Research in Educational Policy and Management (E-Journal)
Not a member yet
129 research outputs found
Sort by
Departmental Heads as Middle Leaders: A Pivotal Role in Curriculum Implementation
Full text linkThe departmental head (DH) is a central player in curriculum management and implementation in schools although traditionally this role is ascribed to the school principal. They collaborate with others above, equal and below them to realize the school’s ambitions and visions. They moderate work, monitor processes and assess progress of learners, teachers and school wide. The latter creates connectiveness aimed at strengthening the quality of teaching and learning and to ensure the implementation of the intended and official curriculum. In addition, it weakens administrative rigidity which in many cases stifle progress. The effectiveness of DHs ensure positive outputs for their schools although this is not always the case. While there is still lack of sufficient literature on their curriculum leadership roles, growing evidence of DH contribution to curriculum implementation is notable in recent years as more and more research is done on the subject. This article proposes to discuss numerous views and findings from notable literature and empirical research with the aim of adding to the available corpus of work on the subject. The body of work inclines to relate to middle managers leading from the middle to ensure successful implementation of the curriculum in schools. Although this may be a positive indication, the conclusion suggests that DHs as middle managers responsible for curriculum implementation in schools need training to cope with the challenges they face in the quest for curriculum implementation and positive, quality outputs
The Journey Starts Now: Infusing Peace Education into LO Teaching in South African Secondary Schools
Full text linkPeace education as part of the school curriculum can transform school functioning by equipping learners with conflict resolution skills. Currently peace education is not part of the existing curriculum in South Africa. Literature indicates that peace education can be appropriately integrated into the compulsory subject, Life Orientation (LO), in South African secondary schools. Informed by Danesh’s integrative peace theory and the extant literature on peace education, a qualitative study explored the possible integration of peace education into LO to assist learners develop conflict resolution skills. Six teachers who teach LO in two secondary schools in the Western Cape, South Africa, which have implemented an extramural peace education programme through the agency of a non-governmental organisation, were purposefully selected. Data were gathered in focus group interviews with the teachers and thematic analysis carried out. Findings of the study highlight the significance of integrating peace education in LO in order to foster a more peaceful schooling environment. Furthermore, aspects of peace education already overlap or complement topics taught in LO, such as respect and tolerance for diversity. Barriers to effective integration of peace education in the LO curriculum are lack of targeted teacher training, rigid curriculum design, teachers’ workload and poor resource allocation. It was recommended that the integration of peace education in LO be prioritised and that the LO curriculum should be expanded to accommodate more explicit themes of peace education. Implementation should be supported through targeted teacher training, attention to teachers’ work schedules, additional teaching time and allocation of appropriate resources
Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector
Full text linkPolicy implementation is the most crucial phase in the policy-making cycle. If not implemented, policy aims and objectives cannot be achieved, and the quality of education can subsequently not be improved. The Lesotho Ministry of Education (MoET) adopted the Curriculum and Assessment Policy, 2009 (CAP 2009) to localise its curriculum. With this curriculum, MoET intends to make education relevant to Basotho and improve equal and equitable access to quality education for all Basotho. However, a persistent policy gap caused by failing to implement the CAP 2009 effectively renders this curriculum ineffective. MoET now plans to replace CAP 2009 with a new curriculum called the Lesotho Basic Education Curriculum Policy (LBECP), which is intended to close the implementation gap witnessed with the CAP 2009 and counter the contextual factors that led to the failure of CAP 2009. In this article, we argue that the Lesotho education policy context obstructed the implementation of CAP 2009. We, therefore, explore certain contextual factors that negatively impacted the effective implementation of CAP 2009. We argue that the persistent policy gap regarding the implementation of CAP 2009 results from a policy process that is not sensitive to or does not reflect the unique Lesotho education context. Findings suggest that poverty, rurality, HIV/AIDS, corruption, and political instability severely hampered the effective implementation of the CAP 2009. Following this, specific recommendations are made to improve and ensure effective curriculum implementation within the Lesotho education sector
A Book Review of Hulen, T. A., & Lipsett, A.-B. (2022). Building Blocks for Social-Emotional Learning: Creating Safe, Secure, and Successful Elementary Schools
