Tesis sobre el tema "Social policy and planning"
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Brennan, Mark Emmanuel. "Social policy and operations management". Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129047.
Texto completoCataloged from student-submitted PDF of thesis.
Includes bibliographical references.
This dissertation strengthens planning and policy analysis by using concepts from operations management to examine production and distribution of goods and services for disadvantaged groups. Building on the introduction, chapter two tells a cautionary tale, investigating how scholars and decision makers used operations management methods to consider operations in planning and policy analysis in the 1970s in ways that further marginalized already vulnerable residents. The tools and concepts of operations management, however, if sufficiently framed by concerns about equity and advocacy, are powerful instruments in solving production and distribution problems with social consequences. Chapter three explores how these concepts can be used to descriptively identify disparities in access to goods and services by socio-economic status, examining the distribution of irrigation equipment in Senegal. The core question is about the allocation of risk and inventory across levels of a supply chain that extends far into Senegal's farming regions. Chapter four identifies how these concepts can be used to causally explain disparities, tracing policies and plans that aggregative or ameliorate them. It focuses on the main program that subsidizes affordable housing construction in the United States, a durable necessity that is unevenly available and exposed to environment risks across space. The core question is about patterns over space and time in building affordable housing stocks, relative to where and when disasters occur. Chapter five shows how these concepts can be used to prescriptively remedy disparities. It investigates quality risks in the US international food assistance supply chain in Eastern Africa. The core question is about what levers can be pulled in supply chain design to improve food aid quality. Chapter six concludes.
by Mark Emmanuel Brennan.
Ph. D. in Policy, Operations, and Management
Ph.D.inPolicy,Operations,andManagement Massachusetts Institute of Technology, Department of Urban Studies and Planning
Thompson, Mary Summers. "The social context of family planning policy in highland Chiapas, Mexico". Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4587/.
Texto completoManaugh, Kevin. "Incorporating issues of social justice and equity into transportation planning and policy". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117075.
Texto completoLa planification des transports au 20e siècle a été principalement fondée sur l'objectif de la mobilité : les systèmes de transport ont été vus avant tout comme un moyen sécuritaire, rapide et efficace de mettre en réseau des personnes et de transporter des marchandises. Cependant, au fil du siècle, les mouvements culturels, sociétaux et écologiques ont peu à peu changé la façon dont les planificateurs perçoivent le transport en général et le transport en commun spécifiquement. Plusieurs préoccupations se chevauchant ont profondément modifié le rôle que les urbanistes et les élus attribuent au transport et à l'aménagement du territoire. La dégradation de l'environnement, la pollution atmosphérique, la congestion routière, l'avenir énergétique, et les changements climatiques, ont radicalement redéfini les priorités du transport. Ces préoccupations ont conduit à un intérêt croissant pour le transport en commun et pour le transport actif, la marche et le vélo, apparaissant de plus en plus comme des solutions potentielles aux problèmes environnementaux.Cependant, en dehors de ces préoccupations environnementales, des questions importantes se posent en matière de redistribution et de justice sociale. Les nouvelles infrastructures de transport offrent des avantages évidents tels que l'accès facilité a une destination voulue, la stimulation du développement économique ou la réduction des temps de déplacement. En outre, bien que diverses valeurs et idéaux sous-tendent une politique, ceux-ci peuvent influencer de manière contradictoire les décisions prises en matière de planification des . Cependant, de nombreux objectifs ayant trait aux questions d'équité sociale sont «intangibles» en matière de résultats quantifiables. Cela les rend difficiles à présenter à la population, ce qui conduit à des décisions aux gains potentiels plus grands en terme de capital politique que ne le sont des objectifs de progrès social difficilement mesurables.À la lumière de ces préoccupations, cette thèse vise à répondre à quatre questions de recherche: •Comment les municipalités et les organismes de planification du transport équilibrent le traitement des objectifs économiques, sociaux et environnementaux dans les plans de transport?•Comment ces décisions influencent les résultats, en particulier en ce qui concerne l'équité sociale?•Comment les méthodes de mesure actuelles, la compréhension du transport actif et le potentiel piétonnier d'un quartier peuvent être améliorés afin de mieux en saisir les des objectifs généraux?•Comment ces résultats seront utilisés à l'avenir pour améliorer la prise de décision? Cette thèse met en évidence l'importance d'adopter des méthodes multidimensionnelles et des approches mixtes lors de l'examen des questions complexes et des processus urbains ; elle contribue à l'enrichissement de la connaissance de trois façons:•Par l'identification d'un ensemble d'indicateurs qui rendent compte des facteurs d'équité sociale dans la planification des transports et dans la prise de décision;•Par l'élaboration des méthodes permettant d'évaluer une infrastructure de transport en utilisant des mesures d'accessibilité qui se concentrent sur les destinations souhaitées par les résidents;•Par une meilleure compréhension de la façon dont les gens et les ménages de différentes catégories socio-économiques «répondent» à des paramètres d'accessibilité locale et régionale. Alors que la plupart, sinon toutes les études ne font qu'utiliser les facteurs socio-économiques, mon travail se concentre directement sur ces facteurs, avec pour objectif principal de les mettre au premier plan.Ce faisant, cette recherche participe à une prise de conscience de l'importance des objectifs d'équité sociale reliés au transport et souligne le rôle que ces objectifs peuvent jouer dans les processus décisionnels.
