Leierskapontwikkeling van vroue vir die onderwys in Namibië

Kotze, Chrisna Gloudina (2004-03)

Thesis (MEd)--Stellenbosch University, 2004.

Thesis

ENGLISH ABSTRACT: Since Namibia obtained independence during 1990, segregation has been abolished and a new constitution was accepted which prohibited discrimination, including gender discrimination. Several policies and legislation have been authorized to ensure the equal participation of women at all levels of the society, but even so, while the majority of teachers in basic education are women, men still predominate in school management and at higher levelsof decision making in education. I investigate the obstacles which women experience to advance to leadership positions in education and how women who are in leadership positions, have overcome these obstacles. I further investigate what the paradigm shift in the leadership approach in education involves and what the implication for women in education may be. A further aspect which receives attention is the roll of professional and self-development in the empowerment of women for leadership positions in Namibianeducation. Through this investigation it has lead to the conclusion that, for women to take up their full and equal position in society and also in the education profession, a total change in attitude of every member of society is needed. If schools want to adhere to the expectations to establish the values of democracy in the society of Namibia, then teaching and learning in schoolsshould become more critical, democratic and reflective.

AFRIKAANSE OPSOMMING: Sedert Namibië in 1990 onafhanklik geword het, is apartheid afgeskaf en is 'n nuwe grondwet aangeneem wat diskriminasie, insluitend geslagsdiskriminasie, verbied. Verskeie beleide en wette is in plek gestel om die gelyke deelname van vroue op alle vlakke van die samelewing te bewerkstellig, maar desnieteenstaande is dit steeds so dat, hoewel vroue die onderwysprofessie domineer, daar meer mans as vroue in die bestuur van die onderwysstelselvan Namibië dien. In hierdie studie stel ek ondersoek in na die faktore wat Namibiese vroue verhinder om tot leierskapsposisies in die onderwys te vorder, en na hoe vroue wat wel leierskapsposisies beklee, die faktore wat vroue beperk, oorkom het. Ek stel ook ondersoek in na wat die paradigmaskuif in die leierskapsbenaderingbehels en die implikasies wat dit vir vroue inhou. 'n Verderde aspek wat ondersoek word, is die rol wat professionele en selfontwikkeling speel in die bemagtiging van vroue vir leierskapsposisies in die Namibieseonderwys. Die gevolgtrekking waartoe daar in die ondersoek gekom is, is dat daar 'n totale verandering in die houding van alle lede van die Namibiese samelewing sal moet plaasvind, dit wil sê ook in die onderwysprofessie, ten einde vroue te bemagtig om hul volwaardige plek in leierskapsposisies in die onderwys vol te staan. As skole aan die verwagting wil voldoen om demokratiese waardes in die samelewing van Namibië te vestig, sal onderrig en leer meer krities, demokraties en refleksief moet word.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/50007
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