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1
Oswald, Murray. "The emergence of new low-fee Protestant independent schools in South Australia since 1972 /." Title page, summary and contents pages only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mo86.pdf.
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O'Connor, Brian Edward. "History of Queen's College North Adelaide 1883-1949." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09EDM/09edmo183.pdf.
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Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.
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Halliday, Bronwyn K. "Such great opportunities : a comparative study of four girls' private secondary schools in Adelaide, South Australia from approximately 1885 to 1925 /." Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh188.pdf.
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Raw, James S. "Family and school correlates of adolescents' outcomes." Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.
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Saltmarsh, Sue. "Complicit institutions representation, consumption and the production of school violence /." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/47477.
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Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2004.Bibliography: leaves 310-325.
Introduction -- School violence: a brief overview -- What's in a name?: constructing an institutional identity in an educational market -- The discipline of gentlemen -- Parent consumers: tactical manoeuvres and institutional strategies -- Making the papers: Trinity in the news -- Games of truth: "everyone has their spin" -- Conclusions.
This study integrates sociological theories of social class with poststructuralist theories of subjectivity, representation and consumption, to consider the complex ways in which the representational practices of institutions and individuals are implicated in the production of violence in schools. This work draws particularly on a case study of incidents of sexual violence which occurred at an elite private school in Sydney during 2000, in which four students were charged with a range of offences committed against younger peers over a period of months. The assault incidents received widespread media coverage and sparked intense public debate, in response to which a media strategies consultant was engaged by the school to liaise with members of the press. This study demonstrates the extent to which the interrelationships between systems of signification (in particular, written and visual texts) and other social systems, (for example, families, schools, and political economy) function in the constitution of subjectivities and the production of meaning, and takes as its focus the interrelationship and functioning of texts, discursive practices and social practices which pertain specifically to the assault incidents described above. Data are derived from a range of sources and genres, including promotional materials, personal and general correspondence, media reports, and interviews, necessitating a variety of qualitative analytic methods. Informed by critical post-structuralist theory, in particular the work of Bourdieu, Foucault, and de Certeau, this work considers questions pertaining to the operation of power within social institutions, with particular emphasis on the constitutive function of discourse. The analysis extends current conceptualisations of school violence through a post-structuralist interrogation of, and linking of violence to, educational consumption, which has predominantly been theorised according to sociological or economic models. The argument is made that the market ideologies which pervade contemporary social and educative practice, together with the representational practices and disciplinary regimes of schools, function in the constitution of social subjects who occupy multiple ambiguous subject positions in the patriarchal hierarchies which characterise the power relations and institutions under consideration, thus implicating institutions in the production of violence.
Mode of access: World Wide Web.
vii, 325 leaves
7
Long, Robert Douglas, of Western Sydney Nepean University, and Faculty of Education. "The development of themelic schools in Australia." THESIS_FE_XXX_Long_R.xml, 1996. http://handle.uws.edu.au:8081/1959.7/142.
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This thesis investigates a new kind of conservative Protestant schooling that emerged in Australia after 1962.Themelic schools developed out of a reaction to secular humanist trends which emerged after World War II. The author argues that these schools constitute a system which warrants greater research. Historical, philosophical and theological work is integrated with a considerable methodological basis in oral history. The research seeks to introduce the schools, clarify their theoretical positions, evaluate their theological and social position and offer criticism and recommendations regarding their educative value. One of the central arguments is that the themelic system of schooling is one of fear and confusion.It is argued that the themelic system is laden with numerous contradictions that have not been addressed and that the schools are reactionary, authoritarian and educationally limited. Some recommendations are made that address organisational and language issues. Though criticism offered is sometimes negative, the intended outcomes of the thesis are positive so as to help these schools establish better environments for educationDoctor of Philosophy (PhD)
8
Wyatt, Rachel Traxler Greg. "Private schools in the South is it about education? /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/WYATT_RACHEL_49.pdf.
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Chan, Jean L. Y. "The Chinese community and the Chinese language schools in South Australia /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc454.pdf.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
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Shoba, Sibongile. "Organisational ambidexterity in low-fee private schools in South Africa." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64927.
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In a country where the public education system is failing, the need for affordable, quality education has given rise to increased demand for low fee private schooling and has created opportunities for edupreneurs to establish new educational institutions (Brewer, 2011).
Organisational ambidexterity has been found to ensure success and long-term performance (OÕReilly, 2013; Raisch et al., 2009). Low Fee Private Schools need, therefore, to adopt an ambidextrous strategic orientation to ensure long-term. Organisational ambidexterity will require the schools to manage the tension between the required exploitation of its current service offering and exploration to improve its service offering to drive growth and meet future job requirements.
The purpose of this research was to explore the concept of organisational ambidexterity as manifested in Low Fee Private Schools in order to establish which of the three mechanisms identified in the literature; sequential, structural, and/or contextual ambidexterity, are adopted by Low Fee Private Schools.
11 Low Fee private school principals, founders and/or managers provided various insights into how organisational ambidexterity manifests itself in low fee private schools.
Organisations gravitate toward either exploration or exploitation based on environmental, organisational and managerial triggers that exist within their operating environment (Lavie et al., 2010). The findings from the research conducted reveal that the context in which low fee private schools operate causes them to gravitate towards exploitation often to the exclusion of exploration. The inability of the schools to explore may undermine the ability of the organisation to achieve long-term successMini Dissertation (MBA)--University of Pretoria, 2017.
lt2018
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Osborne, Benjamin. "Private morality versus the public good : Ebenezer Ward and South Australia, 1880-1881 /." Title page, table of contents and introduction only, 2003. http://web4.library.adelaide.edu.au/theses/09AR/09aro814.pdf.
