Masters Degrees (Education Policy Studies)
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Browsing Masters Degrees (Education Policy Studies) by browse.metadata.advisor "Bak, Nelleke"
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- ItemAn exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline(Stellenbosch : Stellenbosch University, 2013-03) Sinalumbu, Fred S.; Bak, Nelleke; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.
- ItemAn exploration of the discrepancy between classroom-based assessment and external summative assessment in English first additional language Grade 12(Stellenbosch : Stellenbosch University, 2015-04) Mncwango, Jabu Busisiwe; Bak, Nelleke; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.ENGLISH ABSTRACT: Classroom–based assessment, also referred to as continuous assessment (CASS), is a formal and important part of the evaluation of South African learners. The weight attached to CASS varies according to the levels of grades. More importantly, it is only in Grade 12 that CASS marks of all the learning areas or subjects are combined with external summative assessment marks for a decision of awarding a National Senior Certificate. Continuous assessment (CASS) is formative in nature. This implies that learners receive feedback on their performance throughout the year. The feedback learners receive ought to prepare them well for the external summative assessment. If learners have been prepared well for the external summative assessment, we would expect their marks to be consistent with their level of achievement in CASS. However, according to the Department of Education (2003c), having witnessed the first year of CASS implementation in 2001, both national and provincial examination authorities realised that the implementation of CASS was problematic in certain schools. In the analysis of the 2001 and 2002 Senior Certificate examination results by the South African Certification Council (SAFCERT), huge discrepancies were found in certain schools between the raw CASS marks and the adjusted examination marks of the same learners in a number of subjects. The SAFCERT reported that in 2001 a total of 10 182 examination centres supplied CASS marks that were more than 20% above the adjusted examination marks. This document-based study examines the extent of the discrepancies between learners’ CASS marks and the marks they obtained in external summative assessment. It also tentatively suggests possible reasons for the discrepancies. To this end, this study compares scores for CASS marks of English First Additional Language (ENGFAL) to scores for the same learners in the external summative assessment. The documents recording learners’ CASS marks come from four schools in Ilembe District, KwaZulu-Natal. Although my mini thesis focuses on the extent of the discrepancy, my analysis also makes some initial suggestions of some possible reasons for the discrepancies between CASS and external summative assessment marks. These tentative reasons are a lack of teacher knowledge in administering CASS; large classes; the demanding administrative load of teachers; an interest in passing as many learners as possible; not wanting to create tension, especially within small, close-knit communities; and in many cases, generally dysfunctional schools. My main suggestions for addressing the problem of discrepancies include: providing better in-service training for teachers in regard to their knowledge of subject content and assessment practices; making available to teachers an item bank with samples of assessment questions and tasks; encouraging teachers to become active participants of professional teacher organisations; encouraging greater parental participation in informal assessment; and by establishing assessment committees in schools. In addition, the government could appoint more teachers to reduce overcrowded schools and classrooms, fund the establishment of functional libraries, promote and monitor English as a medium of instruction from as early as the Intermediate Phase.
- ItemExploring the tension between the discourses of affirmative action and the knowledge economy(Stellenbosch : Stellenbosch University, 2013-03) Waglay, Afsar Ali; Bak, Nelleke; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.ENGLISH ABSTRACT: South Africa needs to ensure equal opportunity for all to higher education, and given that it also needs to correct the drastic imbalances brought about by apartheid, affirmative action is seen as a strategy to pursue both goals. Affirmative action is comprised of programs and policies that grant favorable treatment on the basis of race or gender to government-defined “disadvantaged” individuals. However, affirmative action is not without its own challenges and difficulties. The main question that this thesis addresses is “what are the tensions between applying affirmative action policies in South African higher education institutions and the demands of a knowledge economy within a globalised world?” I argue that though universities need to be more demographically representative and broaden access to previously disadvantaged individuals by adjusting entry requirements, they cannot compromise on their quality of graduates by adjusting their exit criteria in line with racial representivity. That would undermine the very worth of higher education as a social good, the dignity of the individual graduate, as well as the economic growth of the country. Accusations that affirmative action is merely “reverse discrimination” are refuted by an appeal to Rawls’s Principle of Difference which holds that policies of inequality can be socially just. Drawing on Charles Taylor and Wally Morrow, I posit that within a democracy, affirmative action should be seen as a shared rather than a convergent good for broadening access to quality education. But whereas broadening formal access seems like a legitimate and necessary step to address the inherited inequities, the broadening of epistemological access would undermine the very aims of quality education. Furthermore, I argue that formal access should be driven by the politics of difference, but that epistemological access that ensures educational success should be driven by the politics of equal dignity. In order to see how some of these concepts and policies of affirmative action play out in an actual institution, I look at the University of Cape Town (UCT). Here the main debates relating to its affirmative action policy are whether demographic representivity is the only outcome for evaluating the success of affirmative action, and whether “disadvantaged” individuals should be selected on criteria other than race. It also considers whether its affirmative action policies could compromise its functioning and ability to supply quality qualifications to the required number of disadvantaged individuals. There is no easy and simple answer to whether affirmative action in fact promotes equal opportunity to higher education and equips all South African graduates with the necessary skills for a knowledge economy. It would be therefore important to do further research on what nonrace based affirmative action policies might entail while keeping in mind the shifts in the global economy and the need for academic rigor. Furthermore, more longitudinal research needs to be done on the complex consequences of affirmative action, on both an individual level with issues of identity and career mobility, and on a broader socio-economic level with issues of economic growth and social welfare.
