Department of Comparative Education

Permanent URI for this community

https://hdl.handle.net/10566/10522

Browse

Now showing 1 - 20 of 136

Success, failure and drop-out at university : a comparative, longitudinal study with special reference to the University of Durban-Westville
(University of the Western Cape, 1983) Gounden, Perumal Kistna; Maharaj, S.R.
It has become a world trend that the opportunity for university education should be made available to all. The twentieth century witnessed the partial demolition of the barrier that retained higher education as the privilege of the élite group. Attendance at a university is seen today as the gateway to the membership of a profession, and to all the benefits of improved economic and social status. Rapid economic and industrial development in South Africa and overseas in the second half of this century has caused a general shortage of scientific manpower. Malherbe (1977, 496) stresses that full opportunities for developing the talent of every individual are no longer an idealistic aim but an economic necessity. The Wiehahn Commission (1980, 12), appointed by the South African Government to inquire into labour legislation and labour systems in South Africa, reported that a serious shortage of skilled manpower for professional, managerial and technical positions still exists. The universities, now having a major responsibility in the preparation of such personnel, have assumed greater significance as far as the public and private sectors are concerned. Educated people are a part of the nation's best human resources, and because education is one of the chief assets of the individual, there is a compelling need for research to improve the academic performance of students at all levels, especially at university. Arising from the shortage of skilled manpower and the increasingly growing demand for tertiary -education, more students enter universities. The rapid increase in university enrolment has brought with it new interest and concern relating to those students who fail or drop out. The problems of failure and drop-out at university have been the subject of many investigations in Western countries, especially Great Britain (Miller, 1970; Butcher and Rudd, 1972) and the United States of America (Pervin et aZ, -1965; Astin, 1971). In South Africa, the Government appointed a Commission of Inquiry into White universities (Van Wyk de Vries, 1974). Included in its terms of reference were: transition from school to university, and the high failure rate among undergraduates. As Astin (1975, 1) points out, most studies take the view that decision-makers legitimately want to know more about how to increase the students' chances of graduating. This concern is based, inter aZia, on: loss of talent; waste of limited educational resources; vocational and personal setbacks resulting from the student's impeded career development; futile expenditure of money, time and effort. The incidence of failure and drop-out evokes painful responses not only from the student but also from others, including his parents and his university. To parents, the admission to university of their son or daughter often represents a fulfilled ambition and the fruition of years of struggle and hope. Therefore failure or drop-out by the student is also a shattering experience for most parents - many of whom feel that they have failed as parents
Ideology and the training of history at colleges of education in South teachers Africa
(University of the Western Cape, 1990) Manuel, Jeffrey Alexander; Bloch, Greame
This dissertation is an attempt at locating the connections that there exist between ideolog and education. To this end I have looked at the training of History teachers at Colleges of Education under the Department of Education and Culture in the House of Representatives. My first move is an investigation into the conceptual frameworks within which the term ideology is located, This is done in Chapter One. In Chapter Two ideology is contextualized within the South African educational system. This is attempted by investigating the historical connections that there exist between ideology. and education in South Africa. In other words, a brief History of Christian National Ideology with specific reference to the training of History teachers in South Africa, is attempted. From this historical-theoretical analysis of ideology and History teacher training in South Africa, I proceed with an empirical and analytical critique of the current curricula prescribed for the training of History teachers. This is done in Chapter Three. Chapter Four discusses the different positions in South African Historiography. These positions are discussed as different debates contesting the dominant Christian National Histiography on which the History curricula for teacher trainees are based. The first four chapters are purely historical and empirical analysis. Chapter Five develops a more theoretical and philosophical argument concerning the democratization of ,History teacher training and the ideological underpinnings of such notions as democracy, autonomy, accountability and bureaucracy. To this end a number of questions are raised concerning the philosophical and ideological underpinnings of such notions as democracy, autonomy, accountability and bureaucracy. The assumptions embedded in these notions and how they would affect democratic teacher training are unpacked in this chapter.
Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho
(University of the Western Cape, 1991) Mgijima-Msindwana, Mirriam Miranda Nomso; Little, Angela
Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.
