Littérature scientifique sur le sujet « Educational accountability – South Africa – Johannesburg »

Purpose Despite indications of scholarly interest, there are still gaps in the research of the concept of felt accountability, especially the felt accountability of board members. This paper aims to clarify the sources of accountability experienced by board members. Especially those in a non-executive capacity. How these sources can be accessed to enhance felt accountability and thereby governance effectiveness is explored. Design/methodology/approach Qualitative, exploratory research methods were used. In total, 15 semi-structured, in-depth interviews were completed with non-executive board members of Johannesburg Stock Exchange listed companies in South Africa. Thematic content analysis was used to analyse data. Findings The findings clarified the formal and informal sources of accountability experienced by non-executive board members. This included relational and structural mechanisms that can be used within corporate governance to enhance both types of accountability. Accessing the identified sources of accountability through appropriate mechanisms could increase the levels of felt accountability experienced by the individual non-executive board member, thereby strengthening accountability inside the boardroom and improving overall board effectiveness. The study also revealed a layer of implicit and explicit accountability. Research limitations/implications The study was conducted solely in South Africa, with non-executive board members of Johannesburg Stock Exchange listed companies. Originality/value There is limited research that clarifies the sources of accountability experienced by non-executive board members. This study aims to address this gap in the literature by providing techniques on how to enable the clarified sources of accountability to improve governance effectiveness.

The paper features the data obtained from the analysis of a video strip with the help of ELAN 5.4, the free software developed by the experts from Max Planck Institute for Psycholinguistics, the Language Archive, Nijmegen, the Netherlands. The software enables to annotate video and audio strips, describing pauses, the duration of utterances, gestures, pronunciation and other linguistic and extralinguistic factors. The speaker in the video – South African President Cyril Ramaphosa – delivers his official address to the leaders of the 10th BRICS leadership summit in Sandton, Johannesburg on July 26, 2018. BRICS is a powerful link of a global financial architecture. Its main targets are to mobilize resources for sustainable development projects of BRICS and to facilitate the global growth of multilateral and regional financial, educational and industrial institutions. The material and the speaker for the analysis belong to the domain of BRICS top level politics. South Africa was the main host of the leadership summit in 2018. South African President Cyril Ramaphosa in his speech stressed the significance of the fourth industrial revolution highlighted by Professor Klaus Schawb at the World Economic Forum in Davos in 2016. The notion of the revolution appeared in the South African leader's address 7 times. Nevertheless, the authors of the paper see more messages hidden between the lines of the South African President's address. In the paper it is argued that BRICS architecture has a right to be interpreted as an attempt of keeping the world away from further plunging into environmental degradation, the development of critical thinking and innovation among BRICS citizens. The purpose of the paper is to demonstrate the method of pauses analysis to reveal a more complex mixture of speakers' visions. Long pauses are meaningful and extremely informative for discourse analysis. The data may be relevant for discourse analysis experts, political journalists, educators and copywriters.

Significant challenges remain in tackling the global HIV/AIDS epidemic. Effective action requires both appropriate policy at a global level and informed practice on the local level. Here, we report how workers in a project in Johannesburg, South Africa, make sense of HIV transmission. Discourse analysis of data from interviews with 63 participants shows that project workers routinely attribute transmission to men’s sexual relationships with multiple female partners. This explanation is so pervasive that it renders invisible other routes to transmission. Absence of consideration of other routes to infection potentially restricts front-line practice, so hindering local attempts to tackle HIV/AIDS.

