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How Teachers are Managing the Process of Implementing the Curriculum Policy: Revised National Curriculum Statement: an Action Research / Case Study of a Rural Primary School in the Eastern Cape, in the King Williams Town District
(University of Fort Hare, 2004-12) Muluse, Mandisa
This is a small scale research project carried out by teachers in their own working place. The aim of this action research is to develop teachers
professionally as they collaboratively plan and implement C2005 in the revised form. Teachers in this case are regarded as self-developers and
teacher-researchers who are responsible for their own professional development. Teachers have been supported and guided by a facilitator, one of their colleagues who took a risk with the intention of improving teachers' knowledge and practice regarding the curriculum management.
Managing the Implementation of School Development Plans in Rural Primary Schools
(University of Fort Hare, 2004-12) Mgebisa, Nomangwane Judith
This study established that although schools are embarking on development planning, there are challenges and factors that prevent the schools from understanding the development planning process. Hence managing the implementation of a SDP is not yet achieved. Many of these challenges may be the result of a lack of knowledge and skills among SMT members on managing the development process, inadequate management training received by SMT members and resistance to change by SMTs and staff.
The Evaluation of the Role of School Management in the Implementation of Curriculum 2005 from its inception to 2003 in Fort Beaufort District Primary School, Eastern Cape Province
(University of Fort Hare, 2004) Linake, Manthekeleng Agnes
The study evaluates the role of school management in the implementation of Curriculum 2005 from its inception to 2003. The study focused on six
selected primary schools in Fort Beaufort District, Eastern Cape Province. It explored the success and the failure of Curriculum 2005. The discovery
was that most school teachers in Fort Beaufort District are not familiar with teaching outcomes-based education and need training to be able to do so.
Managing Finances in Disadvantaged Section 21 Rural High Schools in the Fort Beaufort District, Eastern Cape
(University of Fort Hare, 2004-12) Kuze, Nomonde Bukiwe
The context we live in, in South Africa has undergone significant changes in the last decade, economically, politically and socially. These changes are driving the new educational policies emerging from government. In South Africa we have seen a large number of educational policies being developed at national and provincial levels in order to bring about a radical change in the educational system.
Factors Affecting Strategic Management and Planning of Rural Primary Schools in King William's Town District , Eastern Cape
(University of Fort Hare, 2004-12) Kalipa, Velelo Clifton
Prior to 1994, the management of schools in South Africa was characterized as fragmented, authoritarian and top-down. After 1994, things changed for the worst in rural primary schools. The strategic management of rural primary schools was adversely affected by many setbacks in the education system. The birth of political democracy in 1994, resulted in many changes including the creation of one national Department of Education. In line with this democratization came the concept of school management teams (SMTs) and their responsibility to strategically manage the schools. The main aim of this study was an investigation on factors affecting strategic management and planning of rural primary schools in the King William's Town District, Eastern Cape.