Probleemstelling en terrreinafbakening
(University of the Western Cape, 1991) Thuynsma, Beatrice Pauleen; Meerkotter, D.A.
Een van rLie id.eale in terslBre on,1.errig is waarskynlik om akademiese :=elfwerksaamheid en onafhanklikheld by studente te bewerkstellig. Vir die student om tot akademiese self-werksaamtreid te ontwikkel is dit na my mening nodig dat die student betrokke raak by 'n verskeidenheid aktiwiteite, Hoewel betrokkenheid by aktiwiteite nie beperk saI wees tot ,1 i6 binne die klasverband. nie, sal daar vir die doel van hierdle ondersoek sle6s op studentebetrokkenheid in klasaktiwiteite 6efokus word. Aan6eslen studente nie altyd die noodsaaklikheid van hul betrokkenheid insien nie, het huIIe .=oms hulp nodlg of ls dlt gerade dat die dosent daadwerkllk aktiwlteite inlsieer waar studente genoodsaak sa1 word om 'n bydrae te lewer of insette te rnaak. Dle term studentebetrokkenheld sou dan dosent-geinisieerde studente-aktiwlteite, .sowel as studenteselfaktiwlteit inslult. Die student moet "6eaktiveer" word tot aktiewe deelgenoot en mede-kwetenskapbeoefenaar. lie dosent se taak in om in die onlerrigngeergebeure die onderrigstrategie6 so te beplan dat die student aktief betrokke raak en deur toenemende belan8sterling daarna streef om ook 'n kenner van die vakte w1I word, Selfwerksaaratreid gee dan hopelik weer aan die :student rigting en roetine in sy studies en is vormend in sy benadering tot klaskarnerpraktyk en :skep 'n groter mate van verantwoordelikheld en selfdlssipline sodat akademlese, professionele en onderwysontwikke)- ing met die cog op verbeterde onderwyspraktyk kan plaasvind.
Objective teacher evaluation and democracy in a changing South Africa
(University of the Western Cape, 1992) Waghid, Yusef; Bak, Nelleke; Faculty of Education
In this minithesis I attempt to explain what could be meant by an objective and democratic teacher evaluation system. The central question which I address is whether the current South African teacher evaluation system could lay claim to the kind of objectivity and democracy I develop in my minithesis."
Promoting participatory teaching and learning in the senior primary classroom
(University of the Western Cape, 1994) Abrahams, Achmat; Van den Berg, O. C.; Gray, B. V.
Educational change is perhaps one of the most difficult processes that teachers might, experience in search of democratising their classroom practices. Being a traditional mathematics teacher who resorted to autocratic most of teaching, I had come to realise that my node of teaching was probably not facilitating the learning of mathematics by my pupils in the primary school. This thesis traces my attempts, via three projects, to change my style of teaching from a tractional to a more interactive and democratic mode of teaching. In an attempt to improve upon my own teaching practice, I also wanted my pupils to benefit it in the process. In my first project, I thus set to improve my pupils understanding of mathematics and to encourage them to verbalise their thoughts freely and confidently. For this purpose, I’d order to counteract a pupil passivity, I employed a collaborative process approach to the teaching of mathematics. In my second project f set out to learn from the failures of the first project. Project three, which was d.one at a different school, I largely a reply cation study of project two but deliberately carried. Cut in a different setting. Wanting to democratise my classroom practice I needed to resort to a mode of research that. was in line with democratic practices. I chose Action Research, which by its very nature of reflecting and acting within a collaborative process, tends towards a democratic practice. It offers me the opportunity to do research in the class on those aspects of my classroom practice that I felt, needed to be investigated. Action Research allows the teachers, together with other significant participants, to share their experiences with colleagues and in so doing to generate their own theory which will be open to scrutiny and change. In doing project three at a different school, I also wanted to establish the passivity of duplicating this study via an Action Research approach in another setting. Through the process of Action Research, I had undergone significant personal transformation in that I have civilised critical thinking skills such as the ability to analyse, synthesize and not to. take things f or granted but to ask appropriate questions. My pupils, it seems, have also benefited from the process. The collaborative process approach which I employed towards the learning and understanding of mathematics served to empower the pupils j-n the classroom to voice their opinion and to substantiate their arguments. In the process I also discovered that educational change was a painful but positive process for both participants and myself.