- ItemHow do school leaders negotiate space in order to motivate teachers(Stellenbosch : Stellenbosch University, 2013-03) Burger, Johann Richards Vivian; Bak, Nelleke; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.ENGLISH ABSTRACT: This is an exploratory study of how school leaders can negotiate the various spaces in their schools in order to promote teacher motivation and, by implication, learner achievement. This research focuses on how three principals in the Western Cape Province have produced or re-appropriated spaces to create new, productive learning environments which positively engage the users of these spaces. According to section 4 of the Employment of Educators Act 76 of 1998 (PAM), all school leaders are expected to create a learning space that is conducive to teaching and learning. In order to know what such a leadership responsibility may entail, this study tries to capture the dynamic interplay between physical (perceived) and mental (conceived) spaces as embodied in social (lived) spaces in a school. It uses Lefebvre‟s spatial triad as its theoretical lens. Linked to the study‟s aim to investigate what the interplay is between the various Lefebvrean spaces in schools, is an examination of how school leaders can manage to negotiate the production of these spaces. For lived school spaces to have embodied meaning that is conducive to teaching and learning, they must be co-produced and co-owned by the users of that space. To illuminate the way in which school leaders can achieve this, the study draws on a model of transformational leadership. The qualitative study uses a focus group, individual interviews and observations of three schools that have all achieved recognition as schools with excellent learner achievement: a public primary school, a public high school and an independent high school. The main research findings are that each of the three school leaders instinctively followed a transformational leadership style, and produced spaces that encouraged professional interaction amongst their teachers as well as strong collegial support for their spatial changes. The staffrooms have been modernised and equipped with lush furniture, flat screen TV‟s, appealing decorations and stimulating pictures, all with the purpose of lifting the spirits and energy levels of the staff. In addition, teachers‟ professional meeting rooms and confidential workspaces have been established. Classrooms have been changed into inviting and functional 21st century ICT learning spaces, with flexible use of furniture and stimulating visuals. Outdoor learning spaces and safe “emotional zones” have been constructed At all three schools the entrances and receptions areas have been made into welcoming spaces in which learners can gather for meetings, and the schools‟ symbols and achievements are showcased. Clear signposting makes the visitor feel engaged. Braai areas for teacher and parent functions ensure that the school keeps parents involved. The main findings about the embodied spaces in the school are that the three school leaders have changed the physical spaces at their schools into new mental spaces which influence the perception, mood and motivation of the users of that space.
- ItemDie klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur(Stellenbosch : Stellenbosch University, 2013-03) Arnolds, David; Bak, Nelleke; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.AFRIKAANSE OPSOMMING: Die interpretering van beleid en die toepassing daarvan in die werkplek was nog altyd ’n aanvegbare aspek, omdat beleid nie ’n geslote entiteit is nie en dus oop is vir verskillende interpretasies deur die toepassers van beleid. Die aanvegbaarheid van beleid kan duidelik waargeneem word met die toepassing van die Nasionale Assesserings Beleid van 1998 op die Suid-Afrikaanse skoolgemeenskap. In hierdie trant is die hoofdoel van my studie om ondersoek in te stel na die implikasie wat die toepassing van beleid rakende die klassifikasie van primêre skole as onderpresterende skole op die skole se skoolkultuur,het en hoe sommige onderwysers teenoor so ‘n klassifikasie reageer. Met hierdie studie wil ek ’n interpreterende ondersoek loods na die vraag: “Hoe beleef onderwysers hul skoolkultuur nadat hul skole deur die Wes-Kaapse Onderwys Departement as onderpresterende skole klassifiseer is. Ek beskou dit as ’n belangrike vraag vir ondersoek omdat die literatuur rakende skoolkultuur en skool prestasie daarop dui dat hierdie twee aspekte as kritieke elemente beskou word in die skoolopset. Om hierdie rede ondersoek ek hierdie verskynsel in my onmiddelike skool omgewing om begrip te toon vir die wedersydse invloed wat hierdie elemente op mekaar het. Hierdie vraag word beredeneer teen die agtergrond van Suid-Afrika se deelname aan toetse van die ligame van internasionale akademiese prestasies en die onbevredigende uitlae wat tydens die deelname aan hierdie toetse verwerf is. Vanuit nege en dertig deelnemende lande het Suid -Afrika laaste geëindig. Ek loods my studie vanuit ’n kwalitatiewe interpreterende ondersoek aan drie laerskole en nege geselekteerde opvoeders oor die prestasie wat die Intermediëre Fase (graad ses) verwerf het in die aanname en inwerkingstelling van die Sistemiese Evalueringstoetse vanaf 2007 tot 2010 in Geletterdheid en