Byrne, David S. "Deindustrialization, planning and class structure : a study of the effects of social policy on social structure". Thesis, Durham University, 1993. http://etheses.dur.ac.uk/5786/.
Texto completoChin, Tom Yee-Huei. "Old age and social security in Taiwan : a study in policy and planning". Thesis, University of Edinburgh, 1989. http://hdl.handle.net/1842/18782.
Texto completoNeku, Ruby Junior Ntombinini. "Towards a model for social welfare policy formulation in KwaZulu". Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/14372.
Texto completoThe study set out to establish the extent to which the needs of Community's were taken into consideration in the formulation of Social Welfare Policy. The Structure in the Government service is such that Policy's are formulated by top management. Top management in the Government Service is constituted by the Ministry. When the KwaZulu Legislative Assembly sits the Minister at one of these sessions delivers the policy speech. This policy is disseminated to the Community through the Department's Secretary by the Civil Servants. As Social Workers are concerned in their delivery of Social Welfare Services about minimising problematic situations, the study will examine the role played by Social Workers in the formulation of Social Welfare Policy. The involvement of Social Workers in policy formulation is seen as a helpful tool in enabling them to play the advocacy role. Their contribution would enable the policy formulation to have an idea about issues that policy must address.
Scurfield, Richard Garland. "Strategic planning in government : a review of the possibilities /". [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12316015.
Texto completoGavron, Michele. "The contradictions and contestations in policy production and elaboration of policy for the training of tourist guides in South Africa". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/3652.
Texto completoSzeto, Siu-wai Jerry y 司徒紹威. "An examination of the social policy content considered in the urban regeneration policy for Hong Kong: lessonsfor urban planning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B43893715.
Texto completoLonglands, Sarah L. J. "The Growth Prerogative : how does an objective of economic growth influence local planning policy?" Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7327/.
Texto completoHenshaw, Thomas. "Agricultural Social Infrastructure: People, Policy, and Community Development". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448376064.
Texto completoLebovits, Hannah Y. "PEOPLE, PLACE, PROCESS: UNPACKING LOCAL EFFORTS TO PRODUCE SOCIAL SUSTAINABILITY". Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1610463733360939.
Texto completoMero, John C. "Under the influence has MADD's policy agenda limited the Elks' capability to create social capital? /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
Texto completoSzeto, Siu-wai Jerry. "An examination of the social policy content considered in the urban regeneration policy for Hong Kong : lessons for urban planning /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18154906.
Texto completoLast, Kathryn Victoria. "The social and political determinants in the formation and implementation of habitat conservation policy : the Wildlife and Countryside Act 1981". Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/1879/.
Texto completoDyall, Silfverbrand Lovisa. "Socially mixed housing : A study on the operationalisation and outcomes of social mix policy in Sweden". Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169414.
Texto completoGotkin, 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.
Texto completoThis 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.
Lee, Shuk-ping. "Social stability and public policy the role of special interest groups in Macao /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3642433X.
Texto completoOrchard-Webb, Johanne Marie. "Social dimensions of urban regeneration : discourses, policies and practices of social sustainability in Hastings, England". Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/e66c784c-cece-4009-bc3f-9c349dd0e09d.
Texto completoLatief, Shahnaz. "Time and school learning". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7948.
Texto completoThis study, conducted at Poor Man's Friend Secondary School (fictitious name), describes the use of Time Tabled School time. In fact, it quantifies the Time spent on Instruction and relates it to Learner Engagement-rates. Cumulatively, these variables impact on Learner Outcomes.
Mavimbe, Paulo Gustavo. "Living close to life : social housing in the inner city of Pretoria". Pretoria :[s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07212008-151838.
Texto completoLi, Ching-yi Helen. "Planning policy for hawkers : case studies of Fa Yuen Street & Temple Street /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19906274.
Texto completoRammala, Johannes Ratsikana. "Language planning and social transformation in the Limpopo Province : the role of language in education". Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06222005-152119.
Texto completoHudson, Stanton. "The rhetoric of the uninsured claimsmaking in public policy research /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5639.
Texto completoThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 3, 2008) Includes bibliographical references.
