Masters Degrees (Education Policy Studies)

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Die aard van jeugdiges se subjektiwiteite by 'n skool in 'n diverse plattelandse mynbou-omgewing
(Stellenbosch : Stellenbosch University, 2013-03) Groenewald, Emma; Fataar, Aslam; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: The purpose of this study was to determine the nature of the youths` subjectivity at a school in a diverse rural mining environment. The study was done in an isolated rural mining environment. Space is an important point of departure and a thorough background of the contextual factors are given. The participants in this study are daily confronted with challenges such as long distances, poverty, unemployment and alcohol and substance abuse. Space, subjectivity and cultural capital are used to understand youth development and youth experience. The main premise of the study is that the environments of these youth greatly overlap. There is a dynamic relationship between their living and school environment. Distinctive processes, social networks, relationships and cultural groups are found in each of these environments. Another focus of this study was to determine how these young people bridge their different lived spaces, negotiate and adapt within these environments. Qualitative reseach methods were used in formal and informal interviews. Participants had the opportunity to present their experiences in storyline. A narrative-based, interpretive, -descriptive research paradigm was the most appropriate research method of capturing the wide variety of living experience. The study demonstrates how these youth are positioned within their environments in order to embody their space subjectivity. By making use of their own resources, networks and interactions, they navigate their overlapping spaces and thereby lead meaningful lives.
Die aard van leerderafwesigheid in ŉ plattelandse skool
(Stellenbosch : Stellenbosch University, 2016-12) Engelbrecht, Louisa; Dreyer, Lorna; Stellenbosch University. Faculty of Education. Dept. Education Policy Studies
AFRIKAANSE OPSOMMING : Leerderafwesigheid, wat ‘n komplekse probleem is in plattelandse skole, was die fokus vir ‘n intensiewe ondersoek. Hierdie ondersoek na leerderafwesigheid is ’n volgehoue proses om die voorkoms, simptome en karaktertrekke van leerders te verstaan. Ten spyte van die Departement van Basiese Onderwys se duidlike riglyne oor die belangrikheid van gereelde skoolbywoning wat ook die ouers, skool en leerders se verantwoordelikheid insluit, bly leerders nog steeds afwesig vanaf die skool. Die klem van hierdie studie het ook spesifiek geval op die sosio-ekonomiese en kulturele karaktereienskappe van die plattelande skool en die gemeenskap waar leerderafwesigheid die wesenlike probleem is. Hierdie plattelandse leerders en gemeenskappe ervaar verskeie uitdagings, soos byvoorbeeld leerderafwesigheid, lae akademiese uitslae en dissiplinêre probleme. Die basiese interpretatiewe kwalitatiewe navorsingsparadigma is gebruik binne die die bio-ekologiese teoretiese raamwerk. Doelbewuste steekproewe is gedoen by die skool en die data is by wyse van agt semi-gestruktureerde individuele onderhoude, een fokusgroeponderhoud en visuele tekeninge ingesamel. Die versamelde data is geanaliseer volgens die inhoudsanalise. Na aanleiding van die data-analise en kodering het daar vier hoof kategorieë na vore gekom. Die vier hoof kategorieë is eerstens, omgewings faktore wat die kind se woonbuurt, skool se ligging en dwelmafhanklikheid insluit; tweedens, persoonlike faktore wat die kind se ouers en portuurgroep insluit; derdens die gesinsuitdagings wat die gesins-dinamika en ekonomiese faktore insluit en laastens die skoolaangeleenthede, naamlik boelie, kurrikulum en ouerbetrokkendheid. Die bevindinge was dat leerderafwesigheid deur verskillende sisteme soos die gesin, skool en gemeenskap beïnvloed word. Die fisiese, ekonomiese en sosiaal-maat-skaplike kwessies waarbinne die kind funksioneer, speel ‘n deurslaggewende rol in die leerders wat probleme ervaar met leerderafwesigheid. Die plattelandse konteks, waar gesinne in armoede leef en op plase werk as seisoenwerkers, het ‘n groot impak op die leerders se belewenis van skoolbywoning.