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Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.
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Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.
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Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
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Southcott, Jane Elizabeth, and mikewood@deakin edu au. "Music in state-supported schooling in South Australia to 1920." Deakin University, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.104134.
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This thesis is a study of the establishment of the music curriculum in state-supported schools in South Australia from the beginnings of such schooling until 1920. There will be a discussion of issues to be explored and the method by which this investigation will proceed. A literature survey of relevant research will be included, after which there will be a sketch of the development of state-supported schooling in South Australia. Several broad themes have been chosen as the means of organising the historical material: the rationales offered for the inclusion of music in schooling, the methodologies, syllabi and materials of such music instruction, the provisions for teacher training in music, both preservice and as professional development for established teachers, and the place and function of music in schooling. Each of these themes will form the framework for a chronological narrative. Comparisons will be made with three neighbouring colonies/States concerning each of these themes and conclusions will be drawn. Finally, overall conclusions will be made concerning the initial contentions raised in this chapter in the light of the data presented.
Although this study is principally concerned with the establishment of music in state-supported schooling, there will be a brief consideration of the colony of South Australia from its proclamation in 1836. The music pedagogical context that prevailed at that time will be discussed and this will, of necessity, include developments that occurred before 1836. The period under consideration will close in 1920, by which time the music curriculum for South Australia was established, and the second of the influential figures in music education was at his zenith. At this time there was a new school curriculum in place which remained essentially unchanged for several decades.
As well as the broad themes identified, this thesis will investigate several contentions as it attempts to chronicle and interpret the establishment and development of music in state-supported schooling in South Australia up to 1920. The first contention of this thesis is that music in state-supported schooling, once established, did not change significantly from its inception throughout the period under consideration. In seeking a discussion of the existence and importance of the notion of an absence of change or stasis, the theory of punctuated equilibria, which identifies stasis as the norm in the evolutionary growth of species, will be employed as an insightful analogy. It should be recognised that stasis exists, should be expected and may well be the prevailing norm.
The second contention of this thesis is that advocates were and continue to be crucial to the establishment and continued existence of music in state-supported schooling. For change to occur there must be pressure through such agencies as motivated individuals holding positions of authority, and thus able to influence the educational system and its provisions. The pedagogical method introduced into an educational system is often that espoused by the acknowledged advocate. During the period under consideration there were two significant advocates for music in state-supported schools.
The third contention of this thesis is that music was used in South Australia, as in the other colonies/States, as an agent of social reform, through the selection of repertoire and the way in which music was employed in state-supported schooling. Music was considered inherently uplifting. During the nineteenth and early twentieth centuries, the music selected for school singing carried texts with messages deemed significant by those who controlled the education system. The repertoire was not that of the receiving class but came from a middle class tradition of fully notated art music in which correct performance and notational reading were emphasised. A sweet, pure vocal tone was desired, as strident, harsh, speaking tones were perceived as a symptom of incipient larrikinism which was not desired in schooling. Music was seen as a contributor to good order and discipline in schooling.
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Brewer, Stacey. "A sustainable financial model for low fee private schools in South Africa." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/24828.
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International governments have recognised that providing quality ‘Education for All’ is a top priority. In South Africa, there is a movement towards the global phenomenon of low fee private schools due to the government schools not satisfying the need for quality education. Sustainability of these schools is imperative as they are playing an increasingly important role in the South African education system. Therefore, the aim of this study is to develop a sustainable financial model to ensure these schools are an attractive investment opportunity for all stakeholders. A two phased approach was used to develop the sustainable financial model. The first phase focused on ten interviews with managers and/or founders of low fee private schools to gather information on their financial models. This information was then consolidated into a financial model, which in turn provided a guideline used to interview ten experts from the educational and the financial business sectors in phase two. Two financial models were formed as a consequence and the combinations of these models form the sustainable financial model for low fee private schools. The sustainable financial model acts as a mechanism to ensure sustainability of low fee private schools. The Structural Financial Model (from phase two) has an “aerial view” and exhibits the necessary levers for sustainability. The Relationship Financial Model (from phase one) has a “terrestrial view”, which exhibits the relationship between the different levers in an organisation of a school. A combination of both models results in a sustainable financial model for low fee private schools.CopyrightDissertation (MBA)--University of Pretoria, 2011.
Gordon Institute of Business Science (GIBS)
unrestricted
18
Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.
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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.
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McGuire, Anthony. "Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.
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Gaudry, Brendan Paul. ""The efficiency and efectiveness of secondary schools in South Australia : a comparative study of government and non-government schools" /." Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EC/09ecg267.pdf.
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Davidson, Michael R. "Domino Servite School: an evaluative case study of a private Christian secondary school in rural Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003382.