Die moomtlike spanning tussen die opvoedkundtge en die politieke verantwoordelikttede van die opvoeder
(University of the Western Cape, 1995) Titus, Felicity Karen; Morrow, Wally
Die motivering vir die keuse van di6 onderwerp spruit uit die spanni-ng wat daar tussen hierdie twee verantwoordel-ikhede van die onderwyser binne die formele skoolopset bestaan. Hj-erdie spanning veroorsaak onsekerhej-d by die individu, asook onmj-n, tweespalt en soms regrstreekse konfrontasie tussen kollegas. Mynsinsiens benadeel dit die opvoeding sowel as die politiek. Die idee met hierdie mini-tesis is dus om die verhoudi-ng tussen opvoeding en politiek uit te pluis, eerder as om oordeel te vel-iii of om klinkklare oplossings te bied- As vertrekpunt maak ekgebruik van die konseptuele raamwerke van die ideale tipes, naamlik die puris en die aktivis. Die hoop is om deur middel van hj-erdie uiterstes die potensiEle spanningr so strak as moontlikte teken. Die puris en die aktivis se hantering van neutral-iteit enverwante aspekte soos politieke betrokkenheid, ingryping enagentskap word ook aangesny. Die doel is om die konseptuele raamwerke van die puris en die aktivis ten opsigte van die verband tussen opvoeding en politiek uit te klaar. Ek sal argrumenteer dat die puris en die aktivis dj-e verhoudJ ngtussen opvoedj-ng en politiek vanuit totaal verskj-11ende konseptuele raamwerke benader. Vir die puris is daar geen verband tussen opvoeding en politiek nie. Die aktivis daarenteen, veronderstel- dat opvoedlng en politiek intern verband hou. Verder poog hierdie mini--tesis ook om te toon dat die verband tussen opvoedi-ng en politiek nie noodwendig binne die konseptuele raamwerke van die puris en die aktivis hoef te va1 nj-e. Sodoende word 'n derde opsie ingelui wat di6 verband as ondersteunend eerder as verhewe of ondergeskik beskou. Hierdie sienswyse, in teenstelling met di6 van die puris, erken rrl sekere verband tussen opvoeding en politiek. Dit verskj-l- egter van dj-e aktivis j-n di6 opsi-g dat dit ruimte laat vir politieke neutralitei en onpartydigheid binne die onderwys. Historiese MateriaLisme en demokratiese opvoeding word bespreek om sodoende te argumenteer dat daar wel persepsies van opvoeding en politiek bestaan wat i-n die praktyk versoenbaar is.
Demokratisering van die gesagsverhouding: 'n aksienavorsingprojek
(University of the Western Cape, 1995) Mosavel-Moos, Tougieda; Meerkotter, Dirk; Van der merwe, Prevot
This mini-thesis is about an action research project that started in my classroom in order to improve or change my teaching practice. I wanted to involve the pupils in classroom activities so as to promote pupil involvement. After my first action research project f came to realize that I have to take a critical look at my role as teacher. My role as teacher was of an authoritarian nature and f therefor had to strive towards democratic practices. In chapter one I give a brief background history of my life and how various social, economical and political factors contributed towards me becoming the authoritarian figure in the classroom. I also give a lengthy account of the orientation program (which was held over a weekend) that had a great impact on my teaching practice and the changes that I have brought about in the classroom. Consequently, gives a lengthy explanation on how the weekend unfolded. I also give a brief historical background on some of the pupils I teach. In chapter two and four I retrospectively give an account of the two action research projects that I have done with my classes. Out of both action research projects unexpected results unfolded. In chapter three I give my understanding of the concept action research and why I choose to follow the emancipatory mode for my teaching practice. I also refer to the interpretative and positivist approaches to teaching and why these were not suited for my practice. from the last chapter I give a comprehensive summary of what f have discussed and what f have learned from the action research course. Further, I refer to the role of the teacher ahead and how they can empower themselves in order to improve the situation in their respective classrooms and not wait on experts to show then the way.