An academic leadership model for transformation towards learning organisations in higher education
(Stellenbosch : Stellenbosch University, 1998-12) Van der Westhuizen, Andre Jeanne; Kapp, C. A.; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH SUMMARY: The pressures and demands for change and transformation are not bounded by national borders or geography and the complex challenges facing higher education call for a diversity of viewpoints and approaches. Institutional leadership must adjust to realize the full potential of institutions. Leaders will have to look beyond their own self - interest and meet the emotional needs of followers and find a radically new understanding of what it is to be effective. The study indicates that higher education institutions must have the will and the ability to adjust and respond to rapid change. It will be the responsibility of the leader(s) to define reality, to have an understanding of the past, the present and the future. Leading requires a refocusing of the mind, that includes fundamental beliefs, knows what it aspires to and where it is going to. Organisations have become so complicated that conditions must be created that are flexible enough that they can create a value system and learning culture that will inspire employees to participate enthusiastically, and at the same time enable and empower followers and individual leaders. However, before leaders can lead others, they must learn to lead themselves. Leaders have to understand that self - leadership is the power that drives new "boundaryless organizations." Such strategies help to create organisational culture where people value strong leadership and strive to create it. For higher education institutions to be able to survive the next millennium, they will have to strive for empowering their workforce and becoming learning organisations. Employees must experience the aliveness of a learning organisation, of something that has to do with the "whole"(Senge, 1990:339;371). The format of the study is that of a literature review of the leadership, transformation and learning organisations disciplines for the purpose to identify patterns and regularities to provide a systematic representation to be able to create a model. The model for academic leadership to accommodate change and transformation provides the institutional culture for leadership development and becoming learning organisations. The model gives a "(w)holistic" viewpoint on how leadership development in institutions can create the "space" to become, not only, learning organisations, but boundaryless organisations as well.
An analysis of democratic citizenship education in namibian primary education : implications for teaching and learning
(Stellenbosch : Stellenbosch University, 2019-12) Akumbi, Saara Taleni; Waghid, Yusef; Stellenbosch University. Faculty of Education. Education Policy Studies.
ENGLISH SUMMARY : The Namibian education system has not made significant efforts to promote democratic citizenship ducation (DCE) in the country, due to unequal opportunities towards quality education. Therefore, this study sought to understand the implications of democratic citizenship education for teaching and learning in Namibian primary education, from 1993 to 2017. This was done through the analysis of major education policies that support teaching and learning, in order to understand how these policies contribute to the promotion of democratic citizenship education in the country. The analysis was guided by interpretive theory as methodology. At the same time, conceptual, deconstructive and document analyses were employed as the methods to analyse education policies. This approach (methodology and method) assisted me both to establish meanings of democratic citizenship education in the Namibian context and to determine what is delaying the promotion of democratic citizenship education in Namibia. However, this study revealed that schools in rural areas are operating under poor conditions due to a lack of teaching and learning resources, which lead to poor quality education, while schools in urban areas have adequate resources that ensure good quality education. The disparities in the quality of education are contrary to the principles of DCE. Therefore, for the realisation of democratic citizenship education in Namibia to take place, there is a need to implement compensatory programmes that give schools in rural areas proportionately more teaching and learning resources to put them on an equal footing with those in urban areas. Moreover, at a conceptual level, the Ministry of Education needs to prepare future citizens for democratic deliberation by both engaging them in decision-making concerning their lives as well as introducing them to ubuntu values, which can guide them to become responsible citizens.
An analysis of policies and strategies to reduce poverty
(Stellenbosch : Stellenbosch University, 2012-03) Daniels, Christine Gaynore; Van Wyk, B.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: In this thesis I analyse policies and strategies to reduce poverty through education, and the focus is on global and national policies and strategies and I conduct a small-scale investigation into policies and strategies that exist at a local level (local is the Cape Winelands District Municipality). Poverty is one of the core problems facing many South Africans, and by using critical theory as my research methodology I present a different way of thinking about poverty. Education, just like poverty, is a complex concept because education determines human thoughts and actions. The literature review indicates three ways to reduce poverty: job creation, education and skills development. The policy analysis indicates four ways to reduce poverty: empowering the poor, increasing the capabilities of the poor by using education, the challenge of deliberative democracy, and social justice. The interview respondents indicated that these seven ways may have a major influence on their impoverished circumstances. I argue that individuals need to reflect critically on their social well-being in order to transform their lives. Critical reflection by individuals is needed to transform not only themselves, but also their communities, and it is by transformation that individuals can bring change in their social communities in order to achieve social justice. A remaining need I identify is that the South African government need to focus on the goal to halve the number of poor people by 2015 (according to United Nations, Millennium Development Goals). I realise that the government still has much work to do in order to reach this important goal.