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Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Private' school. It also aimed to understand the school's raison d'ětre. In order to illuminate the relevance and social processes of DSS, evaluation made use of internal and external referents. The internal investigation sought to make judgements in reference to the efficiency of the school as an organisation. On the macro-level, whole school evaluation required extensive curriculum evaluation. On the micro-level, appraisal of teaching and assessment of pupil performance was undertaken. This internal investigation required a critical analysis of the school's formal, informal and hidden curriculum. The external evaluation sought to make judgement in reference to the effectiveness of DSS. On the macro-level, this required evaluation of the findings of the internal investigation in terms of a broader South African context. Implications, for example of the school's 'private' status, and its 'Christian' curriculum in respect of multi-culturalism, education for nationhood , and ethnicity were examined. The analysis of these dimensions paid attention to the school's spatial context in terms of both its 'rural' and missionary setting. Here the focus was on the school's formal curriculum. Analysis of the inter-relational context paid attention to its informal curriculum or the way in which the school deals with the commonality and diversity of its clientele and staff. The inter-relational context of the school examined the hidden curriculum, or the relationship between the school and the broader South African Community. A critical ethnographic account of this institution was therefore possible because of the dual focus on the internal and external evaluation reference points. Internal evaluation made extensive use of direct (non-participant) observation, structured and nonstructured interviews, questionnaires, and documentary analysis. Indirect (participant) observation, in particular Clinical Supervision (CS), was also used. Indirect (non-participant) observation made extensive use of Flanders' Interaction Analysis Categories (FIAC). Teacher self-evaluation was also included, while analysis of pupil performance made use of 'standardised' achievement testing and a tracer study. External evaluation required detailed study of local and international literature on issues relating to private schooling, rural and multi-cultural education, education for nationhood and ethnicity. The research found that much of the school's curriculum path is incongruous with its rural context largely because of its association with the former Department of Education and Training (DET), and because of its missionary heritage. As such the school is presently (1) located within a questionable (formal) curriculum tradition which has little relevance to, nor potential for, the transformational needs of either rural Natal or South Africa in general. However, this does not preclude the possibility of the school making a contribution to education for development in South Africa. (2) The school advocates a mono-cultural Christian value system and modified cultural pluralism which attempts to assimilate pupils from diverse socio-economic and ideologically homogeneous backgrounds. Multi-cultural education, plural values, religious and values democracy are therefore not part of the school's raison d'ětre. (3) The school, through its associated organisation Christians for Truth (CFT), represents a social view espousing either a modified cultural pluralism or multi-nationalism which allows for allegiance to a transcendent value system without compromising group. values and associations. This means that the school aims at assimilating or amalgamating diversity into a mono-cultural unity that transcends group identity. This transcendent culture is defined in Christian terms. The study recommends inter alia, further investigation into the educational implications of_values neutrality and the particularism of secular humanism; a comparative analysis of a random sample of private missionary schools and ordinary state controlled rural schools so that more generalisable results might be obtained; and a more thorough investigation into the parental and pupil contributions to the school, their attitudes and perspectives on missionary education and their feelings about the management styles evident in the organisation.
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Slade, Wilfred John. "Environmentalism and its implications for education: a study of private schools in the Eastern Cape." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003402.
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This study explores the extent to which the ethos and the basic approach to education taken by three Eastern Cape private schools influences the practice of environmental education within these schools. Their environmental education programmes are evaluated in terms of the guiding principles adopted by the international community in the 'Tbilisi Principles of Environmental Education'. An ethnographic approach was adopted for this research and findings are essentially descriptive and qualitative, with special regard to social structures and the attitudes of individuals within these structures.
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Heilbuth, Peter. "An analysis of the South African state's policy with respect to private schools : 1976 to 1990." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17359.
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McEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.
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This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
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Burley, Stephanie. "None more anonymous? : Catholic teaching nuns, their secondary schools and students in South Australia, 1880-1925 /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmb961.pdf.
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McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.
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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.Doctor of Philosophy (PhD)
27
Mahlaula, Farmanda Samuel. "The teaching of Biblical studies in private Christian schools in South Africa today / F.S. Mahlaula." Thesis, North-West University, 2004. http://hdl.handle.net/10394/285.
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The aim of this study was to investigate the effectiveness of the teaching practice in
grade 12 Biblical Studies in private Christian schools in the Limpopo Province in South
Africa during 2003, with the specific objective to make recommendations towards
possible improvements. Although but a few private Christian schools in the Limpopo
Province participated in the study, while the title implies that all the South African schools
were involved, the findings are assumed to be a cross section of the general situation of
grade 12 Biblical Studies teaching in South Africa, as teaching is more or less subjected
to similar conditions in all the Provinces.
This study consists of a theoretical section wherein literature regarding the variables of
the study are discussed, as well as an empirical section wherein the results of the
research are reported and interpreted with the aim of reaching certain conclusions
regarding the typical profile of Biblical Studies teaching practice in the Limpopo Province.
The theoretical basis is grounded in the didactical foundations of teaching as discussed
in Chapter 2. This is followed by the empirical study (described in Chapter 3) grounded
in the results obtained from classroom observations, questionnaires, interviews and the
November 1996-2002 Biblical Studies grade 12 final examination of the four participating
schools. Chapters 4 and 5 respectively evaluate and consolidate the findings from the
classroom observations, the responses from the interviews and questionnaires, and the
November 1996-2002 grade 12 Biblical Studies examination results.
The main thesis on which this study rests is that the teaching practice of grade 12
Biblical Studies in private Christian schools during 2003 was unsatisfactory because of,
inter alia, lack of work ethics, negative attitudes of both teachers and learners, lack of or
insufficient application of didactical principles, teaching methods and teaching aids, low
morale and insufficient or improper training of Biblical Studies teachers.
The study revealed that the teaching of grade 12 Biblical Studies in private Christian
schools during 2003 was indeed unsatisfactory because of lack of work ethics, negative
attitude of both teachers and learners, lack of and insufficient application of didactical
principles and a variety of teaching methods, low morale and improper training of some
Biblical Studies teachers. The most aggravating factor was that teachers often did not
even show up for Biblical Studies classes.
