefore trying to answer the question: What were the advantages and disadvantages of the involvement of the Qwebe-qwebe traditional authority in schools under its jurisdiction before 1994 and what was the significance of its exclusion after 1996? The study draws on Ray's concepts of shared and divided legitimacy to conceptualize shifts in the role of traditional authorities in relation to school governance before and after 1994. This is a qualitative case study. Most of the data were collected through interviews. The data was analyzed in order to foreground the relationship between the legitimacy of the modem state and that of traditional leaders in relation to school governance functions. The study concludes that traditional leaders fulfilled a number of functions that supported schools before 1994. New state structures have not been able to take on these functions effectively. As traditional leaders are competing with new government structures for legitimacy and support this competition further undermines the effectiveness of these structures.
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Singh, Marcina. "Engendering discipline : perceptions and practices of students and teachers in a secondary school in South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10780.
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Includes bibliographical references (leaves 97-106).This thesis aimed to investigate whether there is a gender bias in the way teachers discipline boys and girls. The study was conducted in an affluent school in Cape Town and consisted of 113 participants, 97 students (48 boys and 49 girls) and 16 teachers and staff (6 males and 10 females). The data showed that although teachers assume they are being gender neutral in the way they respond to misdemeanors committed by boys and girls, in reality, this is not the case. However, even though the biases of the teachers are largely unconscious, the students were very much aware of the biased nature of the teachers. The data also revealed that male and female teachers react and respond differently when they discipline boys and girls and that male teachers focus more on serious offenses whereas female teachers focused on the less serious offenses.
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Malambane, Mokgweetsi. "An assessment of Botswana teacher in-service." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9769.
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Bibliography: leaves 79-83.The importance of In-service training in Botswana's education system cannot be overemphasised. The formulation of an in-service policy and deployment of resources in the support of the policy, is testimony of the government's commitment to the in-service work. In-service is highly regarded in the education system because, it is hoped that it will transform the practice of serving teachers. The implementation of policy, however, is always a complex matter. The purpose behind this research study was to investigate how the policy on in-service was understood and represented by trainers in the field of practice. This study arises from the fact that policy analysis is an area that has been overlooked in the study of in-service work. The literature on in-service, in the developing world, has ably dealt with mechanics of policy implementation, with a strong bias towards the acquisition of resources and the procedures necessary for the successful implementation of in-service policy. Investigating the way policy is understood by in-service providers has not, however, been given the attention it deserves in the field of research. The interest in this area of study was, further, given impetus by the argument that intentions of policy texts are likely to be represented differently in practice. A group of in-service trainers in a particular regional in-service area were selected for the purpose of information gathering. The selection was done on the basis that trainers were key interpreters of in-service policy. As the study depended on their subjective information, semi structured interview questions were designed as they provided trainers with some degree of freedom, to express their understanding of policy unhindered. The research study, established that policy is understood in keeping with trainers' backgrounds. This means that policy is not necessarily represented according to the intentions of the texts. Two groups of trainers are identified, viz, the poorly grounded and well grounded trainers. Trainers classified as well grounded, demonstrated a higher knowledge of policy and correctly interpreted the policy texts. This is in contrast with poorly grounded trainers who had not well read the policy texts and as a result incorrectly interpreted policy texts. The study concludes that policy representation is complex and informed by everyday understandings.
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Janari, Spencer. "An analysis of parents' reasons for participating in school governance." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3655.
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Tsoene, Litsabako Hilda. "An investigation into factors that are associated with low learners' performance in development studies (DS) as compared to geography performance at Cambridge Overseas School Certificate (COSC) in the Southern region of Lesotho." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/5946.
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Hipondoka, Oiva Shuuveni. "Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9477.
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Includes bibliographical references (leaves 102-105).This study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.
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Botsis, Hannah. "Making public politics private: A narrative study of apartheid racial ideology and its effects on white teenage female sexual desire in post-apartheid South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/7814.