Die assesseringspraktyke van laerskoopopvoeders in respons tot die verwagtinge van die nasionale kurrikulumverklaring
(Stellenbosch : Stellenbosch University, 2013-12) Truter, Linley Clive; Fataar, Aslam; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: The political dispensation in South Africa after 1994 experienced a complete change in different spheres of life. Not only was the country greeted with a new democratic government system, but also with widespread educational reform, of which curriculum reform in schools was one of its main drivers. This study focuses on implementation dynamics related to the latest iteration of curriculum reform namely the National Curriculum Statement (NCS) that was introduced in all public schools in 2005. Educators were sent for in service training in order to implement the new curriculum in their classrooms. Continuous assessment (CASS) became the operative on everybody’s lips, though learners would be assessed according to continuous assessment activities. These assessment marks or codes, obtained by the learners, would determine progression to the next grade. This resulted in a new educator practice, namely an assessment practice. Their initial encounter was somehow problematic because they found it difficult in marrying this new practice with their teaching and learning practices due to various reasons. One of the main reasons was that the NCS was never part of their tertiary education. The study’s main point of departure is that the assessment practices of primary school educators are diverse and divergent in response to the expectations of the NCS. The study uses the analytical lenses of forward and backward mapping as well as the ambiguity-conflict model in order to investigate and ascertain the underlying relationship between educator’s assessment practices and the assessment policy. The study belongs within the qualitative interpretative paradigm, as I attempt to form an understanding of the nature and range of their assessment practices. It emphasises the manifestation of the assessment practices of educators. Qualitative research instruments, which include individual interviews, were used to answer the research question and achieve the research objectives of the thesis. The research shows how these educators experience, interpret and implement the assessment policy in unique ways. It indicates how they, in striving to adhere to the expectations of the NCS, respond by tackling their respective assessment practices in a diverse and divergent way and at times deviate from what is expected of them as set out in the NCS.
Assessing learner needs for student academic support and development in the Early Childhood Education Department of the South African College for Teacher Education (SACTE)
(Stellenbosch : Stellenbosch University, 2001-03) Phatudi, Nkidi Caroline; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the Republic of South Africa. As a distance education provider, SACTE has to rely on teaching and learning media other than the tutor for providing service to its students. Study manuals are the main means of subject delivery the college employs. The college, however, cannot always reach its students through the media used, which in this instance is the study manual. This conclusion was reached after numerous telephone calls and letters from students requiring urgent assistance in connection with their studies. The researcher therefore felt that a need existed to find out the type of problems students encountered that prevented them from optimal performance as students and as teachers. The purpose of this study was to determine learner needs in the department of Early Childhood Education, and how they can be dealt with to improve the academic performance and the classroom practice of its students. The premise the researcher worked from, was that students of SACTE experience learning problems, thus they are unable to attain good academic performance, and this affects their classroom practice. A research survey was carried out to determine the type and the nature of problems that existed amongst the students. Two questionnaires were sent out to the ECE students and the academic staff. The following key questions were posed in the questionnaire for students: • What type of educational background do students have? • How long have students been registered with SACTE? • To what extent do they benefit from a tutor system if they have access to it? • To what extent are the study manuals 'accessible' to them? • If study manuals are not accessible, what are the problems and what suggestions do students have to eradicate those problems? • What type of intervention would they like to have from SACTE? The aim in asking these questions was to probe the root problem which might exist, to analyse the responses and to make appropriate conclusions and recommendations based on the data gathered. The questionnaire for the ECE academic staff was based on the following aspects: • The academic staffs experience in teaching teachers; • The academic staff's experience in distance education; • What the academic staff regard as problems inhibiting students from effective learning; • Suggestions and recommendations on how to deal with the problems identified. The questionnaire for students was sent out by mail with a self-addressed envelope included for the return mail. It took almost two months before the responses reached the sender. Almost 70% of the responses reached the sender. Data analysis was done by the Statkon Service of Rand Afrikaans University. The conclusions reached from the data analysis were divided into the following categories: Social background of students: Students do not have study rooms, thus they use dining-rooms and bedrooms as study places. An average household has more than ten members. This type of a situation does not promote effective learning. Educational background of students: Almost 90% of the respondents studied in the former Department of Education and Training (DET). Their highest qualification is M+2 (matric plus two years of professional training), which implies that 56,3% of teachers are not fully qualified to be teaching, as the minimum requirement is M+3. Experience of students at SACTE: Students expressed their desire for the upgrading of the total learning environment in order to enhance learning and classroom practice. Students wanted contact sessions with tutors as they felt that they do not benefit much by studying on their own without external assistance Recommendations made on these conclusions were the following: SACTE must establish Regional Learning Centers (RLC) to alleviate the students' problem of studying in overcrowded homes. RLCs, besides being places to study at, would also serve the purpose of being resource centres as well as discussion places where study support groups can meet. Study manuals should be written with the needs of the learner in mind. The language of the study manual, examples given and the context in which they are written, should reflect the learner and not the lecturer. The 'distance' between the student and the lecturer, that is created by the physical distance, can be narrowed by introducing interactive media. Based on the survey findings, it can be concluded that there is a need to establish student support measures at SACTE that would provide for students by answering to their needs as learners and educators.