Wiskunde as ’n uitvloeisel van die Nasionale Assesserings Beleid van 1998. Ek doen ’n beleidsanalise voortspruitend uit ’n historiese oorsig en konteks van skool en prestasie verskille wat in die onderwysopset aangetref word. My fokus is egter op die onderwysers se respons as gevolg van die klassifikasie van hul skool as ’n onderpresterende skool. Hierdie ondersoek word ingestel deur gebruik te maak van semi gestruktureerde onderhoudvoering met respondente van drie steekproefskole en ’n vergelyking van sistemiese toets uitslae en interne evaluerings uitslae. Vanuit die verkennende analises en die literatuur is gevind dat skoolkultuur ’n deurslaggewende bepaler in terme van leerderprestasie is. Waar skoolkultuur in presterende skole positief bydra tot die prestasie en werklewering van die skool, is dit ’n negatiewe determinant by die onderpresterende skole. Dit volgens Fleisch dui daarop dat die Suid- Afrikaanse onderwysopset nog steeds in twee afdelings fungeer naamlik die presterende voorheen bevoordeelde skole en aan die anderkant die onderpresterende voorheen benadeelde skole. Die onderwysers het ook gevoel dat hierdie aspek buite rekening is gelaat met die implementering van die sistemiese toetse en die gevolglike klassifikasie van die skole. Tydens die uitvoering van die studie het ek gevind dat die respondente van die deelnemende skole saamgestem dat ’n positiewe skoolkultuur leerderprestasie positief kan beïnvloed. Hulle het erken dat hulle in gebreke gebly het om ‘n positiewe skoolkultuur te ontwikkel en te handhaaf. Ek eksploreer die respondente se uitleef van hul skoolkultuur, magsverhoudinge en konseptualisering van hul identiteit aan die hand van hul gegewe klassifikasie. In die ondersoek het ek bevind dat daar ’n negatiewe skoolkultuur heers by skole wat as onderpresterende skole geklassifiseer is. Hierdie negatiewe skoolkultuur het ook veroorsaak dat onderwysers ’n probleem ondervind het met die magsverhouding wat daar bestaan het tussen hulle en die Onderwys Department. Hulle het dit gesien as ’n “top down” verhouding waarin hulle geen inspraak het nie. ’n Verdere uitspruitsel uit die negatiewe klassifikasie van die skool het daartoe gelei dat die onderwysers ’n negatiewe siening van hul identiteit as onderwysers ontwikkel het. Vanuit die literatuur wat handel oor die herstel van onderpresterende skole, stel ek die moontlikheid van die toepassing van transformasionele leierskap wat geimplementeer kan word in die bestuur van die deelnemenende skole as een van die strategieë om vanuit hul klassifikasie van onderprestering te kom. Hierdie navorsing het ten doel om die onderwysers se belewenis van hul skoolkultuur te weergee nadat hul skole geklassfiseer is as onderpresterend as gevolg van beleidstoepassing deur die Wes – Kaapse Onderwys Departement.
- Item‘n Ondersoek na enkele implikasies van die bevorderingsbeleid in die Algemene Onderwys- en Opleidingsfase in Suid-Afrikaanse skole – epistemologiese toegang(Stellenbosch : Stellenbosch University, 2012-03) Geldenhuys, Hanli; Bak, Nelleke; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.ENGLISH ABSTRACT: In December 1998 the Assessment Policy in the General Education and Training Band, grades R to 9 and ABET was introduced by the Department of Education. According tot the principles of Outcomes Based Education (OBE) the previous system of mainly test-based summative evaluations was replaced by a number of cumulative assessments. The principle of automatic promotion, which stipulates that a learner should ideally progress with his or her age cohort, is endorsed by this policy. Despite various other promotion and progression policies which have been implemented since then, this principle of automatic promotion still stands. In this study I explore some of the implications of the present promotion policy, the National Policy on Assessment and Qualifications for Schools in the GET Band for epistemological access to quality education. In my literature study I put the development of the promotion policy in historical perspective. Making use of the interpretive framework, I conduct a qualitative study and I interview three educators in an attempt to get an understanding of their experience of the implications of the policy. I also study the promotion schedules of one school in order to estimate the number of learners who have been automatically promoted and to investigate the degree in which they answer to the demands of the curriculum. I will argue that the National Policy on Assessment and Qualifications for Schools in the GET Band does not necessarily contribute to the vision of the Education Department of “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” as stated in the South African Schools Act of 1996. The principles of equity, access and redress are not necessarily supported by the promotion policy. I reach the conclusion that, despite the advantages it holds for formal access to education, the National Policy on Assessment and Qualifications for Schools experiences some difficulty in delivering quality education in the GET phase. It is often contradictory to the strive for quality education due to the lack of epistemological access it provides, not only for learners who repeat or who were automatically promoted, but also for the more advanced learner.