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An effect of apartheid among the youth has been that transformation in educational institutions has largely not moved beyond artificial interaction. There is an obvious divide between public rhetoric of integration and private experience. A reason for this may be that the private realm is a fertile and productive space for the reproduction of prejudice, where desire is seemingly coded in private tastes and not political ideologies. Theoretically I examine how historical public discourses come to function as personal norms, expressed as personal desire not political ideology. Literature has shown that these racial ideologies function both to fetishize the Other in interracial relationships and to maintain the hegemony of whiteness in interracial contact. Through narrative interviews with a select group of white teenage girls from a mixture of schools in the Northern Suburbs of Cape Town, I analyse how historical power relations become an intimate part of our subject experience. Drawing on a psychoanalytical account of ideology I examine how their racial subjectivities are predicated on exclusionary logics that bar certain objects from being produced as desirable for them.
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Ter, Horst Aukje. "An identification and analysis of the socio-economic challenges children from rural areas face in the pré-university cycle in the Mocuba District, Zambézia Province, Mozambique." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11216.
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Includes bibliographical references.The weak performing Mozambican education system has gone through significant changes since independence in 1975. The Government’s main focus has been on increasing access and equity to overcome the high dropout rates, high grade repetition, high pupil-teacher ratios and the low number of qualified teachers. Despite this focus, access remains a large problem for the people of Mozambique. It is particularly so, as this interpretive case study research revealed, for learners from rural areas. The primary purpose of this research, therefore, was to outline the challenges learners from rural areas face in accessing what has been described as the ESG2 (Escola Secundária geral do Segunda Grãu) cycle. This research focussed on a specific school within the Zambézia province.
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Tembwe, Nicolars Nyambe. "Perceptions of educational professionals regarding the goals and implementation of the school cluster system reform in Namibia: a case study of one cluster in Caprivi region: 1999-2011." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14006.
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The School Cluster System (SCS) reform was introduced in Namibia from 1996 under the auspices of the Basic Education Project. The SCS entails the organising of schools into groups for educational, management and administrative purposes. In the framework of the SCS policy schools are grouped according to their geographical proximity and the curriculum they offer in order to work together as a collective network, one school in the group being selected as the core school, or Cluster Centre. There are varying goals for the promotion of the SCS policy depending on context, but close examination of the international literature reveals that the most widespread arguments for this policy are based on assumptions that a SCS seeks to enhance education quality through localised decision-making, interschool cooperation and community participation in education. One of the key assumptions of the SCS reform is that it seeks to achieve cost-effectiveness by allowing schools to pool educational resources. The focus on the SCS policy in the last two decades, in particular in the developing countries, appears to be closely linked to the ongoing efforts of achieving the internationally set goals of the 1990 World Declaration on Education for All (EFA) within a context of financial austerity. In this study, the purpose was to investigate how educational professionals perceive and understand the goals and the implementation of the SCS policy in the Caprivi region of Namibia. The study aimed to explore the views and experiences of the case study participants regarding the effectiveness of the SCS in relation to the goals of decentralized management and local support for rural schools. The study examines the views and experiences of implementers of the SCS in a rural context, including the challenges faced by the implementers in the process of implementation.
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Ndeunyema, Alpha. "The implementation of the new curriculum in Namibia, with an emphasis on the Junior Secondary Accounting Sallybus (JSAS) and its uptake by teachers." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11029.
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Includes abstract.Includes bibliographical references (leaves 100-106).
The focus of this study is an examination of (i) the extent to which teachers are implementing the 2006 Junior Secondary Accounting Syllabus (JSAS) in five Namibian schools; (ii) the influence of sense-making process on teachers' classroom practice and pedagogical understanding of the new JSAS descriptors. The study hopes to add to the information about the importance of the teacher in the process of policymaking and policy implementation.
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Maged, Rushid. "Quality schooling : defining and developing indicators of quality schooling for South African schools. A case study of a secondary school in an economically deprived area of the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/16132.