To move with a different view a critical review of physical education in South Africa
(University of the Western Cape, 1996) Winston Alexander, Kloppers; Herman, Harlod
The purpose of this study lies in its contribution to a critical analysis of physical education in South Africa and the provision of a framework aimed at its reconstruction, by pointing to the characteristics of a curriculum which has both social relevance and offers political empowerment in the context of the former oppressive system of apartheid education. The general methodology of this study primarily revolves around the work described in four interrelated chapters, namely: A conceptual- framework which is informed by an analysis of Christian national education and fundamental pedagogics in order co determine the philosophy which has driven apartheid education and to compare this philosophy with hat. of Critical Pedagogy. IE is hoped that a critica1 pedagogy will inform a new educational dispensation. Africa which will address the following topics: In South Africa, physical education faced a paradoxical situation in public schools. Compared to other school subjects, it was accorded a Iow institutional status in terms of resource support, but, was assigned a relatively high political status in terms of the ideological goals of the apartheid State. Historical theoretical perspectives. The role of the state, as a direct or indirect actor in the determination of the school curriculum in the developing world and in this case South Africa. The institutional status. Three problem areas characterise the low institutional priority of physical education compared to other school subjects within the school setting viz. , the allocation of instructional facilities, the distribution of educational- personnel and the examination status of the subject.
Response to multilingualism: Language support in a Western Cape primary school
(University of the Western Cape, 1996) Pluddemann, Peter R.; Desai, Zubeida; Faculty of Education
Multilingualism has always been a feature of South African Education. It is only in recent years that a particular form of linguistic diversity has become unmanageable for schools implementing the official English Afrikaans bilingual model associated with the previous regime. The subject of this study is a remedial language enrichment or support programme instituted as a response to multilingualism in the junior primary section in a parallel medium primary school in the Western Cape.
Facilitating educational change: academic development in a university setting
(University of the Western Cape, 1997) Baijnath, Narend; Meerkotter, Dirk; van den Berg, Owen
ln this thesis my project is to examine the academic development programme (ADP) at the University of the Western Cape (UWC) as a project of possibility mirrored against its basic premises and the practices which flowed from its implementation. The central proposition I develop is that the ADP at UWC was predisposed to have a limited impact on the development project at UWC for several reasons. The first of these is that the ADP's initial conceptualisation was driven primarily by the political considerations of equity and access. This political impetus behind it set it in tension with the avenues for improving higher education which are used at universities elsewhere in the world, which have been driven primarily by a concern to improve quality. The effect was to shift the critical gaze away from the quality of educational provision and the institutional conditions at UWC which affect quality. The main evidence I provide in developing the thesis is a narrative account of my own practice as an AD practitioner within the economic and management sciences faculty at UWC. I offer accounts in the areas of student development, curriculum reform and staff development as case studies which I make the objects of my extended analysis. I also argue that the access imperative failed to give adequate attention to the possible consequences of changing the access policy without anticipating the impact it would have, and how it would be influenced by, the material conditions prevailing at the University. I argue in the light of this that planned change in curriculum, staff development, and staff development, as well as the service sectors of the University are the sine qua non of changed access policy. From the analytical thrust of my thesis, I develop the proposition that for the AD enterprize at universities to become institutionalised and sustainable on the long term, it is best undergirded by a wider discourse of quality improvement, which makes legitimate demands on academic staff to pursue development objectives and programmes which are consonant with those of the ADP. ln this way the resistance which accompanies an ADP driven primarily by the access imperative is obviated. ! maintain that the higher education policy terrain nationally, and the policy environment institutionally have not been conducive to a coherent approach to the challenge of facilitating access. In particular, I explore how this lack of an enabling policy environment at an institutional and national level impacts on the AD programme within the University. The methodological position from which I develop my thesis is that a study of the nature I have undertaken must take account of historical and contextual factors with an overall cohering influence provided by the narrative. I begin with a historical perspective on change within universities in South Africa and locate the advent of AD within this broad canvas of educational change. My proposition in this regard is that it is in the genesis of the higher education system in South Africa over several decades that the roots of the current problems and challenges are to be found. I provide an account of how racially based schooling has impacted on the education of blacks and produced the AD challenge. Thereafter I episodically construct a narrative of the change process which I experienced focusing on the individual, departmental and institutional levels. !n doing so, I try to illuminate the inherent complexity of the change process by critically analysing the multiple factors which influenced its texture. ln addition to this, t gave attention to my positaonality in the change process, accounting for my assumptions about AD, addressing the vexing issue of representation, and developing a methodologically justifiable position for using the narrative as PhD genre. I propose ways of reconceptualising AD so that more focused attention is given to student, staff and curriculum development. I suggest how the role of agency in curriculum development may be enhanced. ln addition, I argue that curriculum development can only be systematised through the establishment of an appraisal system which provides incentives or pressures for improvement. ln the area of staff development, I advance an argument for a reflective practitioner model. This should be supported adequately by policy, incentives and rewards which elevate and emphasise the value of good teaching. ln short, I develop my thesis along a trajectory which enables me to answer the question: What can be learned about educational change in the university setting from this experience of facilitating AD?