Conclusively, it is therefore recommended that heads of departments and principals
regularly monitor and evaluate the quality and quantity of Biblical Studies teaching in
schools. The inspectors of schools may also support these forms of control by more
regular inspection of schools, and more specifically, of the Biblical Studies classroom.
Incentives and recognition of performance by both teachers and learners in the Biblical
Studies classroom may be incorporated into these recommendations.Thesis (M.A.)--North-West University, Potchefstroom Campus, 2004.
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Gotkin, Ronald. "Fiscal and regulatory state policy for private schools in South Africa : (a policy options analysis)." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15991.
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Includes bibliographies.This paper explores possible future policy options for a democratically elected South African government as regards private schools. The paper establishes the context of contemporary and historical state policy for private schools in South Africa in combination with a comparative international perspective, a summary of arguments in the literature for and against private schools, and principles identified by a recent (non-governmental) policy investigation into education in South Africa (NEPI) as encapsulating the demands of the democratic movement concerning education. These principles therefore serve as evaluative criteria for the examination of future fiscal and regulatory policy for private schools in South Africa. It will be shown that, as compared to many countries, private schools in South Africa are moderately regulated and receive only moderate financial assistance. However, the historical (and current social and political) context of state policy for private schools will be shown to be one of increasing state support since the early 1980s. It will be argued that this increased level of ideological and fiscal support for private schools in the past decade is a consequence of the government's reformist strategy, and its identification with the politics of 'New Right' parties, which dominated Britain and the USA in particular during the 1980s. It will also be demonstrated that changes in state policy have resulted in large-scale growth in the private schooling sector over the past decade. It is against this background that the lens of democratic principles and fiscal implications will be used to focus on possible future policies for private schooling in South Africa.
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Berber, Mujgan G. "The role of the principal in establishing and further developing an independent Christian or Islamic school in Australia." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/46255.
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Thesis (Ph.D.)--University of Western Sydney, 2009.A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
30
Barnes, Geoffrey R., of Western Sydney Macarthur University, and Faculty of Education and Languages. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools." THESIS_FEL_XXX_Barnes_G.xml, 1999. http://handle.uws.edu.au:8081/1959.7/53.
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This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this differenceDoctor of Philosophy (PhD)
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Barnes, Geoffrey R. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools /." Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030711.145044/index.html.
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Madoda, Peter. "The adoption and use of information and communication technologies in private high schools in the Western Cape." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2759.
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Thesis (MEd)--Cape Peninsula University of Technology, 2018.This study investigates some of the factors affecting the adoption and use of Information and Communication Technologies (ICTs) for curriculum delivery in selected private high schools in the Western Cape. In this 21st century, ICT has penetrated the society to the point that it is most likely to assume that the private high school in general, are effectively incorporating them (ICTs) in delivery of the curriculum. Regrettably, this assumption is not always true as revealed in most of the cases examined in this study. Instead, a lot of private high school teachers who were selected as participants or respondents in this study revealed that they are still facing critical challenges when they want to effectively adopt and use ICTs for curriculum delivery. While the previous studies have focused more on the ICT integration in pubic schools in disadvantaged communities, this study employed a mixed methods research design (that is both quantitative and qualitative research methods) to explore the factors affecting the adoption and use of ICTs in private high schools in the Western Cape Province. The two frameworks adopted in this study, the Teacher Development framework (DoE, 2007) and the Technological Pedagogical Content Knowledge (TPACK) framework guided the researcher in the analysis of the research findings. The study also used both deductive and inductive reasoning in the interpretation of the results. The results of the study show that despite the high level of appreciating the importance of ICT adoption and use in teaching and learning by private high school teachers in the Western Cape Province, there are still critical factors that continue to militate against the effective integration of technology in the classroom. The study revealed the following factors as critical regarding the effective adoption and use of ICTs in curriculum delivery: lack of skills, limited access to ICT resources, lack of technical support, shortage of class time, and lack of teacher motivation.
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Choonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.
Full textAbstract:
Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.
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McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050714.144022/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003.A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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Robinson, Margaret. "An investigation into pupils' knowledge of and attitudes towards AIDS : a survey of four private schools." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1001414.
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Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education
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Findlay, Narelle Megan. "The private demand for higher education : a case study of the University of Adelaide and the Flinders University of South Australia /." Title page, table of contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09EC/09ecf4945.pdf.
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Babu, Bithun. "An investigation of the leadership practices and organizational culture at a private Christian school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62155.
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The purpose of this study is to investigate the leadership practices and organizational culture at a private Christian school in the Eastern Cape. A preliminary review of leadership literature suggested that traces of servant leadership may be apparent at the organization. Thus servant leadership will form a key focus area for exploration in this study. An analysis of this nature can make one aware of the influence leadership has in shaping the organizational culture of an institution. This in turn can be used to inform the future thinking around leadership efforts with respect to culture formation within an organization. The issue was addressed by consulting various articles to view the issue from different perspectives. The school served as a vehicle to explore the tenets of leadership and organizational culture. The study will take the form of a descriptive quantitative study. It was concluded that leadership plays a significant role in establishing the culture at an organization. However, leadership is not the only factor that shapes the organizational culture of an institution. The beliefs and values of the organization also has a role in shaping the overall culture and identity of an organization.
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Aland, Jenny, and n/a. "Art and design education in South Australian Schools, from the early 1880s to the 1920s: the influence of South Kensington and Harry Pelling Gill." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050601.145749.
