Browsing by Author "Sayed, Yusuf"

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    The admission policies of ex-model C primary schools in Cape Town during 1998
    (University of the Western Cape, 1998) Denyssen, Shuaib; Sayed, Yusuf
    ln the past all black learners were excluded from ex-Model C schools by Apartheid laws. ln the context of transformation, the South African Schools Act (1996) aims to equalize opportunities for learners from all racial and social class backgrounds. ln spite of the popular trend to gloss over racial and class differences and rather celebrate freedom, opportunity, equality and black empowerment after the first democratic elections of 1994, the social context remains characterized by Apartheid remnants such as geographically separate living areas according to race and social class. The result is that in spite of claims that thousands of black learners are in fact presently enrolled at ex-Model C schools, hundreds of thousands of working-class black children remain excluded. ln order to aid the process of transformation towards equal schooling opportunities, it is necessary to have an understanding of how national schooling policy is implemented at school level. This study therefore collects the views and understandings of selected ex-Model C school principals about their admission policies using qualitative methods. From the admission trends implied in this study, suggestions and recommendations are made which may aid the democratization of school governance.
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    A critical examination of the notion of participation in terms of decision-making in South African schools
    (University of the Western Cape, 1995) Moodley, P; Sayed, Yusuf
    Democratic participation has come into vogue in South African politics, especially education, yet the notion of participation as it relates to decision-making in the arena of school governance remains a concept lacking in clarity. This mini-thesis sets out to investigate critically, the notion of participation in terms of decision-making, with specific reference to black South African schools. Chapter One sets the context of this discussion by illustrating that democratic participation appears to be a focal point of interest amongst the various stake-holders in the arena of education, the two principal contenders being the state and the historically oppressed black community. It is illustrated that both the state as well as the oppressed community maintain that participation in decision-making is central to effective educational administration, yet there exists major conflict between them about what constitutes the notion of participation. This mini-thesis proceeds to argue that the root of this conflict between the state and the oppressed community emerges from their different understandings of the notion of participation in decision-making. Stemming from the conflict between the state and the oppressed community about what constitutes the notion of participation in decision making, Chapter Two proceeds to explore the multiple meanings of the concept. I argue that equality in the exercise and control of decision-making in the arena of school governance forms the essence of participation. Chapter Three undertakes an historical genesis of participation in decision-making of both the state as well as the oppressed community. Thereafter both the state and the oppressed community's notion of participation in decision-making is analysed and critiqued, against the backdrop of the working definition of participation established in Chapter Two. Chapter Four recaps the main trends of my argument in this mini-thesis and then proceeds to revisit the working definition of participation as established in Chapter Two. The theory of negotiation is briefly explored, as a possible option for further refining the notion of participation in decision-making in the arena of school governance. Chapter Five concludes my discussion by arguing that effective participation in decision-making is vital in establishing a democratic education system in South Africa.
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    Education quality, and teaching and learning in the post-2015education agenda
    (Elsevier, 2015) Sayed, Yusuf; Ahmed, Rashid
    At present, there is an intense and wide-ranging debate on the future of global development. This debateoccurs in a context of increasing global inequality, global economic recession, conflict, and climatechange. Discussions about the post-2015 education and development agenda in this context ambitiouslyseek to eradicate poverty, promote social and economic inclusion, tackle climate change, promoteequity, and access to quality education. While the exact goals are not yet agreed and the shape of the finalpost-2015 development is still to be settled, there is a widespread consensus that education is priorityand that equitable and quality education is core to the agenda. In this context, this paper discusses thecontinuities and discontinuities in the proposed post-2015 quality agenda through a textual analysis ofUNESCO consultations on Education for All (EFA). In particular, this article focuses on the UNESCO post-2015 position paper and the Muscat Global Education meeting agreement in April 2015. They aresignificant policy texts as they evidence the current global education discourse on education and thedevelopment agenda and reflect the broad consultations and thinking reflected in the thematicconsultations. They also are important as they seek to clarify and secure the focus on the Education for Allgoals within a future post-2015 development agenda. The analysis of these texts pays particularattention to how quality is conceptualised in these texts, how it is translated into targets and howteachers are located in the global education quality discourse.
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    Understanding effective primary school management: A Qualitative Study of Selected Schools in the Western Cape
    (University of the Western Cape, 1998) Laattoe, Bayar; Sayed, Yusuf
    The SA Schools Act (1996, p. 2) acknowledges that the past system of education was based on segregation and racial inequality. Prior to 1994, at the national level, the Department of National Education (DNE) was responsible for the general education policy. During this time, the education in the Western Cape for specific racial groups was controlled by the following bodies: 1. Department of Education and Culture (DEC) in House of Assembly (HOA) was responsible for the education of whites; 2. Department of Education and Culture (DEC) in House of Delegates (HOD) saw to the education of Indians; 3. Department of Education and Culture (DEC) in House of Representatives (HOR) was responsible for the education of coloureds; and 4. Department of Education and Training (DET) was responsible for the education of Africans. Although the above bodies have been dissolved, and a single education department has been established, most schools continue to reflect the legacy of the previous system. This can be explained by the fact that the majority of public schools are situated in residential areas which act as feeder areas for the schools, and these areas still reflect the specific population groups for which it was classified. Furthermore, the teaching staff and the majority of the pupils of the same school are still from the population category though this is starting to change (see Christie,1994). Education for alt children in the Republic of South Africa is compulsory from the age of seven until 15, or the ninth grade, whichever comes first (SA Schools Act, 1996, p.6). This means that the primary education in compulsory. The following study is located within the schools that offer primary education and focuses on the management aspects of four primary schools - one from each of the former racial education departments (see Chapter 4 for more details). During the late 1970's and early 1980's, for example, two of the principals (where the researcher taught) were perceived to be authoritarian, and strict regimented procedures were followed - activities were done according to 'the book' and school inspectors ensured that the department's policies were strictly adhered to. During the middle and late 1980's, the (third) principal - a contemporary of the first two - was perceived as less autocratic and semi-participatory. By the 1990's, more teachers were becoming unionised and more assertive, and the next (fourth) principal were far more consultative and participatory. School inspectors were renamed 'circuit managers' and their role had changed to giving guidance and advice rather than inspection.