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Bibliography: 129-134.If the main objective of schooling is the holistic development of the learner, i.e. the development of cognitive skills, critical thinking skills, social skills, life skills, creativity and emotional maturity, then it stands to reason that a quality school is one which contributes to such a holistic development of the learner. Therefore indicators of quality schooling would be those factors which make the holistic development of the learner possible. The important point to bear in mind however, is that these factors (indicators) in themselves are not standard nor static, they are dynamic and context-specific. It is this conceptual framework which underpins the research study. Tue research study is informed by the work of West and Hopkins (1996), Schmelkes (1996), Heneveld (1994) and Govinda & Vargese (1993), who propose a more ''whole school approach" in the measurement of school performance. The indicators of quality schooling were measured separately, but it is their collective impact that must be considered when attempting to assess the quality of schooling. Over a seven month period a co-educational secondary public school centrally situated in a community which resides in an economically and socially deprived area of the Western Cape, was closely observed and studied. The items and questions used in the questionnaires, interviews and observations were significantly influenced by the following: the work of West and Hopkins' (1996) four domains of school effectiveness; the IIEP research on increasing and improving the quality of basic education and Heneveld's (1994) model: Factors that determine School Effectiveness. The case study illustrates that when assessing the quality of schooling of any school it is important to assess all the factors that impact on the quality of schooling.
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Pomuti, Hertha Ndategomuwa. "The impact of a practice-based inquiry in-service teacher education model on teachers'understanding and classroom practice." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3643.
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Omar, Yunus. "Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7410.
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Includes bibliography.This study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised.
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Bunting, Lisa. "Measuring institutional change : the application of two theoretical models to two South African higher education institutions." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/13913.
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Bibliography: leaves 87-90.The purpose of this study is to compare and assess two theoretical models of higher education institutional change: the policy response and the adaptational model. The policy response model is essentially a measurement of policy impact, and through the application of an indicator framework allows the evaluation of the extent to which a higher education institution has applied a government policy directive. The adaptational model is based on the idea that institutional change can be explained in terms of the categorisation of the strategic choices an institution makes in order to adapt to and survive in a constantly changing environment. The application of the two models is demonstrated through case studies of two South African higher education institutions: the University of Port Elizabeth and Peninsula Technikon.
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Mushishi, Clifford. "A case study of some of the factors which affect learning for black students in residence at the University of Cape Town." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/3650.
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Corneilse, Carol. "Quality assurance in higher education : an international survey of current practice and lessons for South Africa." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9550.
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Bibliography leaves: 69-75.Quality has been one of the most talked about issues in higher education in the last fifteen years. Concerns about the quality of higher education have been directed predominantly at publicly-funded institutions which have been required increasingly, in the last decade, to do more with less and expected, simultaneously, to provide assurance that the quality of educational provision is not being compromised. Quality assurance systems, established to measure and assess the quality of higher education institutions and programmes, have become a global trend. This movement, which began in Europe and the United States in the early to mid-1980s, has spread to many other countries. Publications on quality in higher education draw contributors from, inter alia, Hong Kong, Australia, India, Chile and Canada. The Fourth Biennial Conference of the International Network of Quality Assurance Agencies in Higher Education which was held in South Africa in 1997 attracted more than 50 papers by contributors from 20 countries and many more countries were represented. Appropriately the theme of the conference was "Quality without frontiers". South Africa has been engaged in discussions about quality since the National Education Policy Investigation was launched in 1990. Although a relative newcomer to the 'quality movement', South Africans have not hesitated to draw on international expertise in an effort to join the global university system, especially as international accreditation of qualifications looms on the horizon. However, the most important reason for establishing a quality assurance system in South Africa is the need to achieve acceptable standards of quality across a system which has been distorted over time as a result of apartheid's discriminatory policies. This study looks at the extent to which South Africa has relied on models of quality assurance developed in older academic systems, notably those in Europe. The study is interested in how much South Africa's approach has been borrowed and what dynamics within the South African system have given it its specific character.