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This thesis focuses specifically on what was taught in schools in South
Australia in the context of art and design education. The period covered by the
study extends from the 1880s, when a Central Educational Authority was
established in South Australia, to the late 1920s, when significant changes to art
and design philosophies and course designs became identifiable.
The nature and content of the art and design courses designed and used in
South Australia is examined against an historical background of influences such as
the South Kensington System of drawing and that devised by Walter Smith for the
Massachusetts educational system in the United States of America.
The significant contribution of Harry Pelling Gill to the teaching of art and
design in schools is closely examined. It is posited that his single influence affected
the teaching of art and design in South Australian schools until well into the
twentieth century.
The process of the study looks in detail at the overall philosophies behind the
teaching of art and design, the methodologies employed and the classroom practice
which pupils and teachers undertook in the pursuit of courses outlined. Issues
such as methods of teacher training, correspondence courses, examinations and
exhibitions are considered as these relate to the central theme of the study.
The study concludes in the late 1920s, with the advent of a revised course of
instruction for public elementary schools, which heralded significant changes in
both the content and methodology of art and design teaching in South Australian
schools.
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Burridge, Nina. "The implementation of the policy of Reconciliation in NSW schools." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/25954.
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"November 2003".Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2004.
Bibliography: leaves 243-267.
Introduction -- Literature review -- Meanings and perspectives of Reconciliation in the Australian socio-political context -- An explanation of the research method -- Meanings of Reconciliation in the school context -- Survey results -- The role of education in the Reconciliation process -- Obstacles and barriers to Reconciliation -- Teaching for Reconciliation: best practice in teaching resources -- Conclusion.
The research detailed in this thesis investigated how schools in NSW responded to the social and political project of Reconciliation at the end of the 1990s. -- The research used a multi-method research approach which included a survey instrument, focus group interviews and key informants interviews with Aboriginal and non Aboriginal teachers, elders and educators, to gather qualitative as well as quantitative data. Differing research methodologies, including Indigenous research paradigms, are presented and discussed within the context of this research. From the initial research questions a number of sub-questions emerged which included: -The exploration of meanings and perspectives of Reconciliation evident in both the school and wider communities contexts and the extent to which these meanings and perspectives were transposed from the community to the school sector. -The perceived level of support for Reconciliation in school communities and what factors impacted on this level of support. -Responses of school communities to Reconciliation in terms of school programs and teaching strategies including factors which enhanced the teaching of Reconciliation issues in the classroom and factors which acted as barriers. -- Firstly in order to provide the context for the research study, the thesis provides a brief historical overview of the creation of the Council for Aboriginal Reconciliation. It then builds a framework through which the discourses of Reconciliation are presented and deconstructed. These various meanings and perspectives of Reconciliation are placed within a linear spectrum of typologies, from 'hard', 'genuine' or 'substantive' Reconciliation advocated by the Left, comprising a strong social justice agenda, first nation rights and compensation for past injustices, to the assimiliationist typologies desired by members of the Right which suggest that Reconciliation is best achieved through the total integration of Aboriginal people into the mainstream community, with Aboriginal people accepting the reality of their dispossession. -- In between these two extremes lie degrees of interpretations of what constitutes Reconciliation, including John Howard's current Federal Government interpretation of 'practical' Reconciliation. In this context "Left" and "Right" are defined less by political ideological lines of the Labor and Liberal parties than by attitudes to human rights and social justice. Secondly, and within the socio-political context presented above, the thesis reports on research conducted with Indigenous and non Indigenous educators, students and elders in the context of the NSW school system to decipher meanings and perspectives on Reconciliation as reflected in that sector. It then makes comparisons with research conducted on behalf of the Council for Aboriginal Reconciliation during the 1990s on attitudes to Reconciliation in the community. Perceived differences are analysed and discussed.
The research further explores how schools approached the teaching of Reconciliation through a series of survey questions designed to document the types of activities undertaken by the schools with Reconciliation as the main aim. -- Research findings indicated that while both the community at large and the education community are overwhelmingly supportive of Reconciliation, both as a concept and as a government policy, when questioned further as to the depth and details of this commitment to Reconciliation and the extent to which they may be supportive of the 'hard' issues of Reconciliation, their views and level of support were more wide ranging and deflective. -- Findings indicated that, in general, educators have a more multi-layered understanding of the issues related to Reconciliation than the general community, and a proportion of them do articulate more clearly those harder, more controversial aspects of the Reconciliation process (eg just compensation, land and sea rights, customary laws). However, they are in the main, unsure of its meaning beyond the 'soft' symbolic acts and gatherings which occur in schools. In the late 1990s, when Reconciliation was at the forefront of the national agenda, research findings indicate that while schools were organising cultural and curriculum activities in their teaching of Indigenous history or Aboriginal studies - they did not specifically focus on Reconciliation in their teaching programs as an issue in the community. Teachers did not have a clearly defined view of what Reconciliation entailed and schools were not teaching about Reconciliation directly within their curriculum programs. -- The research also sought to identify facotrs which acted as enhancers of a Reconciliation program in schools and factors which were seen as barriers. Research findings clearly pointed to community and parental attitudes as important barriers with time and an overcrowded curriculum as further barriers to the implementation of teaching programs. Factors which promoted Reconciliation in schools often related to human agency and human relationships such as supportive executive leadership, the work of committed teachers and a responsive staff and community.
Mode of access: World Wide Web.
xvi, 286 leaves ill
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Masha and Selepe Emmanuel. "Public-private partnership projects in the construction of public schools in South Africa: A case study of the greater-Sehkukhune district municipality in Limpopo." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2105.