An auto-ethnographical account of curriculum flexibility in primary school science in relation to CAPS policy
(Stellenbosch : Stellenbosch University, 2023-12) Tryon, Tania Adelle ; Jansen, Jonathan D. ; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: This study is an auto-ethnographical account of my experiences as a teacher teaching CAPS in a primary school science classroom. This study aimed to investigate whether, and if so, to what extent the CAPS curriculum limited my ability as a teacher to experience curriculum flexibility in terms of allowing me to adapt the curriculum content to suit the needs of learners in my class. Furthermore, what strategies and approaches have I put in place to address my challenges of curriculum flexibility in the CAPS curriculum? Data gathered for this study indicate that the strict adherence to the topic coverage timeframes outlined in the CAPS policy, a teacher’s autonomy to make decisions about the pace at which they teach content in accordance with learner needs, is restricted. The study also indicates that teacher subject knowledge and pedagogical skills are key factors determining the extent to which the teacher can create opportunities for curriculum flexibility within the CAPS curriculum. The study recommends that for teachers to experience curriculum flexibility within the CAPS curriculum requires a less stringent approach to the implementation of curriculum content, as the timeframes outlined in policy are not necessarily always in line with the needs of the learners in a class. Therefore, teachers should have the ability to adapt and adjust the pace of their teaching and the delivery of content to suit learners' needs and should not solely comply with policy guidelines and timeframes.
Beginner-onderwyseresse ervaring van mentorskap en induksie in Wes-Kaap
(Stellenbosch : Stellenbosch University, 2024-03) Adams, Theo; Joorst, Jerome P.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: This study explored the experiences of novice teachers with induction and mentoring. A qualitative approach was used with data from semi-structured interviews. The study was conducted with participants working in primary schools under the control of the Western Cape Education Department. Participating teachers were purposefully selected based on specific criteria and a contribution to the enrichment of the research question. The New Teacher Induction (2020) regarding the induction of novice – teachers underpinned the study. An interpretative research perspective was used in the investigation. This approach focused on participants' experience and was the most appropriate for understanding their experience within their respective school settings. The data was analysed using Pierre Bourdieu, Tara Yosso and Stephen Ball's theories, bringing a dynamic view of the study findings. The most important finding was that novice teachers received minimal to no mentoring during their induction into the teaching profession. They crafted viable pathways for themselves to stay on track in their practical immersion into their school. Their search for growth opportunities and self-empowerment helped them navigate within the practice. Although the study was limited to only four novice teachers, the insights from the investigation can inform and motivate other novice teachers to successfully navigate their induction into the teaching profession if mentorship is unavailable in their schools.
Benaderings tot die bestuur van diversiteit in skole in die Republiek van Suid-Afrika
(Stellenbosch : Stellenbosch University, 1997-12) Filander, Andre Leon; Du Toit, P. J.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH SUMMARY: The current process of transformation in South Africa makes the study of diversity in schools essential. Diversity in schools can be addressed by means of various management approaches. Management approaches can be divided into two categories, i.e. Assimilation and Pluralism. The assimilation approach is aimed at ignoring all aspects of diversity and causing learners to conform to a dominant culture . Pluralism is grounded in the acknowledgement and promotion of diversity in schools. This research addresses the pluralistic approaches of multi-cultural and anti-rascist education. The concept "culture" forms the basis of multi-cultural teaching and it is therefore essential that a clear understanding is developed of this concept. The stages in the development of multi-cultural education are of great importance, because different countries move from different motivational grounds in their implementation of this form of education. Multi-cultural education aims at equal opportunities for all diverse groups in schools. This approach in education should also adhere to certain conditions to ensure success. Some of these conditions are as follows: early integration, curriculum development and the development of values. Critics opposing multi-cultural education state that this approach would be insufficient if implemented on its own. For this reason the anti-rascist approach in education has also been researched in this study. In the study of the anti-rascist approach in education, it is essential to reach a clear understanding of concepts such as rascism, prejudice, discrimination and stereotyping. It is also essential that the various theories that describe the philosophical and theoretical principles of anti-rascism be clearly understood. In this study the following theories were used: conflict theory, resistance theory and the cognitive development theory. The aims of the anti-rascist approach are grounded in the principles of equality and equity for all. Criticism of the anti-rascist approach points to the fact that it should always be implemented in conjunction with another education approach. By implementing a multi-cultural and anti-rascist approach to education, an opportunity is created to answer many criticisms against these approaches. Successful implementation of the combined approach requires an approach that is more holistic in nature and that a process needs to be followed.
