Theses and Dissertations

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    An Investigation into the Causes of Learner Dropouts in Two Rural Schools Fort Beaufort District, Eastern Cape Province: A case Study
    (University of Fort Hare, 2007-11) Mgwangqa, Vuyiswa Evelyn
    Since the attainment of independence in South Africa after the collapse of apartheid, government has undertaken significant changes in the educational context. The main goal in the National Curriculum Statement required learners to be reflected thinkers, independent, creative and resourceful; however, in contrast many learners in rural secondary schools are continuing to drop out of schools not completing grade 12. The purpose of the study is to investigate the causes of learner dropout in rural secondary schools.
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    An investigation of the extent of Representative Council of Learners' (RCLs) involvement in school governance: A case study of two senior secondary schools in the Libode District, Eastern Cape Province.
    (University of Fort Hare, 2007-03) Makubalo, Cynthia Nomalungelo
    The study investigates the extent of the effectiveness of Representative Council of Learners' (RCLs) involvement in school governance. South African schools are in a period of transition form the old system, which existed under the apartheid government and the new one being established by the South African Schools Act (SASA) of 1996. The formulation of School Governing Bodies (SGBs) which are composed of parents, educators and learners became necessary to reverse the past educational disparities. The introduction of these SGBs is, therefore, the result of high demand for community participation in the control of schooling and the involvement of legitimate structures in school activities.
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    Teachers Managing Change: An Evaluation of the Classroom Impact of Language Imithamo (Modules)- An Ethnographic Study
    (University of Fort Hare, 2005) Mafanya, Zoliswa Eutricia
    This study seeks to evaluate the impact of the first two language modules called imithamo that are used to upgrade the teachers who are registered for the Bachelor of Education (Foundation and Intermediate Phases) with the University of Fort Hare. It establishes whether the modules have made any significant impact in the teaching of languages.
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    The Role of the School Management Teams in Promoting a Culture of Learning and Teaching: A case of Two Senior Secondary Schools in the King William's Town District, Eastern Cape
    (University of Fort Hare, 2008-12) Dyan, Loyiso William
    The study aimed to investigate role that is being played by the School Management Teams in promoting a culture of teaching and learning in two schools in the district of King William's Town. Theoretically this study focuses on the school management teams and their role in promoting the culture of teaching and learning. Other stakeholders such as the School Governing Body, the educators as well as the learners were also included in the investigation for triangulation purposes.
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    The Impact of a Professional Development Programme on Managing Classroom Practice
    (University of Fort Hare, 2005-05-01) Sokutu, Namhla Prudence
    In South Africa vast efforts and considerable resources continue to be spent on providing in service training for teachers to stimulate professional development and improve classroom practice. The impact of these professional development programmes on long term practice is uncertain. But there seems to be evidence that programmes based on a growth or constructivist model are more effective.
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    An Investigation into the causes of Learner dropouts in two rural secondary schools Fort Beaufort District, Eastern Cape Province: A case study
    (University of Fort Hare, 2007-11) Mgwangqa, Vuyiswa Evelyn
    Since the attainment of independence in South Africa after the collapse of apartheid, government has undertaken significant changes in the educational context. The main goal in the National Curriculum Statement required learners to be reflective thinkers, independent, creative and resourceful; however, in contrast many learners in rural secondary schools are continuing to drop out of schools not completing Grade 12. The purpose of this study is to investigate the causes of learner dropout in rural secondary schools. My objective is to use these findings to determine mechanisms and accountability that should be accepted by schools and the department education to eliminate this problem.
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    An investigation of the extent of Representative Council of Learners' (RCLs) involvement in school governance: A case study of two senior secondary schools in the Libode District, Eastern Cape Province
    (University of Fort Hare, 2007-03) Makhubalo, Cynthia Nomalungelo
    The study investigates the extent of the effectiveness of Representative Council of Learners' (RCLs) involvement in school governance. South African schools are in a period of transition form the old system, which existed under the apartheid government and the new one being established by the South African Schools Act (SASA) of 1996. The formulation of School Governing Bodies (SGBs) which are composed of parents, educators and learners became necessary to reverse the past educational disparities. The introduction of these SGBs is, therefore, the result of high demand for community participation in the control of schooling and the involvement of legitimate structures in school activities.
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    Teachers Managing Change:- An Evaluation of the Classroom Impact of Language Imithamo (modules) - An Ethnographic Study.
    (University of Fort Hare, 2005) Mafanya, Zoliswa Eutricia
    This study seeks to evaluate the impact of the first two language modules called imithamo that are used to upgrade the teachers who are registered for the Bachelor of Education (Foundation and Intermediate Phases) with the University of Fort Hare. It establishes whether the modules have made any significant impact in the teaching of languages.
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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.
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    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.
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    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.
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    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.
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    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.