Purpose The purpose of this study to investigate the relationships between South Africa (SA) universities and universities surrounding communities (USC) for preserving community histories and serve the universities’ mandate to support their local communities and support universities’ teaching and scholarship. Design/methodology/approach The study used a multiple case study approach through interviews. The population of the study comprised representatives from selected universities and their USC. Findings The findings revealed a lack of effective relationships between universities and USC to preserve communities’ histories. Hence, the communities’ archives are tools for teaching and scholarship. Relations between universities and USC are to be built on trust. Accountability and transparency are to be considered by both parties. Research limitations/implications The research is limited to selected SA universities, namely, University of Venda, Witwatersrand, Johannesburg, Pretoria and SA and USC. The findings are applicable to all SA universities and USC. Practical implications The relationship between universities and USC has a practical impact on the National archives of South Africa (NARSSA) to collect communities archives because it is in conflict with the mandate of NARSSA. The National Archives’ Act 43 of 1996 obliged NARSSA to collect and preserve communities’ archives on behalf of societies. Social implications Lack of universities and USC can lead to the loss of communities histories or archives. Originality/value This paper appears to be the first to research the relationship between SA universities and USC.

Purpose This paper aims to discuss whether alignment between corporate real estate strategy and corporate strategy exists for non-property companies listed on the Johannesburg Securities Exchange and what effects alignment has on the firms’ financial performance. Design/methodology/approach The study was both qualitative and quantitative in nature, with a specific focus on non-property firms listed on the Johannesburg Securities Exchange. The qualitative part of the study involved the analysis of the firms’ annual reports to determine the presence and use of corporate real estate strategies and their alignment to corporate strategy and the extraction of financial indicator data. The quantitative portion of the study involved the use of multivariate analysis, to distinguish and quantify the relationship, if any, between corporate real estate strategy and the identified financial performance indicators. The independent variables were the CRE strategies employed and the dependent variable was the share price. The methods used in this study have been applied before in European and Asian studies; this assisted in ensuring that validity and reliability was achieved. Findings The study finds that the most used strategy by firms (47%) is that which facilitates production, operation and service delivery. The Consumer Goods, Healthcare and Telecommunications sectors appear to demonstrate the highest level of alignment. Return on Shareholder Funds has a strong significant positive correlation with share price. Flexibility as a corporate real estate strategy also has a significant positive coefficient, which indicates a positive relationship with share price. Research limitations/implications Although consistent with results of studies conducted in Europe and Asia, the results of this research may not be applicable to privately held non-listed firms, state-owned enterprises, non-profits and educational institutions. This study also ignores the dynamic external environment in which firms operate and the necessity of firms adjusting their corporate real estate strategy to their changing business strategy. Practical implications These results suggest that the incorporation of corporate real estate strategy in the firms’ corporate strategy formulation has the potential to enhance shareholder value for South African firms. Real estate developers, landlords and owner occupiers would benefit from better understanding the strategic requirements of corporations to ensure that the solutions they provide increase the likelihood of maximizing shareholder return. Originality/value The role of corporate real estate strategy in the firms’ corporate strategy formulation has the ability to enhance shareholder value. This research adds to the scant literature on corporate real estate management in South Africa.

Artbooks, which are a combined form of picture and story book created using mixed media, can be a simple yet powerful way of supporting children affected by war and displacement to tell their stories. They allow children to work through the creative arts, which protects them from being overwhelmed by difficult memories. They also allow, even very young children, to show us how they cope with past violence and present injustice by recalling and representing the small everyday overcomings of their lives – a garden they planted in DRC, a mother who walks them across a busy Johannesburg street, a curtain blowing in the door of their new home – just as it did in their old home. The books allow them to witness to the injustice of xenophobic violence by neighbours and the immoveable bureaucracy attached to accessing documents, through representing the small details of their lives in crayons and paint. Making artbooks also allows for some measure of meaning-making in the chaos of the everyday in a hostile city where their parents struggle to maintain a normal life for them. Books are also a powerful way for children to safely share their stories and advocate for changed attitudes, laws and policies in the increasingly migrant-hostile South African society. The article will tell the story of a book-making project run over a number of years at a community counselling centre that works with families on the move in Johannesburg South Africa. It will also describe how some of the children’s books have become a powerful advocacy tool through their inclusion in the digital library of the African Storybook project. The article will explore some of the practical details of the project and the theory around the power of the representation of the everyday which we are beginning to derive from the work.