Can critical theory contribute towards enacting democratic policy implementation in schools?
(Stellenbosch : Stellenbosch University, 2002--12) Nxawe, Lungiswa; Waghid, Yusef; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: This assignment addresses the question whether critical theory can contribute towards enacting democratic policy implementation in schools. With reference to the Norms and Standards for Educators of 2000, I argue that critical educational theory offers an adequate framework of thinking and acting to engender democratic policy implementation in schools. Using conceptual analysis, this assignment shows that one first needs to understand the meanings of concepts before one can consider implementing them. Many of the problems facing teachers in schools involve them not having sufficient understanding of educational concepts. Hence, they seemingly find it difficult to effectively implement policy. This results in the fact that democracy remains undermined. This assignment provides a modest attempt to show that democracy does not have to be sacrificed. However, then it requires teachers to use principles of critical educational theory to ensure that effective policy implementation does occur in schools.
Can higher education policy frameworks engender quality higher education in Malawian universities?
(Stellenbosch : Stellenbosch University, 2007-12) Shawa, Lester Brian; Waghid, Yusef; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
The challenges of whole school evaluation for school governing bodies in Hlabisa district Kwazulu Natal Province
(Stellenbosch : Stellenbosch University, 2004-12) Ntombela, M. A.; Taylor, D. J. L.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: South Africa has a long history of apartheid and other forms of unfair discrimination in education. In the past there were separate and unequal school and education systems based on ethnicity, race and colour. Following the democratic elections of April 1994 a new era in education commenced. The education system was transformed to a unitary system and a programme of legislation was launched aimed at promoting democratic ideals and practices. Of particular importance to schools was the South African Schools Act (Act No 84 of 1996), which granted significant powers to school governing bodies (SGBs) at local level. The composition of SGBs was based on elected representation from four main stakeholder groups, namely parents (in the majority), educators, non-educator staff and learners (in Grade 8 or above), plus the principal ex officio. The powers and functions granted to SGBs were intended to promote participative decision-making, a sense of ownership and responsibility aimed at promoting the best interests of the school. The innovation of SGBs had far-reaching potential to improve school effectiveness and more importantly to contribute to the growth of democracy in South Africa. In 2001, aimed specifically at ensuring quality education, the government introduced the National Policy on Whole Schools Evaluation (WSE). The policy unified and integrated previous approaches to school and teacher assessment and was centred on a school-based and holistic approach to the monitoring and improvement of school quality. Using objective criteria and performance indicators on nine areas of functioning, the WSE model relied on an ongoing process of school self-evaluation, supported by external auditing and feedback, leading to each school having a school development plan (SDP). Ownership and direction of this was envisaged to be an important responsibility of SGBs. In this way, school improvement and educational quality became strategically linked to effective school governance. As an educator in the Senior Secondary School phase, the researcher has gained fruitful insights into schools in the rural and semi-rural areas of Hlabisa District in the province of KwaZulu Natal. This first-hand experience has made him keenly aware of problems and challenges for SGBs in fulfilling their role in implementing the processes of monitoring and evaluating school performance in line with WSE. The research therefore aimed to contribute to a better understanding of the particular needs of SGBs in meeting the requirements ofWSE. The research was structured therefore around two aspects: firstly, a conceptual and policy analysis that tried (a) to identify and explain significant concepts relevant to understanding both school governance and school evaluation and (b) to identify and explain the legislative and policy context by dealing with the relevant documents. This included a brief explanation and contrast of the policy approaches to governance and school assessment in the pre-1994 and post-1994 dispensations. The second, more empirical part of the study aimed to investigate the experience of SGBs in practice, by using questionnaires and interviews to collect data from a sample of ten schools in the Hlabisa district. Based on the responses collected the researcher was able to conclude that there are many positive signs of healthy development in school governance in the schools sampled. Particular challenges were also identified relating to the needs of SGBs in order to implement WSE programmes successfully. These challenges included drawbacks caused by illiteracy among school governors, the need for more effective training of SGBs in reaching a full understanding of the governance rights and responsibilities, and the need to bring about a more inclusive participation of all stakeholders, especially also by learners and non-educator staff in exercises such as WSE. In the light of these challenges, the study was able to make certain practical recommendations and suggest questions for future research on the role of school governance in improving school effectiveness through the Whole School approach.