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Browne, Philip. "NGOs and the transformational state : theorizing the ambiguities of educational development and change in post-apartheid South Africa." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/17865.
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Includes bibliographical references.The focus of this thesis is the crisis currently affecting the NGO sector in South Africa and profound implications that it has for the development process South Africa. The thesis sets out to examine the extent to which the state and civil society can collaborate under conditions of transformation and restructuring to ensure the equitable achievement of wide-scale social amelioration. The thesis surveys the current state of the NGO sector in South Africa and then moves to the micro level to examine the development work of a medium-sized educational NGO and the implementation of one of its donor-funded projects the Northern Cape province of South Africa. The argument is put forward that although this project is very context- specific it illuminates a set of problems are generalizable across the NGO sector. The difficulties being experienced by NGOs are analyzed using elements of Gidden's 'structuration theory' and Hargreaves's 'educational restructuring' matrix to chart prevailing development practice within the state-civil society nexus. It is argued that these positions yield four interlinked and recursive elements that are used as theoretical tools to explore the praxis of South NGOs. The thesis proceeds to examine sequentially, and within the parameters of the structure-agency debate, how tensions and ambiguities are generated within the symbolic order, through the manifestations of power and authority within the policy-making process and through the allocation of resources determine space and contextual realities within which NGOs operate. The argument is put forward that one of the key tasks for NGOs is the necessity of constructing theoretical models that not only inform and shape their development practice but are also recursively modified by changing circumstances and conditions. The thesis concludes that engagement in this form of praxis may one for NGOs to ensure their survival and adds some suggestions for the way forward.
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Ralenkoane, Martin Makhube. "An examination of factors that influence the choice of teaching as a career in Lesotho." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3644.
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Includes bibliographical references (leaves 99-106).Teacher shortage in schools is the current subject of interest among academics worldwide. Prospects of teacher supply and demand have declared imminently high teacher shortage in the developing and developed world alike. Based on the theories of occupational choice and other studies on the choice of teaching as a career, this study attempts to address this worldwide teacher shortage problem by examining factors that influence people in choosing teaching as a career in Lesotho.
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Chamba, Madalitso Musekeje. "An investigation of the availability and value of in-service education and training for secondary school physical science teachers in Malawi : a case of Blantyre city." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11907.
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Includes abstract.Includes bibliographical references (p. 93-99).
Current science education stakeholders such as Sadler (2006) and Supovitz and Turner, (2000) emphasize the importance of teachers' professional development as a means of improving student level of enrollment and achievement in sciences. The provision of in-service education and training (INSET) programmes, as a consequence, have come to constitute a critical area of investment for almost all educational systems in order to improve the teaching and learning of sciences. In order to maximize the trustworthiness of the research findings, this study employed a mixed methods approach (deductive and inductive) to examine the availability and value of INSET programmes for secondary school physical science teachers in Malawi. The study's site was Blantyre, one of the major cities in Malawi. A survey questionnaire administered to 49 physical science teachers constituted the main data collection instrument. The participants were randomly selected from 12 secondary schools across Blantyre City. Informal classroom observations of four teachers selected from the 49 teachers who responded to the survey questionnaire were done to confirm or query the results of the questionnaire.
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Molelle, Helena Khantse. "Global policy discourse and local implementation dynamics : a case study of Lesotho's junior certificate religious and moral education syllabus." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3649.
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Walongole, Yusufu Mohamedi. "A study of teacher misconduct as a problem in the transition to school democracy in South Africa by Yusufu Mohamedi Walongole." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/8772.