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Thesis (BTech (Public Management))--Cape Peninsula University of Technology, 2011.This study is focused on public-private partnership projects in the construction of public schools infrastructure in South Africa: A case study in the Greater Sekhukhune District Municipality (GSDM) in Limpopo. The primary objective of the study was to determine whether public-private partnerships (PPPs) can accelerate the construction of public schools infrastructure in the Greater Sekhukhune District Municipality. The secondary objectives of the study were to forward a theoretical analysis on public-private partnerships, to forward an analysis on the legal framework of public-private partnerships in South Africa, to forward research methodology in the construction of public schools infrastructure in South Africa through public-private partnerships, to forward data presentation, analysis and interpretation of results on public-private partnerships in the construction of public schools infrastructure in South Africa and also to forward research findings, conclusion and recommendations on public-private partnerships in the construction of public schools infrastructure in South Africa. These research objectives are directly linked to the composition of chapters.
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Simpson, Abigail. "Adolescent identity experiences of historically disadvantaged scholarship recipients attending independent South African high schools." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19946.
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Thesis (MEdPsych)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted.
AFRIKAANSE OPSOMMING: Min is bekend oor die ervarings wat voorheen benadeelde beurs-leerders in onafhanklike (private) Suid-Afrikaanse skole. Baie beurshouers kom uit huise wat in die lae tot middel inkomste groepe val, en hulle vind hulself tussen seuns en meisies wat van hoë-inkomste huise kom. Die doel van hierdie studie is om die ervarings wat die beursleerders in onafhanklike skool omgewings beter te verstaan en vas te stel watter geleenthede en uitdagings hulle ervaar. Bronfenbrenner se bioëkologiese model word gebruik as ‟n teoretiese raamwerk omdat dit verskillende stelsels insluit wat ‟n invloed sal hê op die deelnemers se lewens en ervarings. Die mikrostelsel sluit die ouers, skool, portuurgroep en individu in. Hierdie studie se navorsingsmetodologie is 'n fenomenologiese benadering wat binne die interpretatiewe paradigma ingebed is. Doelgerigte steekproefneming is gebruik om agt leerders van vier verskillende onafhanklike skole in die Wes-Kaap te kies. Twee semi-gestruktureerde onderhoude is gevoer met elkeen van die deelnemers tussen ‟n tydperk van twee maande. Fenomenologiese data-analise is gebruik om die inligting van die onderhoude te analiseer. Die navorsingsbevindinge het aangedui dat die deelnemers baie druk ervaar in die vorm van hoë verwagtinge wat op hulle geplaas word, in terme van hul akademiese prestasie en gedrag. Algemene rasse-stereotipering was gevind met betrekking tot die aannames wat gemaak is oor die leerders se akademiese vermoëns en finansiële agtergronde. Kulturele verskille en finansiële uitdagings is ook opgemerk.
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Mnukwa, Zolile Maxwell. "An investigative study of parental involvement in the governance of public and private schools in the Matatiele Distict of the Eastern Cape Province of South Africa." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006644.
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This is a comparative study of parental involvement in the governance of public and private schools in the Matatiele District of the Eastern Cape Province of South Africa. Parental involvement can range from occasional attendance of the school functions to partnership through parent teacher organizations and parent management bodies. Education is a national enterprise that requires the co-operation and participation of all the role players who are parents, community, teachers, learners and the Department of Education. The problem to be investigated in this study is: Why is it that parental involvement is more positive in the governance of private schools than that of public schools? Two schools were selected for the study and the researcher administered questionnaires personally by hand and conducted face to face interviews to collect the primary data. The responses of the administered questionnaire were tabulated and recorded in table form so as to give an accurate interpretation of what was revealed in the data. Patterns in the data were considered in order to provide an accurate interpretation of the information. The findings were divided into two, that is: findings from the public school and those from private schools. From the public school it was found that: parents are not involved in the governance of the school; the school does not involve parents on financial matters; parents do not attend meetings when invited; they do not know their roles and responsibilities, for example, according to the South African Schools Act (SASA), parents must be actively involved in the governance of the school in their community and that there is an element of ignorance and negligence on the part of parents towards their children’s education. From the private schools it was found that: parents are more involved in the governance of the school; they attend and participate actively in school meetings; the school involves parents in financial matters and as such the financial support from the parents is very good; parents are much involved in the monitoring of the progress of their learner’s education and are passionate about the school and seem to own the policies and the governance of the whole school system. The conclusion drawn from the study is that private schools allow for parental involvement in the governance of their schools whereas in public schools parental involvement is low.
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Farrow, Frank F. "Parent and teacher views relating to the teaching of moral values in schools : a pilot study conducted in twenty school communities in the Northern Area of the Education Department of South Australia /." Title page, contents and abstract only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmf246.pdf.
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Burford, Susan. "Parents and change in Catholic education : the role of the Federation of Parents and Friends Associations of South Australian Catholic schools in the campaign for State aid, and in the changing structure of Catholic education in South Australia since the 1960's /." Title page and contents only, 1987. http://web4.library.adelaide.edu.au/theses/09AR/09arb9492.pdf.
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Larkin, Shaun Maurice. "Quality-based benefit design in health insurance : the impact of a product benefit design change on the utilisation of oral health services by members of a private health insurance fund in regional and rural New South Wales, Australia." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26735/.