How is the organisational success of a school assessed by students, parents, staff and educational administration?: A case study of a high school in the Western Cape
(University of the Western Cape, 1997) Du Toit, Sedick; Herman, H.D.
This study examines how the various stakeholder groups assess the degree of school organisational success. A review of the literature relating to organisational success and school administrative theory provides a theoretical framework for the study. An examination of the research on school success? school quality and school improvement is used in conjunction with interviews to develop criteria which could be used by the various constituencies to assess school success. The criteria identified were divided into eight categories which related to academic results, characteristics of students, resources and facilities, teachers, the principal, ex-students, ethos and school organisation. A framework which uses ethos, student-teacher relationships, and traditional output measures is proposed. These measures reflect the complexity of the assessment of school success. The criteria were used in the development of a questionnaire which was applied to sample so each of the stakeholder groups at the selected school. Respondents were asked to rate fun portance of the criteria to their assessment of school success. Respondents were also asked to rank the factors which they considered most important when they assessed school success. Analysis of the data collected by the questionnaires revealed the complexity and interactional nature of the factors which affect the assessment of school success by the various stakeholder groups. Interviews were then conducted with samples of each of the groups. A high degree of agreement was found to exist between the various groups with regard to the factors which they considered most important. The factors identified as contributing to school success focused on the interpersonal and interactional aspects of the school rather than those factors which related to inputs and resources. Although a basic level of these inputs and resources were required increases in the quantity and quality of these resources did not necessarily result in increased levels of school success.
Does ethnic diversity feature as an issue in open schools?
(University of Western Cape, 1998) Makamandela, Zetu; Kruss, Glenda
There is more to the phrase "South African schools belong to all South African children". While it sounds simple and true there is more to it in the case of the schools which once excluded other race groups under the principle of apartheid rule. Opening of schools means coming together of children, teachers and parents from different socio-economic, cultural and racial backgrounds. (While my focus is on the students and student-teacher relationships what this means for the parents is no less significant) What happens then? Do these groups embrace one another regardless of their diverse background and orientation? Do teachers automatically cope with this diverse audience, do something to facilitate a supportive environment to all, or are things merely left to chance? On the other hand, if the school recognises diversity as an issue that should be treated strategically for the well-being of all those involved, what are the mechanisms in place to help both the learners and teachers cope with the new environment?
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.
Does ethnic diversity feature as an issue in open schools?
(University of the Western Cape, 1998) Makamandela, Ntombizetu; Kruss, Glenda
There is more to the phrase "South African schools belong to all South African children". While it sounds simple and true there is more to it in the case of the schools which once excluded other race groups under the principle of apartheid rule. Opening of schools means coming together of children, teachers and parents from different socio-economic, cultural and racial backgrounds. (While my focus is on the studentstudent and student-teacher relationships what this means for the parents is no less significant) What happens then? Do these groups embrace one another regardless of their diverse background and orientation? Do teachers automatically cope with this diverse audience, do something to facilitate a supportive environment to all, or are things merely left to chance? On the other hand, if the school recognises diversity as an issue that should be treated strategically for the well being of all those involved, what are the mechanisms in place to help both the learners and teachers cope with the new environment?