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Bibliography: leaves 124-131.The study investigated the nature and causes of teacher misconduct in three poorly performing township schools in the Western Cape. It is argued that cases of misconduct arise, because of the fact that democratic values are not strongly developed in the society at large, nor in the schools and the teachers that work in them. The problem of misconduct is therefore, an extremely difficult to resolve within a short period of time. In other words, teacher misconduct is a feature of undemocratic school. Since schools always reflect the society, then unless such a time when the whole society is transformed into a democratic society, that is when we would expect to see a real democratic school in South Africa. Issues emerged in the course of this study, that seems to be barriers to the establishment of a true democratic school are: Issues pertaining to traditional and culture, violence and resistance, money, history of the country and illiteracy. Therefore, we would expect to see a true democratic school, when the whole society is democratised, For example, when there will be a sense of accountability, when people understand the importance of education, economic growth, criminal justice etc. Hence any intervention that aim to improve schools in the African townships should take into consideration this problem.
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Tlale, Lerato. "An investigation into relationships between the academic performance of students and parental assistance in a Lesotho hight school." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3641.
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Sankar, Sunita. "Youth perceptions of authority figures in a South African secondary school and the role of gender withinn those perceptions." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3642.
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Gasant, Mogamad Waheeb. "Group and interpersonal conflict at Rocklands Secondary School : an organisational analysis to ascertain the implications for policy making." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/8470.
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Bibliography: leaves 162-171.Change, whether organisational or societal, presents a fertile environment for the development of conflict. The probability of organisational conflict occurring in schools in South Africa is heightened by the fact that the country is in the throes of national political change. The main force influencing political events in the country, democratisation, maintains its prominence when one looks at the causes of organisational conflict in schools in the disadvantaged sectors of the South African society. Rocklands Secondary School, the area of the research, epitomises the South African situation With regard to the occurrence of organisational conflict in the context of the wider conflict taking place at all levels of society in the country. Although the traditional views of organisational conflict - as an occurrence that is evil and needs to be avoided - are evident at the school, a large percentage of the staff regard conflict as necessary but feel that it needs to be resolved.
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Du, Toit Asa. "A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10413.
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Bibliography: leaves 87-93.The South African Schools Act (SASA), 1996 (Act No. 84 of 1996) seeks parents educators, learners and the broader community to become more actively involved in the school as an organisation in two ways: 1.) by serving on the school governing body (SGB); and, 2.) by providing the SGB with support through participation in the everyday activities of the school. The focus of this study is an examination of the extent to which the SASA (1996) has bee realized in two schools in the Athlone area, with particular respect to parental participation. This is done through an analysis of the two schools studied, using Ball (1994) as its main text. The form of comparison used in this study is essentially that of comparing the performance of the two schools across common activities relating to parental participation in school governance. The theoretical framework provided by Ball (1994) argues that there is non-linearity in the process of policy-making and that the three contexts of policy-making are the context of influence; the context of policy text production; and, the context of practice. This study centers around the latter as it researchers policy implementation, the practice of policy and the micro-politics involved in its recontextualization.
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Kusi-Mensah, John Y. "Factors influencing parents choice of Catholic schools in the Western Cape, South Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3646.
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Nambala, Iyaloo. "The implementation of language policy in government primary schools in Windhoek, Namibia with specific reference to Grades 1-3." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/3651.
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Kolagano, Lapologang. "The teachers', parents', and students' perceptions of the meaning of parent involvement in education in two community junior secondary schools in Botswana." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3645.
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Usabuwera, Samuel. "Leadership styles in successful schools." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3640.
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Gotkin, Ronald. "Fiscal and regulatory state policy for private schools in South Africa : (a policy options analysis)." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15991.
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Includes bibliographies.This paper explores possible future policy options for a democratically elected South African government as regards private schools. The paper establishes the context of contemporary and historical state policy for private schools in South Africa in combination with a comparative international perspective, a summary of arguments in the literature for and against private schools, and principles identified by a recent (non-governmental) policy investigation into education in South Africa (NEPI) as encapsulating the demands of the democratic movement concerning education. These principles therefore serve as evaluative criteria for the examination of future fiscal and regulatory policy for private schools in South Africa. It will be shown that, as compared to many countries, private schools in South Africa are moderately regulated and receive only moderate financial assistance. However, the historical (and current social and political) context of state policy for private schools will be shown to be one of increasing state support since the early 1980s. It will be argued that this increased level of ideological and fiscal support for private schools in the past decade is a consequence of the government's reformist strategy, and its identification with the politics of 'New Right' parties, which dominated Britain and the USA in particular during the 1980s. It will also be demonstrated that changes in state policy have resulted in large-scale growth in the private schooling sector over the past decade. It is against this background that the lens of democratic principles and fiscal implications will be used to focus on possible future policies for private schooling in South Africa.