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Objective: To examine the impact on dental utilisation following the introduction of a participating provider scheme (Regional and Rural Oral Health Program {RROHP)). In this model dentists receive higher third party payments from a private health insurance fund for delivering an agreed range of preventive and diagnostic benefits at no out-ofpocket cost to insured patients. Data source/Study setting: Hospitals Contribution Fund of Australia (HCF) dental claims for all members resident in New South Wales over the six financial years from l99811999 to 200312004. Study design: This cohort study involves before and after analyses of dental claims experience over a six year period for approximately 81,000 individuals in the intervention group (HCF members resident in regional and rural New South Wales, Australia) and 267,000 in the control group (HCF members resident in the Sydney area). Only claims for individuals who were members of HCF at 31 December 1997 were included. The analysis groups claims into the three years prior to the establishment of the RROHP and the three years subsequent to implementation. Data collection/Extraction methods: The analysis is based on all claims submitted by users of services for visits between 1 July 1988 and 30 June 2004. In these data approximately 1,000,000 services were provided to the intervention group and approximately 4,900,000 in the control group. Principal findings: Using Statistical Process Control (SPC) charts, special cause variation was identified in total utilisation rate of private dental services in the intervention group post implementation. No such variation was present in the control group. On average in the three years after implementation of the program the utilisation rate of dental services by regional and rural residents of New South Wales who where members of HCF grew by 12.6%, over eight times the growth rate of 1.5% observed in the control group (HCF members who were Sydney residents). The differences were even more pronounced in the areas of service that were the focus of the program: diagnostic and preventive services.
Conclusion: The implementation of a benefit design change, a participating provider scheme, that involved the removal of CO-payments on a defined range of preventive and diagnostic dental services combined with the establishment and promotion of a network of dentists, appears to have had a marked impact on HCF members' utilisation of dental services in regional and rural New South Wales, Australia.
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Knott-Craig, Ian Duncan. "An investigation of student leadership in an independent school in the Eastern Cape: ʺdo alternative forms of leadership (such as servant leadership) emerge through community building?ʺ." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003525.
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Significant changes have taken place in recent years in leadership theory and practice world wide. Theorizations of effective leadership have evolved from being authoritarian and task-centered to a model in which leaders are encouraged to look beyond their self-interest and prioritize the interests of the group. This study investigates the development of an alternative form of leadership through community building in two male school boarding houses. It attempts to ascertain whether students are able to work collaboratively towards developing an environment conducive to servant leadership. Structured according to the transformative research paradigm, this action research study was conducted in an independent school, Kingswood College, in Grahamstown, South Africa. The College is a traditional independent co-educational school that prides itself on producing leaders. As the school was in the process of reviewing its leadership system, it became an appropriate site to investigate the development of community and to explore possibilities for the emergence of an alternative form of leadership that would reflect the attributes of servant leadership. The participants in the study were volunteers from two boarding houses, who agreed to reflect on their perceptions and experiences of the way in which their houses functioned. My research findings show that through their willingness to engage in moral dialogue, students can transform their boarding houses into closely-knit communities bound together by shared values and beliefs. Closer relationships make for better understanding. As the leaders take on the responsibility of caring for their juniors, a moral obligation begins to manifest itself. Leaders will display the attributes of servant leadership if they are prepared to acknowledge in practice this moral obligation to serve others.
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Kagee, Mogamat Habib. "Teachers’ understanding and managing of religious and cultural diversity in an independent Islamic school." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19966.
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Thesis (MEdPsych)-- Stellenbosch University, 2012.ENGLISH ABSTRACT: The purpose of this study was to explore teachers‟ understanding of inclusive education within an independent Islamic school. The research was designed to explore the way the values and principles of tolerance and respect for religious and cultural diversity might be accommodated or promoted within an independent Islamic school in South Africa. Such schools are guided by the aims and objectives of Islamic education, as defined at the First World Conference on Muslim Education held in Makkah, Saudi Arabia in 1977. However, such schools are also bound by the aims and objectives of inclusive education, as propagated by the Department of Education, which strives to promote religious and cultural diversity within a democratic society. In this study the views and experiences of nine teachers with regard to inclusivity, cultural and religious tolerance and democratic citizenship were researched. It was argued that teachers and schools represent the earliest opportunity for learners to develop meaningful relationships with and positive attitudes towards others; this enables learners to feel valued and included as citizens within a democratic and diverse society. This qualitative study was limited to one independent Islamic school in the Western Cape. The data was collected through semi-structured personal and focus group interviews and was analysed within an interpretive paradigm. The findings were that whilst the participants agreed that access to the school should be open to all learners irrespective of religion, most felt that non-Muslim learners should be taught separately. Though a school environment should promote tolerance and respectful attitudes towards learners from different cultures and backgrounds, the participants supported a school ethos that was founded on Islamic principles. The main recommendation of this study is that the independent Islamic schools should give careful consideration to their role within society if they wish to create a democratic citizenry and promote religious and cultural diversity.