A conceptual analysis of institutional culture at a Namibian university
(Stellenbosch : Stellenbosch University, 2015-12) Kabende, Matildah Mwangelwa; Van Wyk, B.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: This philosophical study draws on Gadamer’s hermeneutics, which is primarily concerned with the understanding and interpretation of texts. From this perspective I conduct a conceptual and documentary analysis of institutional culture with the aim of gaining deeper understanding of how institutional culture is constructed and articulated in institutional policy documents. The unit of analysis is the University of Namibia (UNAM), the leading higher education institution in Namibia. The available data indicates that institutional culture in the Namibian context has been under-studied. I constructed four meanings (strategy, typology, history and tradition, and scholarship) that served as a theoretical framework for an analysis of the institutional policy documents of UNAM. This study found that the meanings of institutional culture are articulated in relevant policy documents and that the university’s institutional culture is influenced by the national policy, Namibia Vision 2030. UNAM seeks to develop its students and the community to lead institutions in the country towards a knowledge-based economy, economic growth and improved quality of life. By implication, UNAM is not an outstanding institution but envisages to become one by the year 2030. Further, UNAM sees itself as weak in terms of knowledge creation and publication, and desires this area to be a best practice in the next five year. UNAM can be classified as a developmental institution and draws from the national developmental strategy in Namibia Vision 2030. To respond to this national vision, UNAM seeks to align its institutional culture according to national priorities.
A conceptual analysis of visionary leadership and its implications for educational transformation in schools
(Stellenbosch : Stellenbosch University, 2004-04) Galloway, Greta Marie Mandy; Waghid, Yusef; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: There are many new developments in education taking place specifically in the field of schooling. Some of these developments - school based management, OBE curriculum developments and the devolution of control to the school level have brought with it many significant policy changes. Many educational leaders are struggling to keep abreast with these transformational changes that are confronting them with regard to leadership and management of education, and educational structures within the school. Therefore, visionary leadership is an essential ingredient in understanding the democratic changes and restructuring taking place at present. Many principals at schools are struggling with the changes, while possibly not fully understanding the political, social and economic dynamics of these changes. This assignment seeks to establish the need for visionary leadership in order to meet the challenges and constraints educational leaders face in their attempts to effect transformation in South Africa. I strongly identify with the democratic principles used to overcome the challenges and constraints to redress education in South African schools. Interviews were conducted and data was constructed with principals of six different schools in the East London area. The educational leaders interviewed, ranged from primary to high school principals giving a vast expanse of expertise as leaders within a specific school community. This assignment is based on the assumption that there is scope for educational leaders to bring about greater change and transformation in schools. There are many ways to visualise an effective school landscape based on a combination of personal, organisational and professional strategies. This assignment can be considered a contribution in this regard. KEY WORDS: Educational leaders, transformation and visionary leadership
Consequences of staff deployment in public primary schools in Cape Town
(Stellenbosch : University of Stellenbosch, 2011-12) Bougardt, Abraham Deon; Heystek, J.; University of Stellenbosch. Faculty Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: This qualitative study explores the effect that staff deployment has on the morale and professional attitudes of educators who have been identified as being in excess at their schools. The study was done by doing interviews with teachers who have been affected by rightsizing and redeployment and principals who have had to manage the process. The Department of Education goes through an annual process of determining the school‘s staff establishment for the next academic year. This determination is based on the number of learners enrolled at the institution. The CEMIS statistics are used to determine the number of learners enrolled at the school and the schools‘ staff establishment for the next academic year. If a school‘s learner numbers have increased since the last survey, the school will gain some teaching posts. Conversely, if the learner numbers have dropped a number of educators at the institution, as determined by the education department, have to be identified and declared in excess. Change associated with staff redeployment can have a negative impact on the morale and motivation of teachers. A school‘s functioning and ability to supply quality education can also be compromised as a result thereof. This is especially true when schools do not have the financial resources to employ additional teachers out of school funds. The problem is researched by exploring the ‗lived experiences‘ of selected teachers at primary schools in two of the education districts that fall under the WCED. Educators who were selected to participate in the study were individuals who had been declared in excess and who were redeployed or who were awaiting redeployment. Teachers were given the opportunity to relate their individual experiences. Their accounts of the process reflect how these experiences affect behaviour, professional attitude and general health. My discussion of their perceptions pays particular attention to their perceptions of how their general health and well-being were affected. Two principals (who managed the process at their respective schools) also shed some light on their experiences of the effects of downsizing. It seems that whilst there are cases where the process of rightsizing and redeployment is handled with the necessary care and circumspection, this is not always the case. Too often rightsizing and redeployment are handled in a clinical way, which creates the impression that the principals are biased and unsympathetic.