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    Assessment of Education Policy in the New South Africa
    (University of Fort Hare, 2003) Salatial, Chikwema
    Since the inception of democracy in 1994, there has been a concerted effort to redress the inequalities of the chequered past in South Africa under the banner of transformation. Transformation can be defined as a process whereby the form, shape or nature of something is completely changed or altered (Makgoba, 1998:p.58). In the White Paper on Transformation of the Public Service, transformation is regarded as a dynamic, focused and relatively short term on going process designed to fundamentally reshape, to change the way in which the primary function of an institution is utilised (White Paper on Transformation of Pubic Service, 1995:p.11). From the foregoing definitions and in the South African context, there is an indication that transformation is a process involving change and reorientation to reconstruct and develop all spheres of public life so as to establish enabling conditions for a flourishing democracy in South Africa (Enslin and Pendlebury, 1998). The relative short term nature gives us the grounds to evaluate transformation in South African education eight years after apartheid.
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    Factors Affecting School Development Associations' participation in the governance of secondary schools in Zimbabwe: A case study of secondary schools in Highfield, Harare.
    (University of Fort Hare, 2003-12) Punungwe, Patricia
    A lot has been said and written about decentralization in the education sector. Many studies on education systems in Zimbabwe show urgent need for the country to increase the internal efficiency of the education system, which is the foundation of children's future. The promulgation of the Statutory Instrument 87 of 1992 and 70 of 1993 introduced a new model of school governance that had for the first time involvement of parents with the support of legal powers. Objectives of this new innovation were to foster tolerance, discussion and collective decision-making. It was hoped that this model would bring about the required rehabilitation of schools. The introduction of the stakeholder participation paradigm in decision-making was a radical shift from the norm. It became critical to examine its implications for the system and School development associations (SDAs) representing parents in the governance of schools. One had to establish whether SDAs were making any meaningful contributions in the governance of schools. It was the concern of this study to find out if the establishment of SD As has made any meaningful changes in the governance of secondary schools in one educational circuit.
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    Factors associated with the academic performance of '0' level learners: A study of selected secondary schools in Mutasa District in Zimbabwe.
    (University of Fort Hare, 2003-11) Mutanda, Lizzie
    The Zimbabwe Education system has been beset by problems emanating from the colonial system of government. At independence in 1980, the Government of Zimbabwe initiated major expansions in the education sector at all levels. The main aim was to fulfill political promises to transform an elitist, racially and socially biased educational system to one that will provide universal access to education.
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    Gender Equity in Secondary School Managemet in Kadoma District in Zimbabwe
    (University of Fort Hare, 2002-11) Sibanda, Modeni Mudzamba
    Attempts to explain women's lack of achievement in education management, suggests that both socio-cultural and organizational barriers, keep women from advancing to management positions in education. Women's career progress is particularly impeded-by socio-cultural impediments, especially those involving marriage, childcare and domestic responsibilities.
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    Factors Affecting the Provision of Quality Primary Schooling in Zimbabwe: A Case Sstudy of Mberengwa West District Schools
    (University of Fort Hare, 2002-11) Shava, George Nervious
    A lot has been said and written about the declining quality of primary education in rural schools. Many· studies on education systems in Zimbabwe show the urgent need for the country to increase the internal efficiency of the primary education system, which is the foundation of children's future learning acquisition. It was the concern of this study to establish factors leading to the declining quality of primary education in one educational cluster.
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    Towards a Value Based Education System in South Africa: A Philosophical Study in Applied Ethics
    (University of Fort Hare, 2001-03) Spotose, Thozama
    This research was based on the current education system in South Africa. It was experienced that the current education system in South Africa was faced with many problems the least of which is the lack of discipline among the learners and sometimes among the educators. Apart from the curriculum being unsuitable in certain aspects, the entire education system had been seen to be lacking a moral approach, particularly in both teaching and learning. These problems have contributed to the absence of the culture of learning and falling standards in several schools.
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    An Assessment of the Implications of Including Learning in School Governing Bodies: " A Case Studying of 4 High Schools in the Grahamstown District , Eastern Cape Province"
    (University of Fort Hare, 2001-04) Nkwinti, Fundiwe Sylvia Noxolo
    The purpose of this research was to assess the implications of including learners in School Governing Bodies. The promulgation of the South African Schools Act (1996) introduced a new model of school governance that had for the first time, learner participants. One of the objectives of this new innovation was to foster 'tolerance, rationale discussi9n and collective decision making' (Hunter Commission Report 1996: 15). It was hoped that this would bring about the required rehabilitation of schools (Education White Paper I 1995:68). The introduction of the stakeholder participation paradigm in decision making was a radical shift from the norm. It became critical to examine its implications for both the system and especially, learners, who have never been exposed to school governance. One had to establish whether learners were making any meaningful contribution to these School Governing Bodies. The research also endeavoured to explore the 'fit' between policy imperatives and the actual practice on the ground.