Music education struggles to survive in countries such as England, United States and South Africa because of the lack of financial support, particularly during economic recessions. To counter this unfortunate situation, well-written books and articles have been appeared over the years, propounding the truth that the arts do have an essential place in the balanced education of children, but these well-founded and constructed arguments continually fall on deaf ears. During economic recessions government planners and educational authorities rationalise that they can afford to do away with the arts because these subjects make little or no difference to the economic welfare of the country.Information from the best-seller by Peters & Waterman, In Search of Excellence, reveals that the principle characteristics of the managers of excellent companies in the United States are characteristics that concern the creative process of thinking, creative aspects of personality, creative products and environmental conditions. These companies have a positive effect on the United States economy. As the aspect of education which is best equipped to nurture these characteristics is the arts, then it is reasonable to argue that we can not afford to ‘phase out’ music education.Because education in the United States, England and South Africa is closely linked to the economy, music educators in capitalist countries should begin to argue for the arts from an economic standpoint, as capitalistic societies are orientated primarily toward capital gain. Failing this, we shall have to argue for more fundamental changes in political and economic systems.

A country’s competitive advantage is linked to its educational outcomes. South Africa, as a developing country wants to shift from being a resource based economy to being a knowledge based economy. To enable such a shift, schools must be able to graduate learners who are adequately prepared for the demands of institutions of higher learning. Schools, therefore, must become centres of excellence and a culture of performance must be prevalent in schools. The National Development Plan as outlined by the National Planning Commission (2011) identified education as one of the pillars from which South Africa’s economy will be driven. However, recent studies have rated South Africa’s education system as one of the worst among middle income economies and sometimes even worse than many low-income African economies. To bridge that gap, there is a need to drive schools to be centres of excellence. This study sought to identify factors that influence a performance culture in schools. In order to achieve this objective, literature was scanned and five factors that influence a performance culture were identified (organisational school climate, teacher attitude, school managerial processes, organisational school value and organisational school structure). These factors were initially identified and used by Marcoulides and Heck (1993) in a corporate organisation and later adopted for testing in a school setting by Gomez, Marcoulides and Heck (2012). A school in Johannesburg East district was sampled through convenience sampling and data was collected through a questionnaire which was administered to the principal, teachers and staff, school governing board members, parents and alumni of the school. The total sample was 120 and a total of 94 questionnaires were returned giving a response rate of 78 percent. Descriptive statistical techniques were performed to establish the mean and standard deviation of perceptions among the respondents. Inferential statistical techniques were used to measure and ascertain reliability through Cronbach’s alpha, comparisons of responses through t-testing and ANOVA, association through correlation and hypotheses were tested through multiple regression analysis. All the variables were found to be valid and reliable. Furthermore, statistical results revealed that in the sampled school, even though all the five factors had an association among each other, only organisational school culture and organisational school value had an association to the dependent variable, performance culture. Organisational school value, however, was found to be the only variable of great influence to performance culture at the sampled school. The ideologies and activities that represent the values, therefore, influence the performance culture of a school.

Bibliography: pages 346-384.
The study aims to portray the way of life and culture of the Modern Orthodox and Ultra Orthodox sectors of Johannesburg Jewry. It strives to show how this is translated into educational systems, and examines the attitudes and values of pupils at Johannesburg Jewish religiously orientated schools both towards their own education, as well as towards elements of Jewish and secular culture. An overview of Johannesburg Jewry is presented, and Jewish educational systems in Johannesburg are outlined. Although much of the study is descriptive and ethnographic, the focal point is the statistical analysis and discussion of the responses to a questionnaire which was administered to 159 pupils of four religiously orientated high schools. An overriding conclusion is that the samples exhibit a common pride in their Jewish heritage. The general level of religious practice and belief of the pupils of each school corresponds with that subgroup of Johannesburg Jewry with which the school is aligned. Thus the Ultra Orthodox are more comprehensive in religious practice than the Modern Orthodox. The level of religious practice of the pupils often exceeds that of their parents. This implies that the schools are, in certain cases, operating contra parentem.