Contemplative education as a response to the contradictions between neoliberalism and social justice in the Curriculum Assessment Policy Statement (CAPS)
(Stellenbosch : Stellenbosch University, 2020-03) Bekker, Petrus; Davids, Nuraan; Stellenbosch University. Faculty of Education. Education Policy Studies.
ENGLISH ABSTRACT : South African educational policy after 1994, and in particular, the current Curriculum and Assessment Policy Statement (CAPS), express a very ambitious and wide range of aims and goals, with some relating to education for economic progress, and others relating to education pertaining to human rights, responsible and ‘good’ citizenship, and social justice – what might be termed ‘values education’. Of concern is the realisation that CAPS is unaware of and negligent about its strong neoliberal leanings – that is, it emphasises skills-oriented education, which stifles the implementation of values education. What follows is a report on a conceptual study of how neoliberalism, as espoused by CAPS, influences the ethical adeptness and enthusiasm of individuals and their ability to maintain a healthy relationality with the ‘other’. It was found that neoliberalism leads to exclusionary identity formation, hyper-individuality and the avoidance of ethical responsibilities. As a response, I argue for a consideration of contemplative education, underscored by an ethics of care (both of which contain values like empathy, compassion and responsibility). In this regard, the study challenges the neoliberal tone of CAPS and makes suggestions for new roadmaps unto values education. Bringing contemplative education to stand against neoliberalism in the South African context represents a new area of study, and I make recommendations for further research. Keywords: contemplative education, neoliberalism, values, values education, care ethics, Curriculum and Assessment Policy Statement (CAPS), South African educational policy.
Continuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship education
(Stellenbosch : Stellenbosch University, 2017-03) Ayoola, Ruth Oluwafunke; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies
ENGLISH ABSTRACT : This thesis provides a thoughtful insight into continuing professional development of Accounting teachers in Nigeria and its implication for the development of democratic citizens. The explicit aim of this study was to understand the policy provision for continuing professional development training of Accounting teachers, and the extent to which teachers’ participation in the continuing professional development programmes have the potential to develop democratic citizens in the classrooms. The conceptual theories of Benhabib, Gutmann and Thompson on deliberative democracy were used in the present study to support the argument for the inclusion of democratic citizenship education in teachers’ continuing professional development programmes. The theoretical section draws upon literature on the concept of education policy, analysis of the Professional Standards of Nigerian Teachers (2010) document with a focus on teachers’ continuing professional development, and a situation analysis of teachers’ continuing professional development in Nigeria. The data for this research were constructed through document analysis, observations and semi-structured interviews. Data analysis, interpretation and discussions were guided by using a qualitative research design and an interpretive paradigm that values the subjective understanding of the teachers. Data revealed that what is contained in the Professional Standards of Nigerian Teachers (2010) document about the provision and implementation of teachers continuing professional development is actually a sharp contrast to what the teachers’ experience. More so, the teachers’ responses indicated their lack of awareness of the Professional Standards of Nigerian Teachers (2010) document. Consequently, it was found that teachers’ exclusion, lack of democratic engagement and deliberation in the planning and implementation of their continuing professional development programmes have an influence on how teachers teach and inculcate democratic values in the classrooms. Hence, some of the participating teachers concluded that democratic citizenship is not achievable in the classroom. These teachers made limited effort to cultivate a classroom of respect, inclusion, active participation and democratic deliberation, which poses serious implications for democratic citizenship education. The study submits that the school is one of the most important sites to cultivate democratic citizenship. However, enabling teachers to exercise democratic values through their continuing professional development programmes will make it less difficult for teachers to develop active citizens with critical thinking skills and who can engage in democratic deliberation towards demanding for accountability from fellow citizens and make positive contributions to the society.
