1,720,991 research outputs found
Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis
No full textIncludes bibliography.This study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised
Own-made in the (post-)new South Africa : a study of theatre originating from selected townships in the vicinity of Cape Town
No full textIncludes bibliographical references (p. 194-205).This thesis sets out to develop a framework for the analysis and description of theatre practices evident in selected Cape Town townships during the past six years. Building an account which is both aesthetic and sociological and informed by political intentions; which considers the whole - the gestalt - and which adopts a located orientation; the study sets out to elucidate the theatre's connections to its locality and local culture, its particular organizational and aesthetic character, its idiosyncrasies and performance strengths, its concerns, and its struggle for distinction within the field of theatre in Cape Town
School management and the development of professional learning communities : a comparative case study
No full textIncludes bibliographical references (leaves 84-86).This study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to which these practices nurture the development of a Professional Learning Community. The data were collected mainly by using semi-formal open-ended interviews and surveys. The Grade 3 and Grade 6 Literacy and Numeracy tests results of the Western Cape Education Department were used as a benchmark to compare the achievement of the learners at the two schools. I chose a comparative case study approach which lends itself to an in-depth analysis of practices in two contexts. My study found substantial differences between the management and leadership practices at the two schools. The following practices appear to be associated with the school producing better results: (1) They had systems and practices to support collaborative work, (2) they ensured that monitoring and moderation of planned and assessed work occurred, (3) they focused on improving the quality of teaching and learning, (4) they adapted practices in order to improve learner achievement, (5) there was evidence of mutual care, respect, and collective responsibility, (6) they visited schools producing better results to inform their practices, (7) they operated within a cluster of schools formed with the aim of improving teaching and learning, (8) problems were addressed and resolved as soon as they became apparent, and, (9) the School Management Team operated collaboratively. These practices created platforms for collaboration and nurtured a positive morale. In general, these practices were not present or well-developed in the school where learners achieved poorer results. Consequently, the potential positive contributions of staff were not utilised. There was limited collaboration and high levels of frustration were present
Learner and school : the interplay of school choice : a comparative case study of two Western Cape schools : what is the interplay between learner choice and school selection of learners?
No full textBibliography: leaves 65-69.The purpose of this study is to examine the interplay between learner choice and the school selection of learners. This interplay has two points of departure. The one is whether the logic of school choice is different depending on the choice-maker (parent or learner). The other is the process of school selection processes at each school, and how this impacts on, or constrains the choice of the choice-maker. The study is based on two comparative micro- case studies at two high schools - one a former HOR, and the other a former HOA school - in the Western Cape. Data was collected at the two schools by means of interviews with selected staff and questionnaires were issued to 410 grade eight learners at each school. The conceptual framework, incorporating the literature review, has positioned this study on two levels. Firstly, through setting the scene for the international school choice debate, with a specific focus on what parents and learners want from the school of their choice. And secondly, in establishing the trends amongst schools in terms of selection processes. Linked to both these positions is whether school choice policies lead to the empowerment of the choice-maker
Replicating a habitus: transplanting capital, habitus and doxa in a school start-up
Get PDFSchooling in South Africa still reflects the inequalities of apartheid. The majority of learners live in low socioeconomic contexts, and face challenges accessing ‘quality’ education, which is largely only available at expensive, fee charging schools. Even if poorer learners do gain access to these schools, which are in the minority, they are not always optimally supported nor understood in terms of their challenges at home or needs at school. One response to this dilemma, by the Western Cape Education Department, was to establish a school seeking to produce ‘quality’ education, but focused on the needs of poorer learners. The founding of this school is the focus of this study. Modelled on, and guided by an established, high performing and geographically proximate school, located in an affluent community, this ‘school planting intervention’ took place over a three year start-up period. Drawing on Pierre Bourdieu’s concepts of habitus, doxa, capital and field, this case study examines how the institutional habitus of the established school, its capitals, and its position in the field of education have impacted the establishment of the new school. The study draws on data gathered from extensive interviews with school managers, teachers, parents and learners at both schools. The research process has also been supplemented by a contextual grounding of the project, with the researcher positioned as an inside-researcher. The strategies of the school planting interaction are considered, and the responses of various groups within the new school interrogated. In doing so, this study examines the implicit assumptions in practices and arrangements that are considered to be exemplary in a high performing school, and the ways in which these relate to the different needs and experiences of middle class and working class learners. The study finds that, while there were practical benefits to providing systemic support to the new school, there was also a profound disjuncture between assumptions about what constitutes ‘good practice’, grounded in a middle class experience, and the needs and experiences of poorer learners
The approach of the independent corrupt practices and other related offences commission (ICPC) in curbing corruption in Nigeria’s education system: a critical analysis
Get PDFNigeria is ranked as one of the most corrupt countries in the world. Since it regained democratic status in 1999, successive governments have made several attempts to ameliorate corruption. One such attempt is the establishment of the Independent Corrupt Practices and Other Related Offences Commission (ICPC), in 2000. This study examined the manner in which the ICPC conceptualises corruption, including its forms and consequences. It also examined what measures it proposes to combat corruption. The ICPC’s approach to corruption is evaluated in relation to the way corruption is understood in scholarly literature, especially within the education sector. The rationale for the study is that the potential effectiveness of anti-corruption activities is based, in part, on the appropriacy of the understanding of corruption that informs such activities. To carry out this study, the annual reports of the ICPC for the period from 2009 to 2013 were analysed. These documents describe all the activities of the Commission for these years. A rigorous textual analysis was conducted, focusing on descriptions of activities of the Commission that applied across sectors, as well as descriptions of activities related to education, specifically. The strongest conclusion reached is that the approach of the ICPC could potentially be strengthened considerably if it were to be informed by engagement with scholarship relating to corruption. However, this engagement is itself subject to political will. Where there is no such engagement, or where political will is not strong, it is unlikely that the strategies that are adopted would be effective