Full text linkThis book review explores Hulen and Lipsett's (2022) Building Blocks for Social-Emotional Learning: Creating Safe, Secure, and Successful Elementary Schools. The review focuses on the practical relevance of the book in reshaping contemporary educational perspectives on integrating academics and social-emotional learning in mainstream curriculum. Furthermore, the review discusses Hulen and Lipsett's social-emotional learning (SEL) strategies, its core strengths and weaknesses, and the practicality of the authors' insights. The review concludes with suggestions and considerations for teachers and other stakeholders looking to read the book for practical approaches to adopting SEL in the classrooms
Alternatives to Establishing Conducive Learning Environment (AECLE) Model for Schools: Assertive Discipline Perspective
Full text linkEffective classroom management necessitates a continuous adaptation of teachers' tactics, due to the dynamic nature of the classroom, which comprises learners from diverse backgrounds. These individuals are influenced by the continuous changes that occur in response to the dynamic nature of the world. This paper presents a conceptual model framework for managing learner classroom indiscipline. This model is derived from a theoretical framework that was adopted during an empirical investigation, carried out in four Quintile 3 secondary schools in South Africa. The paper exclusively concentrates on a literature review of empirical studies pertaining to indiscipline in South African secondary schools, the studies that either adopted or explored the implementation of the assertive discipline model and relevant South African education legislation and reports from government websites. Based on assertive discipline theory, the alternatives to establishing a conducive learning environment model offers alternate solutions for managing learners' behavioural issues. The core component of the strategy focuses on proactive behaviour management strategies that encourage the school to take full responsibility for student conduct and disregard extraneous influences. The model emphasises implementing a behaviour management strategy that encompasses the articulation of expectations, the establishment of classroom rules, the communication and instruction of these rules to learners, the demonstration and reinforcement of desired behaviour, and the utilisation of consequences
The Effects of Workplace Discrimination on Women in Education Leadership: A Case of Waterberg District in Limpopo Province
Full text linkThis study investigates the effect of employment discrimination on female leaders in the educational sector, with a particular emphasis on South Africa's Limpopo Province. The goal was to investigate the impact of such prejudice at the stages of recruiting, selection, and progression to higher positions. The study included 100 female participants and used a convergent parallel research technique that included quantitative and qualitative methodologies. All participants filled out a structured questionnaire, and a group of ten was chosen for a focus group interview. Audio recording was used to aid with data collecting. This study's theoretical foundation is built on Feminist Theory, which holds that workplace discrimination against women in educational leadership arises from a gender power differential. For the questionnaire data, statistical techniques were used, and theme analysis was used for the interview data. The findings show that, although women are given interim leadership positions within the Limpopo Department of Education, their possibilities decline dramatically throughout official appointment procedures. As a result, the research argues for strict monitoring of workplace discrimination against women in educational leadership posts, as well as the implementation of applicable laws throughout the recruiting, selection, and appointment processes
Navigating Gendered Leadership: Challenges For Female Deans in One South African University
Full text linkThis paper explores the challenges faced by female deans at a South African university, focusing on the gender dynamics within academic leadership. Utilising a qualitative research approach, the study involved in-depth interviews with female deans to understand their experiences and perspectives. The findings revealed that female deans face significant challenges, including gender stereotypes, an unsupportive organisational culture, limited access to mentorship and support, and difficulties in balancing work and family responsibilities. The study recommends that universities cultivate inclusive cultures that value diverse leadership styles, including those typically associated with female leaders, such as collaboration and empathy. This can be achieved by appreciating and rewarding a variety of leadership qualities beyond traditional assertiveness and competitiveness. Additionally, this study contributes to the global discourse on gendered leadership by illustrating that these challenges are not unique to South Africa but resonate with broader patterns observed in various regions. The research aligns with Agenda 2063's goals of promoting social inclusion and ensuring equitable access to opportunities
Analyzing the Relationships between State School Policies and Absenteeism Rates for 9-12th Grade Students in Texas-Mexico Border Districts