The contribution of adult learning centres in educating communities on HIV/AIDS and related issues
(Stellenbosch : Stellenbosch University, 2004-12) November, Terence S.; Kapp, C. A.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: Most people infected with the human immunodeficiency virus (HIV) do not know they carry the virus. HIV is the virus that causes acquired immunodeficiency syndrome (more commonly known as AIDS). Many people know nothing or too little about HIV to protect themselves against it. Mainstream educational and some private sector services currently expose their learners or workers to HIV/AIDS education and training. Despite these services there are three groups of adults who would not benefit from the available HIV/AIDS education services. They are the unemployed (including dropouts from the mainstream schooling system), those working in the informal sector (e.g. hawkers, taxi drivers, chars, etc.) and those working for companies that do not see HIV/AIDS education as a priority. The aim of this study is to see if a HIV/AIDS training programme targeting adult learners leads to a greater awareness about HIV/AIDS and related issues. This study utilised an experimental design. The study was based on the two group pretest, post-test, post-past-test design. The data-collection instruments used in this study were questionnaires, interviews and literature reviews. During the pretest there were no statistically significant differences between the experimental group and the control group. However, at the posttest, there was a significant difference between the experimental group and the control group, e.g. on issues like the difference between HIV and AIDS, the window period, that mosquitoes cannot pass on the HIV to humans, and that there is no cure for HIV/AIDS. At the postpost test stage the experimental group still knew more about HIV/AIDS and related issues compared to the control group. The participants, who were part of the experimental group, were also able to share HIV/AIDS information with family members, friends and colleagues, and they realized the importance of HIV/AIDS education for all, which would reduce or eradicate stigmatization and discrimination against infected people. It is recommended that the HIV/AIDS training should not only be knowledge-based, but rather be coupled with skills training and development. The latter combination will allow learners to be even more effective and better equipped to share important and relevant HIV/AIDS information with significant others. Parents who will be able to talk to their children about HIV/AIDS issues will create an environment of trust between them and at the same time their children can also verify information they had gotten from the 'street'. In order to reach more people regarding HIV/AIDS education it is thus recommended that ALCs (Adult Learning Centres) and the private sector should start negotiations about how they can complement each other in terms of educating not only their workers, but also their workers' family members. Hoping for a vaccine or cure for HIV/AIDS at this stage is an unsound strategy. We might not have a medical vaccine, but our only vaccine against HIV is education. The relevant South African government departments (Education, Health and Labour) together with the private sector and NGOs (Non-Governmental Organisations) need to start negotiations in order to share a common goal and vision regarding HIV/AIDS education and training. Further research regarding HIV/AIDS and related issues remains of the utmost importance.
A critical perspective on the role of outcomes based education in the democratic transformation of education in South Africa
(Stellenbosch : Stellenbosch University, 2003-12) Linderts, Theodore Ian; Taylor, D. J. L.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: South Africa had its first democratic elections in April 1994. This achievement was the start of a bold break from the apartheid era and was signified by a new wave of optimism that swept the country. Democratic rule and practice has been hailed as the goal so long fought for and this has finally been realised. In an effort to sustain the optimism and to widen the cleavage between the old and the new, South African policy makers set out on a course of major policy changes that affected all spheres of South African life. Education is but one sphere that did not get spared and on 24 March 1997 the break from the past was achieved with the adoption of Outcomes-based Education as the official educational approach through the introduction of Curriculum 2005. In this study I will argue the concept of democracy and highlight some of the different interpretations that people hold. This is done to establish a conceptual framework against which the South African democracy can be measured. Further issues related to the implementation of democracy in South Africa are debated to give a clear indication of which direction the South African government is steering this process. I will also discuss the introduction of Outcomes-based Education and focus on the reasons why policy makers decided to adopt this particular educational approach. Various concepts that tie in with Outcomes based Education are explained and offer the reader a opportunity to form an understanding of how the system functions. The research consists of six chapters, with each chapter offering a different perspective on the research topic. Chapter 2 contains a conceptual clarification of various concepts relating to the study and these clarifications are informed by the views of various authors. Chapter 3 deals with the issue of democracy and has two objectives. Firstly, the construction of a common understanding of what is meant by the term democracy, and secondly, the formation of a framework against which the South African society could be assessed. The main theme of Chapter 4 is the advent of Outcomes-based Education in South Africa, and reference to the North American experience is made for the purpose of comparison. In the discussion on the criticisms of Outcomes-based Education the researcher highlights an alternative perspective and discusses the proponents' point of view. This is offered for the purposes of presenting an informed discussion, but also for the sake of comparison. In Chapter 5 the researcher presents a view of South African Society against the framework set out in Chapter 3. The second section of the chapter deals with Outcomes-based Education and its possibilities for the deepening of democracy in South Africa. The study concludes with a summary of the various issues that were dealt with and suggestions offered. Lastly, recommendations on how this process can be taken forward are offered which includes suggestions for further research.

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