The induction and professional socialisation of beginner teachers in Cape Town schools
(University of the Western Cape, 1999) Koeberg, Jeremy Cornelius; Kruss, Glenda
This study has its roots in my striving to become a competent teacher. Despite being armed with a teaching qualification, I found that I was ill-prepared for the rigours of the classroom and the broader school environment. It was in trying to rectify this situation that I realised that as a beginner teacher it seemed that I would have to find my own way through the myriad of problems and condemns that faced me in everyday practice. Was I alone in experiencing all these difficulties or were school environments into which beginner teachers were being inducted simply not supportive of addressing the needs and concerns of the newest members of the profession? Experience taught me that beginners received little or no support on entry to the profession. The research literature revealed a similar world-wide trend. The consequences of this situation was evident in the daily struggles within schools and together with a changing political arena in South Africa motivated this study into the induction and socialisation of beginner teachers in one district in Cape Town schools. A review of the literature revealed two major directions, a developmental tradition and a teacher socialisation tradition. Major trends internationally lean toward the development of induction programmes in line with the professional development/ effective schools philosophy to address the needs of beginners entering the profession. The emergence of professional development philosophy as the way forward in teacher education for beginning teachers is questioned in terms of its prescriptive nature and other shortcomings. These shortcomings include the strict research to policy formula as well as the deficit theory of beginning teacher problems and needs which fails to recognise the historical and contextual perspectives beginners bring with them into the profession. This is a direct result of the dominance of quantitative research in this field. The South African context is investigated by studying the possibilities of emerging educational policy for beginning teacher support. An analysis of the educational policy proposal literature reveals that the professional development roue is seen as the way forward in the South African context despite the emerging criticism from the teacher socialisation perspective. The complex school environment in South Africa that is undergoing transformation required a research approach that broke the dominance of the quantitative research methods to ensure that new perspectives emerged to provide balance to the solutions being advocated for beginning teacher problems and needs Therefore this study uses a qualitative technique in the form of a focus group interview to seek beginning teachers own meanings, views and interpretations of their problems and concerns. Their perspectives reveal a startling depth in terms of their understanding of the processes of induction and socialisation. This research study lays the basis for more qualitative research in the field to enhance resolution of poor and uncaring entry into the teaching profession and to assist in creating a teaching and learning culture in our schools.
Education policy development in South Africa, 1994-1997
(University of the Western Cape, 1999) Fataar, Mogamad Aslam; Meerkotter, DA; Herman, HD; Faculty of Education
Black South Africans have been exposed to an unequal and divided education system. It has been expected that the basis for an equitable education system would be laid in the post apartheid period. In this thesis I have provided an analysis of education policy development in South Africa between May 1994 and mid-1997. My main aim has beento understand the policy vision that the post apartheid state has enacted as the basisfor educational reconstruction.The conceptual framework of this thesis is located in the academic fields of Education and Development and Policy Sociology. I have focused on the interaction between the broad delimitations set by the structural, economic and political dimensions in society on the one hand, and the political and policy dynamics that have given education policy its specific meaning on the other hand. The role of the government in enacting a specific policy vision has been at the centre of my analysis.The government has effected a conservative vision with the adoption of the Growth, Employment and Redistribution (GEAR) macroeconomic strategy. GEAR has targeted the development of an export-based global economy along post fordist lines. Predicated upon an emphasis on fiscal discipline, the dominant policy orientation has supported equity but without an emphasis on redress. This approach has not provided the necessary basis for education reconstruction. The National Qualifications Framework (NQF) and Outcomes-based education (OBE) embody a definite '/ision in terms of which education policy would be aligned with economic development. This vision is based on the false assumption that education should playa fundamental role in producing the sophisticated labour demands of a globally competitive economy. The logic of both GEAR and the NQF is internally inconsistent and the relationship between these two policy frameworks is unsustainable.
Parental participation in school governing body in relation to employment of teachers
(University of the Western Cape, 1999) Magabane, Tshepo Martin; Lazarus, Sandy
This study examines how and the extent to which parents participate in the decision making process in school governing bodies in relation to teacher employment. To determine the nature and extent of parental participation in school governance in relation to teacher employment, the study used qualitative research methods for data collection and a critical theory for data analysis. The study comprised six public high schools from the Bush Buckridge rural areas situated in Mpumalanga Province with a total of twenty-four parents (four parents from each school) selected for face-to-face interviews. An interview schedule to test the following was used: background of schools and participants; dynamics and procedures followed in school governing bodies' meetings; parental participation in decision-making; the role played by parents in decision making around teacher employment; parents' perceptions of their role around teacher employment and communication between parents and the Department of Education.