Full text linkChronic absenteeism can impact high school students’ long- and short-term development, especially in socio-economically challenged areas such as the Texas-Mexico border. We aimed to identify effective public school absenteeism policies and provide a roadmap for further investigation and state policy advocacy. This study analyzed four district-level school absenteeism policies in 88 public school districts along the Texas-Mexico border: requiring parental notification after one absence, offering incentives for student attendance, assignment of a Truancy Prevention Facilitator, and punishing students for absenteeism. District policies were collected through a review of district websites, student handbooks, codes of conduct, District Improvement Plans, and District of Innovation Plans. The chronic absenteeism and emergent bilingual/English learner (EB/EL) absenteeism rates reported in Texas Education Agency Texas Academic Performance Reports for grades 9-12 were utilized as attendance indicators. Hierarchical linear modeling, an ordinary least square regression-based analysis, was used to examine association relationships between the policies as independent variables and absenteeism rates as the dependent variables. School districts that do not offer attendance incentives and assign officers as truancy prevention facilitators have the highest predicted total chronic absenteeism rate; districts that do not offer attendance incentives and assign support services personnel as truancy prevention facilitators have the highest predicted EB/EL absenteeism rate. Districts with attendance incentives also are associated with higher EB/EL absenteeism. Identifying effective school policies to reduce chronic absenteeism will help districts better tailor the implementation of state policies and promote access to education and services
Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners
Full text linkThis study examines the incorporation of technology in pre-service teacher education, specifically emphasising creating a curriculum sensitive to the needs of contemporary classrooms and adaptable learners. The research examines the current literature using a scoping review methodology to find significant patterns, difficulties, and most effective approaches. After conducting an extensive search on various databases, a total of 345 publications were found. Of these, 54 articles that had undergone peer review and were published between 2010 and 2024 were chosen for in-depth examination. The results emphasise the crucial importance of technology in improving teaching and learning methods, underscoring the need for teacher education programmes to integrate digital tools and teaching methods properly. The review highlights several key topics, including the significance of practical training, the necessity for ongoing professional growth, and the influence of institutional support on promoting technology integration. Furthermore, the study emphasises the importance of creating versatile and responsive curricula to cater to learners' varied requirements in modern educational environments. This research offers helpful recommendations for policymakers, educators, and curriculum creators who want to provide future teachers with the necessary skills to succeed in technology-rich learning environments. These recommendations are based on a combination of empirical facts and theoretical ideas. The report asserts that a meticulously organised curriculum incorporating technology is crucial in equipping pre-service teachers with the skills to develop captivating, inclusive, and efficient learning opportunities for all students
Exploring Curriculum Transformation in Higher Education Institutions: A Critical Analysis of Equity and Social Justice Perspectives
Full text linkThis paper addresses the imperative of curriculum transformation within higher education in South Africa to confront and mitigate structural inequalities and promote equitable access and outcomes. Drawing upon Fraser's multi-dimensional framework for social justice, the study critically examines the efficacy of curriculum interventions, particularly Education Development initiatives in South Africa. Fraser's framework enables assessing how these interventions address justice dimensions: redistribution, misrecognition, and representation. The analysis reveals that existing interventions predominantly adopt an affirmative rather than transformative approach, primarily focusing on redistributive justice while neglecting misrecognition and representation issues. The study underscores the necessity of embracing a transformative paradigm in curriculum development within South African higher education institutions. A transformative approach necessitates a fundamental reframing of the curriculum, involving reassessing the scale of existing challenges, interrogating underlying assumptions shaping curriculum norms, and re-evaluating the delineation between 'mainstream' and 'other' students. Moreover, it advocates for revisiting the appropriateness of the curriculum for a diverse and pluralistic society. In conclusion, the paper advocates for a comprehensive reframing of the South African higher education curriculum, emphasising the imperative of transformative practices. It proposes recommendations for reformulating the curriculum to address better social justice issues, including embracing inclusivity, challenging prevailing norms, and fostering a curriculum that reflects the diversity and complexities of contemporary society