Alavibelmana, Maryam y Robert Fazekas. "The Role of Smart City Concept in Sustainable Urban Planning from Policy Perspective- Case Study of Malmö". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21569.
Texto completoKleijn, Willemien Cornelia. "A developmental approach to statutory social work servies". Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08082005-211705.
Texto completoBrokking, Christoffer. "Wind power policy and planning - a comparative study of Sweden and the Netherlands". Thesis, KTH, Urbana och regionala studier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254527.
Texto completoI och med att världens länder försöker bekämpa effekterna av klimatförändingen har regeringar världen över ökat sina satsningar på förnyelsebara energikällor. För att främja övergången till mer hållbara energikällor krävs nya policyers och planerings processer. Den här studien har fokuserat på hur två länder, Sverige och Nederländerna, arbetar med att implementera vindkraft genom att undersöka vilka policys som finns för vindkrafts utveckling, hur planeringsprocessen fungerar i praktiken och vilka utmaningar som finns gällande policys och planeringsprocessen. Resultatet av studien visar att Nederländerna har gjort stora ansträngningar i att tillgodose policys och håller på med arbetet att upprätta ett nytt regionalt organ som ska ansvara för övergången till förnyelsebara energikällor. Sverige däremot, har inte haft samma engagemang gällande policys utan har istället fokuserat på planeringsprocessen.
Leung, Cho-bun y 梁祖彬. "Community development in Hong Kong: a study of "top-down" and "bottom-up" social policy planning andimplementation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3123186X.
Texto completoScurfield, Richard Garland. "Strategic planning in government: a review ofthe possibilities". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974557.
Texto completoMuthama, Evelyn Loko. "Looking at schools through a professional learning community lens : a comparison of leadership and management practices at two secondary schools". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11028.
Texto completoThis study compares the association between leadership and management practices and teacher practices in two secondary schools. The schools are similar with regard to socioeconomic background but different with regard to learner achievement in grade twelve science examination results. I identify the extent to which leadership and management practices nurture the development of a Professional Learning Community (PLC). The data comprised transcripts of semi structured interviews, notes from observation of interactions between staff and documents pertaining to meetings. I chose a double case study approach in order to analyse and compare the practices in the two schools.
Molteno, Alexander. "The effect of LoLT on learner performance in disadvantaged schools in the Western Cape". Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25427.
Texto completoPenduka, Mamthembu Mamachele. "Differentiation in higher education : a case study of Lesotho". Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20628.
Texto completoHanekom, Laurene. "Organisational barriers to women's equal representation in secondary school principal posts in the Wynberg Region of the Western Cape Education Department". Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3653.
Texto completoHomadzi, Joseph Atsu. "The applicability of the school effectiveness and school improvement approaches to school reform in Africa". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3654.
Texto completoYende-Mthethwa, Josephine. "Perceptions of curriculum 2005 : grade one primary teachers in twenty-eight Cape Town schools". Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/18040.
Texto completoThis study looks at teachers' perceptions of Curriculum 2005, in order (i) to understand how a group of Grade One teachers, in the Cape Town region, are reacting to the introduction of an outcomes-based-system, and (ii) to make sense of where their understandings might come from. The study holds significance because it helps to shed light on the reality of policy implementation, and the importance of the teacher in the process of policy-making and policy implementation. The study explores the patterns of teachers' thoughts within a variety of diverse school contexts. This diversity is assessed through the use of a detailed questionnaire, in-depth interviews and site visits. Forty-one Grade One teacher's perceptions of Curriculum 2005 were studied. This process involved the use of Grounded Theory principles, which guided the data collection process and analysis procedure. The outcome of this approach led to the formulation of a model, which outlines the process of understanding the personal (internal) and social (external) factors, which affect the development of teachers' perceptions towards change. The study suggests that there are three main categories of perceptions of Curriculum 2005 that teachers fall into, although each category is dynamic. Within each category both internal and external factors affect the development of teachers' perceptions of educational change. The analysis shows that within and between each category the factors of age and experience play a role in the way teachers come by their teacher knowledge and develop their teaching practice. The study also reveals the dynamic nature of teachers' understanding, consciousness and perceptions of Curriculum 2005, and seeks to show how dependent these are on a variety of internal and external factors. The development of perceptions is both a process and a product within the minds of individuals. The findings of the research suggest that both personal and -social dynamics play a major role in the development of teacher knowledge and teaching practice. The study seeks to emphasise that there is need to recognise and promote the professional development of teachers, and to achieve this there is a need to understand teachers in the process of educational change. It is suggested that each school context generates different dynamics, and in order to address the question of change it is also necessary to address the specific position of teachers within the school. At the same time the study emphasises the need to bridge the gaps between policy-making and policy implementation.
Malone, Todd Sarti. "What do you mean by 'learner-centred'?" Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/3647.