An investigation into factors that are associated with low learners' performance in development studies (DS) as compared to geography performance at Cambridge Overseas School Certificate (COSC) in the Southern region of Lesotho
No full textIncludes bibliographical references (leaves 91- 95)
Equity and efficiency in education textbook distribution policy and practice : a case study
No full textBibliography: leaves 55-60.The primary aim of this study is to investigate the Lesotho Education Ministry textbook distribution policy in order to * understand the relationship between equity and efficiency in textbook distribution policy and practice * investigate whether there is differentiation between urban and rural schools in textbook distribution policy and practice. The study examined policy and practice at the level of the Ministry of education as implemented by the School Supply Unit, and at the level of the school. The study took the form of a case study. First, official documents were analysed to develop an account of the textbook provision scheme, its origins, objectives, form and content. Secondly, interviews and a questionnaire provided participants views, attitudes, perspectives, expectations and experiences in relation to the scheme. Finally, an inventory of books and an analysis of order and inventory forms supplied evidence of what books were actually available in the schools. This was sometimes but not always, motivated by the desire to effect equity. On the whole, the outcomes of the textbook distribution scheme were found to be fairly equitable. This can be explained with reference to * the fact that up to a point improved efficiency also brought improved equity * the ad hoc adaptations of policy in practice by officials and school staff and * the efforts of the rural based school parent community to take full advantage of the scheme
Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy
No full textBibliography: pages 105-109.This study develops a conceptual framework for policy analysis and uses it as the basis for an analytical framework to describe the Western Cape's textbook procurement policy (WCTPP). The study starts by defining policy as a purposeful intervention with key attributes, these being: intention; action; practice; status; resources and capacity; and power. The conceptual framework attempts to answer the question, "Are there features which consistently characterise the policy-making process and do the factors which gave shape to policy consistently fall into particular categories?" The framework suggests factors which shape, locate and give rise to policy can be described in terms of contexts and frames which denote arenas within which policy can be constrained or enabled, politically and practically. The key contexts necessary for policy analysis are spatial and historical and the key frames are the frame of discourses of state, the resources/ capacity frame and the legislative/ regulatory frame. The key features characterising policy are that policy-making is characterised by fluidity and that policy is the expression of a balance or a compromise of interests. The framework is then used to develop an analytic framework for the WCTPP. The analysis attempts to answer the question, "What are the key features of this policy and what factors have shaped its emergence?" The analysis suggests that as the WCTPP was conceived, developed and translated into practice within the province, it has a coherence not always possible within an education system characterised by national/ provincial policy fragmentation. As a policy, it is shaped by the relatively well-resourced province from which it emerges. The analysis shows that resources and capacity are a factor at all the sites (department private sector suppliers and schools) involved in the state-private sector partnership that is exemplified in this policy. This policy is given form by the selective recruitment of divergent discourse of the state with two key discourses being manifest, these being that of a democratic, developmental state which sets parameters to and regulates the private sector, and a neo-liberal state, which supports free market forces. Through the legislative/regulatory frame the analysis also shows the inter-dependence of the WCTPP and other policies. The key features which characterise policy-making are portrayed as its on-going nature, and the fact that this policy represents a fragile balancing of competing interests. Educational interests harness commercial interests for educational ends. The analysis allows for a description of the policy that expresses both its functionality and its fragility. The study concludes that the framework developed provides for a dynamic iteration thus illustrating that policy analysis requires an understanding of how policy develops out of the interplay between the contexts, frames and features identified
Legitimacy, traditional institutions and school governance : a case study of an eastern district
No full textIncludes bibliographical references (leaves 74-77).Following South Africa's democratization in 1994, the country has undergone significant transformation in virtually all spheres of life. In the rural local governance arena this transformation has been characterized by tensions and contradictions arising from uncertainties about structures of local governance. In post apartheid South Africa we have a situation which may be described as having two bulls in one kraal i.e. traditional authorities and newly elected democratic councillors sharing the responsibility of government. The presence of these two centres of power at the local level serves as basis for conflictual relationships and competing discourses and this impact badly on service delivery. While the current legislation on rural local governance is rich in issues pertaining to redress and equity, the reality on the ground is that rural-urban inequalities are perpetuated. This research seeks to offer insights into this situation.The study focuses on the role of traditional institutions in rural development and more specifically in school governance in rural communities. In the case of schools, traditional authorities and school governing bodies represent these competing discourses. During the apartheid period traditional authorities were directly involved in schooling and they were part of school governance, working hand in glove with school communities. This relationship was redefined in 1994 and consequently traditional authorities were excluded from schooling. The aim of this study is to investigate the consequences of the exclusion of this institution from school governance by comparing ways in which governing structures operated and impacted on education practices before and after 1994. The study is therefore trying to answer the question: What were the advantages and disadvantages of the involvement of the Qwebe-qwebe traditional authority in schools under its jurisdiction before 1994 and what was the significance of its exclusion after 1996? The study draws on Ray's concepts of shared and divided legitimacy to conceptualize shifts in the role of traditional authorities in relation to school governance before and after 1994. This is a qualitative case study. Most of the data were collected through interviews. The data was analyzed in order to foreground the relationship between the legitimacy of the modem state and that of traditional leaders in relation to school governance functions. The study concludes that traditional leaders fulfilled a number of functions that supported schools before 1994. New state structures have not been able to take on these functions effectively. As traditional leaders are competing with new government structures for legitimacy and support this competition further undermines the effectiveness of these structures
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