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Gasant, Mogamad Waheeb. "Teacher responses to rationalisation in the Western Cape Education Department : implications for administration planning and policy." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17525.
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Bibliography: pages 72-78.Apart from its current application in the process of transformation of South Africa's education system, interestingly, the term rationalisation is absent from the international literature. The high level of impact that the economics of education has in the provision of education presupposes that, in the "Global Village", world trends and access to international financial markets to fund transformation in education will inform the national policy making process. In South Africa macro education policy is set by the National ministry. In this regard teacher I learner ratios and funding to the provinces have been set at the highest level of government. In terms of this, it is understandable that national imperatives will influence and in many cases determine provincial policy making and the implementation thereof. This study examines educator responses to the way in which the rationalisation of teacher numbers is being applied in the Western Cape Education Department (WCED). The investigation takes into cognisance the particular historical, political and social background of the Western Cape Province. In doing so this study recognises the influence that these factors have had on the way teachers view the rationalisation policies and, more importantly, their implementation. In the apartheid era education was organised, according to "race", into four different departments. Thus the Department of Education (DET) controlled "Black" education, the Cape Education Department (CED) controlled "White" education, the House of Representatives (HOR) controlled "Coloured" education and the House of Delegates (HOD) was responsible for "Indian" education. Since the number of HOD teachers in the WCED only constitutes 0,47% of the total [WCED, November 1995], they were not taken into consideration for this study. While there is a convergence of opinion by educators of the three ex departments on many issues regarding rationalisation there is also a noticeable divergence underpinned by historical difference in funding and human and physical resourcing. Conclusions drawn point to the fact that there is a general acceptance of the policy of the rationalisation of teacher numbers in the Western Cape. Yet, while this policy might promote equality of numbers, its merit as a means to assuage the demand for the equitable redressing of the injustices of the apartheid era remains questionable.
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Malatji, Sydney M. "The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/16373.
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Bibliography: pages 96-108.The period immediately after entering the teaching profession is of the utmost importance to beginner teachers. This is a moment when beginner teachers learn how to become competent in the classroom. More often than not, beginning teachers are generally expected to assume full responsibility of professional teachers from the first day they report to school. In this regard, the transition from being student teachers to qualified teachers is seen as unproblematic. The beginner teacher is seen as totally prepared to face the reality of teaching. However, literature on professional development indicates that beginner teachers experience a kind of "reality shock" in their first professional year. This research study explored the concerns and problems experienced by beginner teachers during their first years of teaching, at three historically different high schools in Cape Town. A literature survey investigating the realities and conditions of beginner teachers in their workplaces - both local and international was conducted. Furthermore, existing research concerning beginner teachers' professional growth was reviewed to shed light on the research area. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the beginners' experience. Given the qualitative nature of my research topic, which dwells in-depth with people experiences, I found it convenient to use unstructured interviews as a means of collecting data. Unstructured later discussed.
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Makhubu, Tjetjane Samson. "The role of parent-teacher-student-associations (PTSAs) in the democratic governance of schools : future policy implications." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15992.