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om onderwysers se begrip van insluitende opvoeding binne ‟n onafhanklike Islamitiese skool te eksploreer. Die navorsing was ontwerp om te eksploreer hoe die waardes en beginsels van verdraagsaamheid en respek vir godsdiens en kulturele diversiteit geakkommodeer en bevorder kan word binne ‟n Islamitiese skool in Suid-Afrika. Hierdie tipe skole volg die doelwitte en doelstellings van Islamitiese opvoeding, soos gedefinieer by die Eerste Wêreld Konferensie oor Moslem Opvoeding in Makkah, Saudi Arabia in 1977. Hierdie skole is wel ook verbonde aan die doelwitte en doelstellings van inklusiewe opvoeding, soos voorgeskryf deur die Onderwysdepartement, wat streef vir die bevordering van godsdiens en kulturele diversiteit binne ‟n demokratiese samelewing. Die meninge en ervarings van nege opvoeders in verband met inklusiwiteit, godsdiens en kulturele verdraagsaamheid en demokratiese burgerskap was ondersoek. Die argument was dat opvoeders en skole verteenwoordig was van die vroegste geleenthede vir leerders om waardevolle verhoudings met positiewe houdings teenoor ander te ontwikkel. Dit stel leerders in staat om waardevol en ingesluit te voel as burgers binne ‟n demokratiese en diverse samelewing. Hierdie kwalitatiewe studie was afgebaken tot een onafhanklike Islamitiese skool in die Weskaap. Die data was ingesamel deur semi-gestruktureerde persoonlike en fokus groep onderhoude en was geanaliseer binne ‟n interpretatiewe paradigma. Die uitkomste was dat deelnemers daarmee saamgestem het dat die skool oop moet wees vir alle leerders ongeag van hul godsdiens. Die meerderheid het wel gevoel dat nie-Moslem leerders aparte onderrig moet ontvang; alhoewel ‟n skool ‟n omgewing moet bevorder vir verdraagsaamheid en respekvolle houdings teenoor leerders van verskillende kulture en agtergronde. Die deelnemers het ‟n skool etos ondersteun wat baseer is op Islamitiese beginsels. Die hoof aanbeveling van hierdie studie is dat onafhanklike Islamitiese skole versigtige oorweging moet gee aan hul rol binne ‟n samelewing indien hul ‟n demokratiese burgerskap wil skep en godsdiens en kulturele diversiteit wil bevorder.
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Sheik, Akthar. "Muslim private schools in South Africa : present and future." Thesis, 1994. http://hdl.handle.net/10413/3622.
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Tshabalala, Zelda. "Scaling - up low fee private schools in South Africa." Diss., 2014. http://hdl.handle.net/2263/40074.
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The wide spread concerns on the access to quality education and the various challenges faced by the public school system in developing countries has promulgated the emergence of low-fee private schools that aim to meet the rising demands of access to quality education by making private schooling more affordable. The emergence of low-fee private schools is already evident in South Africa; these schools contribute to the education system by filling the gap where the public education system is lacking. It was based on this premise that a need for scaling-up this type of innovation in education was identified. In order to increase the positive impact made by these private schools and also increase access to quality education, we need to scale-up these types of schools by learning from evidence based mechanisms if we are to sustainably scale-up low fee private schools.
An exploratory study was undertaken; seventeen interviews with either a school principal or the founder of the school or an expert in the field such as investors, donors, researchers or policy makers were conducted. In order to obtain well-rounded insights this research consisted of inputs from three different samples. Sample one focused on school principals or founders of schools that have in one way or the other scaled-up their operations. Sample two focused on school principals or founders from schools that have not yet scaled-up but plan to do so in the future. Lastly, sample three focussed on various stakeholders in the education sector who provided input on the potential of scaling schools and growing the low fee private school sector in South Africa.
The innovation of an educational model that can deliver quality education at low costs will make it possible to increase impact without the school having to be bigger. There are external environmental factors and internal organisational factors that influence the ability to implement scale-up initiatives and the indicate that low fee private schools face the same challenges as small businesses and that they need to build capabilities as they increase in size and complexity. A scale–up model was developed to show factors necessary for scaling-up a low fee private school.Dissertation (MBA)--University of Pretoria, 2013.
mngibs2014
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
50
Squelch, Joan Maureen. "Private education in South Africa : the legal status and management of private schools." Thesis, 1997. http://hdl.handle.net/10500/16099.
Full textAbstract:
World-wide, the nature, purpose and existence of private education has evoked
intense interest and controversial debate. For many, private education presents a legal-moral
dilemma. On the one hand, it is recognised as a fundamental right in terms of freedom of
association, religion and culture. On the other, it raises perplexing moral and philosophical
issues about social exclusivity, selectivity and elitism. Notwithstanding the equally compelling
legal, social, economic, educational and political arguments for and against private education,
private schools in South Africa, which are increasing in number, continue to form an essential and
permanent part of the education system.
Private education is a complex subject which can be researched from a myriad of perspectives. This
study is essentially a legal enquiry into the legal status of private schools in South Africa
within the new democratic constitutional dispensation and how the law affects the organisation,
governance and management of private schools. To this end, the study is confined to a
discussion on legal aspects relating to private school governance, public funding of private
schools, teachers' appointments and discipline, student admission and discipline and religious
freedom. In discussing the legal context of such topics, a number of issues emerged concerning
the complex nature and diversity of private schools, the relationship between the State and
the private school sector, the right of private schools to exist and the implications of the bill
of rights for private schools. Furthermore, the study raises challenging questions about the issues
of choice, autonomy, religious freedom and diversity, which lie at the heart of the establishment
and maintenance of private schools in a democratic society.
Finally, one of the difficulties of conducting such a study is that South African law is complex
and changing, and it is still in a state of evolution, given the recentness of the
Constitution and the bill of rights. This means that while some legal issues pertaining to private
schools are fairly well settled, for the most part it is not possible to provide a comprehensive or
definitive statement about complex and often highly sensitive issues but merely to pose various
legal-education questions and problems for consideration. In time, many of the issues raised will
no doubt be settled by the courtsEducational Leadership and Management
D.Ed. (Educational Management