Initiating a school based teacher appraisal process: A study in educational innovation in South Africa
(University of the Western Cape, 1999) Pym, June; Lazarus, S; Van, O; Faculty of Education
The culture of teaching in most South African schools is one of isolation and independence. Once individuals have qualified as teachers, there is a strong sense of getting on with the job of teaching, rather than beginning a journey of critical reflection and change. This study aims to address and contribute towards shifting this ethos and establishing a joint reflective school culture.
Education policy development in South Africa, 1994 -1997
(University of the Western Cape, 1999) Fataar, Mogamad Aslam; Meerkotter, DA
Black South Africans have been exposed to an unequal and divided education system. It has been expected that the basis for an equitable education system would be laid in the post apartheid period. In this thesis I have provided an analysis of education policy development in South Africa between May 1994 and mid-1997. My main aim has been to understand the policy vision that the post apartheid state has enacted as the basis for educational reconstruction. The conceptual framework of this thesis is located in the academic fields of Education and Development and Policy Sociology. I have focused on the interaction between the broad delimitations set by the structural, economic and political dimensions in society on the one hand, and the political and policy dynamics that have given education policy its specific meaning on the other hand. The role of the government in enacting a specific policy vision has been at the centre of my analysis. The government has effected a conservative vision with the adoption of the Growth, Employment and Redistribution (GEAR) macroeconomic strategy. GEAR has targeted the development of an export-based global economy along post fordist lines. Predicated upon an emphasis on fiscal discipline, the dominant policy orientation has supported equity but without an emphasis on redress. This approach has not provided the necessary basis for education reconstruction. The National Qualifications Framework (NQF)and Outcomes-based education (OBE) embody a definite vision in terms of which education policy would be aligned with economic development. This vision is based on the false assumption that education should playa fundamental role in producing the sophisticated labour demands of a globally competitive economy. The logic of both GEAR and the NQF is internally inconsistent and the relationship between these two policy frameworks is unsustainable. By mid-1997 a definitive narrow and conservative education policy vision had been established which would impede the development of an equitable education system. Education policy 'narrowing' has not been achieved easily, nor has its outcome been inevitable. The specificity of the political context and policy processes has shaped the policy outcomes. A moderate constitutional dispensation has impeded the possibility of developing a radical policy vision. The semi-federal powers awarded to the provinces have led to inconqruence between national and provincial policy. Court challenges aimed at protecting historically acquired educational privileges, have been brought by conservative groups against national education legislation. The apartheid-era bureaucrats, whose jobs were protected by the negotiated constitution, have impeded the development of progressive policy. They brought the conservative policy reformism of the apartheid state into the new policy processes. The NQF has been developed on the basis of a policy consensus between labour and capital in support of skills training and upgrading of workers. Participation in policy processes has been determined 0[1 the basis of identified stakeholders This has given rise to a technicist policy approach that bas excluded many interest groups, academics and professional experts. Most teachers felt alienated by the curriculum policy process. Policy has been developed in a reconstituted civil society. The progressive education movement has been demobilised, and its place has been taken by a constellation of conservative forces who have used the moderate political climate to advance conservative policy interests. The government has had to make policy within a constrained political and policy environment. With regard to the main conceptual underpinning of this thesis, i.e. the relationship between equality and (economic) development, it is clear that the government has favoured the development dimension in pursuit of an education framework that would aid the generation of a globally competitive economy. Social equality has thus been sideline. I have advanced the view that where the government has reneged on the delivery of the social welfare and educational demands of an expectant polity, education policy has manifested as, means of compensatory legitimation at the symbolic level to 'signal', rather than give effect to real change. In my analysis of school access and school curriculum policy, I have suggested that policy has been limited to 'signalling' a commitment to a reconstructed and equitable education system. This has masked the conservative framework that has come to underpin education policy by mid-1997.

Browse

Browsing by Issue Date

Results Per Page

Sort Options