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Bibliography: pages 155-164.This research study attempted to gather, present and analyse information regarding the current role of the Parent-Teacher-Student-Associations in the democratic governance of secondary schools for purposes of contributing towards the education governance policy discourse as South Africa moves away from apartheid to democracy. Central to this largely fact-finding exercise was an attempt to make a contribution to an understanding of how the Parent-Teacher-Student-Associations, in the execution of their duties, practice both democracy and accountability; operate; resolve tensions and/or differences among parents, teachers and students; impact upon the schools in general; and relate to both the Department of Education and Training and other organs of civil society. Further, this survey attempted to ascertain m which crucial areas the Parent-Teacher-Student-Associations are most lacking, and how these could be strengthened. And finally, an attempt was made in this study to contribute to the possible future role of the Parent-Teacher-Student Associations in the new democratic education dispensation, and how, in the execution of this new role the Parent-Teacher-Student-Associations should relate to the new, future democratic government. The study concluded with a number of recommendations for policy in the area of democratic school governance. The study used largely a survey method. The Parent-Teacher-Student-Associations of three secondary schools under the auspices of the Department of Education and Training in the Western Cape region were surveyed. The single most important data-gathering instrument used was the interview. Numerous conclusions were arrived at. First, the Parent-Teacher-Student-Associations studied were found to be very powerful and effective in their areas of operation in school governance despite their inability to have access to resources of power, wealth and expertise. These Parent-Teacher-Student-Associations are important education policy actors who are not only influencing policy, but are in total control of very crucial policy areas in their schools. Second, the study concluded that whereas the Parent-Teacher-Student-Associations studied represent an important step towards the full democratisation of education in general, and in their schools in particular, their role in school governance could not be described as an unqualified success. However, despite the problems associated with the PTSAs involvement in school governance, their role does have the potential to make for better schools. And finally, because of the limited nature of the study in terms of the methodology, scope and time, the conclusions arrived at here cannot and should not be generalised beyond the confines of the study as no attempt was made to embark upon regional or national research exercise.
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Mochebelele, Amelia Mamohau. "Equity and efficiency in education textbook distribution policy and practice : a case study." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/14349.
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Bibliography: leaves 55-60.The primary aim of this study is to investigate the Lesotho Education Ministry textbook distribution policy in order to * understand the relationship between equity and efficiency in textbook distribution policy and practice * investigate whether there is differentiation between urban and rural schools in textbook distribution policy and practice. The study examined policy and practice at the level of the Ministry of education as implemented by the School Supply Unit, and at the level of the school. The study took the form of a case study. First, official documents were analysed to develop an account of the textbook provision scheme, its origins, objectives, form and content. Secondly, interviews and a questionnaire provided participants views, attitudes, perspectives, expectations and experiences in relation to the scheme. Finally, an inventory of books and an analysis of order and inventory forms supplied evidence of what books were actually available in the schools. This was sometimes but not always, motivated by the desire to effect equity. On the whole, the outcomes of the textbook distribution scheme were found to be fairly equitable. This can be explained with reference to * the fact that up to a point improved efficiency also brought improved equity * the ad hoc adaptations of policy in practice by officials and school staff and * the efforts of the rural based school parent community to take full advantage of the scheme.
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Lee, Shuk-ping. "Social stability and public policy the role of special interest groups in Macao /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3642433X.
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Prinsloo, Clive Peter. "An analysis of primary school teachers' perceptions of appropriate leadership styles for principals : a case study of schools in the Cape Peninsula and surrounding areas." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17455.
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Includes bibliography.School effectiveness is a multi-faceted concept. One of the important factors leading to school effectiveness is the type of leadership provided by the principal. Through his/her leadership, the principal must create the conditions under which the staff can function optimally in pursuit of the educational goals of the institution. A very important means of creating these conditions is for the principal to try to match his/her leadership style with the expectations of his/her staff. Failure to do so may lead to frustration and consequently to conditions not conducive to education. The only way for this match to take place is to know what teachers perceive as appropriate leadership styles and under which conditions these will be appropriate. Although much research has been done on effective leadership and leadership styles, they remain very complex issues. Research outside the sphere of educational management coupled with institutionally based research will provide us with a source of information rich enough to try to unravel the complexities of effective leadership. This survey must also be seen in that context.
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Lee, Shuk-ping, and 李淑冰. "Social stability and public policy: the role of special interest groups in Macao." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3642433X.
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