In order for the democratic government in South Africa to eradicate segregatio. It was necessary to introduce new policies with school teachers being expected to be agents of change. Teachers have a big role to play in the transformation of the country. This research investigated Integrated Quality management Systems (IQMS) for improving performance of selected schools in the King Williams Town Education District. Three schools were selected in the King Williams Town District . The aim of this research was to examine the implementation of IQMS in the selected schools. The introduction of IQMS by the Department of Education in 2003, did not help the schools in the King Williams Town district improve their performance. IQMS is a government policy. The intention of public policy is to solve a problem. The findings of this study indicates that in the selected schools the problem of poor performance was not solved by the introduction of IQMS. Scholars have written extensively on performance appraisal. Different writers agree that the main purpose of appraisal is to improve performance. The Constitution (1996) and policies provide a strong foundation for the effective implementation of IQMS and public administration provides a good support for the effective implementation of IQMS. Additionally, legislation and subsequent policies give guidelines of how to implement the system successfully. In this study, questionnaires were given to 15 educators to investigate how schools understand and implement the IQMS. Qualitative analysis was undertaken to interpret the responses from the educators. Themes were formulated based on the responses received. Findings were generalised from the responses received. The research discovered that educators do implement IQMS, but they do not see it as a mechanism of improving performance. Teachers demonstrated an inadequate understanding of IQMS.

Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007
With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education. The demand is on competencies that illustrate the ability to think and perform critically. Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument to use in designing and using rubrics in order to achieve the desired learning outcomes. Effecting change is not an easy process and this study investigates the challenges educators are facing in implementing this aspect of educational reform.

Mathematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.athematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.

At an international level, demands for accountability in respect of the quality of teaching and learning in higher education are increasing. This is also the case in South Africa. The response to these demands has taken the form of the introduction of quality assurance systems to higher education. In South Africa, a formal national external quality assurance was introduced to the higher education system in 2001 as a result of the establishment of the Higher Education Quality Committee. The Higher Education Quality Committee is a standing committee of the South African Council on Higher Education. Like other quality assurance agencies across the world, the Higher Education Quality Committee has the responsibility for i) auditing institutions of higher education and ii) accrediting learning programmes. The first cycle of institutional audits ran from 2004 until 2011. As quality assurance was introduced to the higher education system and the first cycle of institutional audits began, universities in South Africa developed policies and procedures intended to assure quality in three areas of their core functioning: research, teaching and learning and community engagement. The University of Venda, which is the focus of the study on which this thesis is based, was no exception. As a practitioner in the Centre for Higher Education Teaching and Learning at The University of Venda, it was my observation that the policies and procedures intended to assure quality in teaching and learning were not always implemented by academic staff members. This was in spite of poor student performance data which raised questions about the quality of the teaching and learning processes in place. The study underpinning this thesis was designed to explore this phenomenon. More specifically, it aimed to identify the conditions enabling and constraining the implementation of policies and procedures in two Schools in the University: the School of Health Sciences and the School of Human and Social Sciences. In order to explore these conditions, I adopted Roy Bhaskar’s Critical Realism as an under-labouring philosophy for the study. Critical realism posits a view of reality comprising three strata, none of which can be reducible to the other. The first of these strata is termed the level of the Empirical and consists of the experiences and observations which become apparent to us through the senses. The second layer, the Actual, consists of events from which these experiences and observations emerge. Underpinning both of these layers is a further layer, the Real, which is not accessible by empirical means and which consists of structures and mechanisms which generate both events at the level of the Actual and experiences and observation at the level of the Empirical. The design of my study sought to reach this deepest layer of reality to identify these mechanisms. Bhaskar’s critical realism is philosophy which needs to be operationalized using substantive, or explanatory, theory. For this purpose, I drew on Margaret Archer’s social realism. The design on my study drew on case study methodology and involved in-depth interviews with members of the two Schools which each formed cases within the more overarching case of the University itself. In addition to these interviews, I analysed a range of institutional documents related to the assurance of quality in teaching and learning. The exploration of enabling and constraining conditions at the level of the Real allow me to make a series of recommendations in the final Chapter of my thesis intended to enhance the quality assurance system introduced to the University.

Thesis (MEd)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task.
AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.

Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study focuses on the use of a responsive evaluation approach in evaluating programme implementation: Safe Schools and the Child Friendly Schools Programmes. A case study design was adopted for use in the study. That was done by using Robert Stake’s responsive approach but modified to include: Stakeholder audience identification, consultation and issues exploration; Stakeholder concerns and issues analysis; Identification of evaluative standards and criteria; Designing and implementation of evaluation methodology; Data analysis and validation and Reporting. The study was done in two phases. Phase 1 focused on the Safe Schools Programme involving seven schools in the Capricorn district, Limpopo province. Preliminary results from phase 1 revealed that there was no implementation of the Safe Schools Programme. In phase 2 of the study the focus was on the implementation of Child Friendly Schools Programme. It involved three schools in the Capricorn and Waterberg districts, Limpopo province. Data collection was done by using three methods which are Observation, Interview and Documents. The results indicate that there is no implementation of the safe schools programme but there is implementation of the CFS programme. Although there is no implementation of the SSP, schools have initiated strategies to deal with safety issues. On the implementation of CFS programme, schools differed greatly in their approach. The study also documents the strengths, limitations and lessons learnt from the use of responsive evaluation approach as outlined by Robert Stake. The major contribution of the study is that Responsive Evaluation approach has gone through major changes over a period of time to the extent that its latter position seems to be contradicting some of its earlier positions. Further, evaluators should be patient, flexible and have listening, writing and observation skills when using the approach.
AFRIKAANSE OPSOMMING: Die studie fokus op die gebruik van ‘n responsiewe evalueringsbenadering in die evaluering van die programimplementering van die Veilige-skole- en die Kindvriendelike skoleprogramme. ‘n Gevallestudie ontwerp, naamlik Robert Stake se responsiewe benadering, is in die studie gebruik. Die benadering is aangepas om die volgende in te sluit: Identifikasie van die belanghebbende gehoor; konsultasie en eksplorasie van aangeleenthede; Analise van belanghebbended bekommernisse en vrae; identifisering van evalueringstandaarde en –kriteria; Ontwerp en implementering van evalueringsmetodologie; Data-analise en –validering, en verslagdoening. Die studie het in twee fases plaasgevind. Fase 1 het gefokus op die Veiligeskoleprogram wat sewe skole in die Capricorndistrik, Limpopo provinsie, insluit. Voorlopige resultate van Fase 1 het gewys dat daar geen implementering van die Veilige- skoleprogram was nie. In Fase 2 van die studie was die fokus op die implementering van ‘n Kindvriendelike Skoleprogram. Dit het drie skole in die Capricorn- en Waterbergdistrikte, Limpopoprovinsie, betrek. Data-insameling is gedoen deur gebruik te maak van drie metodes, te wete: waarneming, onderhoudvoering en dokumentering. Die resultate dui daarop dat daar geen implimentering van die Veilige -skoleprogram is, maar wel implimentering van die Kindvriendelike-skole-program. Alhoewel daar geen geen implimentering van die Veilige-skoleprogram was nie, het skole strategiee inisieer om veiligheidkwessies te hanteer. Wat die implementering van die Kind-vriendelike program betref, verskil skole grootliks in hul benadering. Die studie dokumenteer ook die sterkpunte, beperkings en lesse geleer uit die gebruik van die responsiewe evalueringsbenadering soos uiteengesit deur Robert Stake. Die hoofbydrae van die studie is dat die Responsiewe Evalueringsbenadering groot veranderings oor ‘n tydperk ondergaan het tot die mate dat die mees onlangse standpunte blyk om sommige van die vorige standpunte te weerspreek. Verder behoort evalueerders geduldig en plooibaar te wees, en oor luister, skryf- en waarnemingvaardighede te beskik by die gebruik van die benadering.

This thesis attempted to develop insight into why, contrary to expectation and predictions, learners in Rundu obtained better scores in a standardised English comprehension test than learners in Katima Mulilo, given that the conditions of teaching and learning were judged to be least favourable in Rundu.