Texto completoGhartey, Seth Baisie. "An investigation into the micropolitics of the South African Schools Act : a case study of a school in the Western Cape". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9717.
Texto completoThe apartheid system of government in South Africa created undemocratic governing structures, inequity and inequality in the country's education system, as were evident in the pattern of school organisation, governance and funding (Hunter Commission Report, 1995: 1). This situation led to the emergence of a series of policy documents following the election of a democratic government in 1994, leading to the birth of the South African Schools Act (the SASA) (No. 84 of 1996), in November 1996.
Maedza, Marcos Tlhaloso. "Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana". Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/9730.
Texto completoThe aim of this study was to research top-management, teachers' and students' perceptions of success and reasons for the success of their school in two senior secondary schools identified as successful in Botswana. Interviews of these participants correlate across students, teachers, school heads and deputy heads in respect of their perceptions of the reasons for their schools' success. Important are the pedagogical and social climate of the school and how they are expressed in the daily work of the school. These factors are: the school head's leadership and expectations, teacher involvement in school policy; forms and content of teacher co-operation; teacher expectations on, and attitudes to student capacity; teaching organisation and content; press for academic success; community involvement and social relations in the school. Governments and schools need knowledge and skills about school improvement and this research attempts to contribute research-based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of school effectiveness and management of change research. Factors that seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. It is argued that generic school improvement characteristics and processes take on different meanings in practice, and these meanings are shaped by a school's response to the particular circumstances and challenges of its environment. In turn, this response has implications for the way school improvement programmes are developed and for the role and contribution of the stakeholders to educational change. The study concludes with an outline of possible school effectiveness factors common to those identified in the international literature, those factors specific to Botswana context, and offers further research and policy recommendations.
Sabata, Siyabulela. "Legitimacy, traditional institutions and school governance : a case study of an eastern district". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10779.
Texto completoFollowing South Africa's democratization in 1994, the country has undergone significant transformation in virtually all spheres of life. In the rural local governance arena this transformation has been characterized by tensions and contradictions arising from uncertainties about structures of local governance. In post apartheid South Africa we have a situation which may be described as having two bulls in one kraal i.e. traditional authorities and newly elected democratic councillors sharing the responsibility of government. The presence of these two centres of power at the local level serves as basis for conflictual relationships and competing discourses and this impact badly on service delivery. While the current legislation on rural local governance is rich in issues pertaining to redress and equity, the reality on the ground is that rural-urban inequalities are perpetuated. This research seeks to offer insights into this situation.The study focuses on the role of traditional institutions in rural development and more specifically in school governance in rural communities. In the case of schools, traditional authorities and school governing bodies represent these competing discourses. During the apartheid period traditional authorities were directly involved in schooling and they were part of school governance, working hand in glove with school communities. This relationship was redefined in 1994 and consequently traditional authorities were excluded from schooling. The aim of this study is to investigate the consequences of the exclusion of this institution from school governance by comparing ways in which governing structures operated and impacted on education practices before and after 1994. The study is therefore trying to answer the question: What were the advantages and disadvantages of the involvement of the Qwebe-qwebe traditional authority in schools under its jurisdiction before 1994 and what was the significance of its exclusion after 1996? The study draws on Ray's concepts of shared and divided legitimacy to conceptualize shifts in the role of traditional authorities in relation to school governance before and after 1994. This is a qualitative case study. Most of the data were collected through interviews. The data was analyzed in order to foreground the relationship between the legitimacy of the modem state and that of traditional leaders in relation to school governance functions. The study concludes that traditional leaders fulfilled a number of functions that supported schools before 1994. New state structures have not been able to take on these functions effectively. As traditional leaders are competing with new government structures for legitimacy and support this competition further undermines the effectiveness of these structures.
Singh, Marcina. "Engendering discipline : perceptions and practices of students and teachers in a secondary school in South Africa". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10780.
Texto completoThis thesis aimed to investigate whether there is a gender bias in the way teachers discipline boys and girls. The study was conducted in an affluent school in Cape Town and consisted of 113 participants, 97 students (48 boys and 49 girls) and 16 teachers and staff (6 males and 10 females). The data showed that although teachers assume they are being gender neutral in the way they respond to misdemeanors committed by boys and girls, in reality, this is not the case. However, even though the biases of the teachers are largely unconscious, the students were very much aware of the biased nature of the teachers. The data also revealed that male and female teachers react and respond differently when they discipline boys and girls and that male teachers focus more on serious offenses whereas female teachers focused on the less serious offenses.
Malambane, Mokgweetsi. "An assessment of Botswana teacher in-service". Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9769.
Texto completoThe importance of In-service training in Botswana's education system cannot be overemphasised. The formulation of an in-service policy and deployment of resources in the support of the policy, is testimony of the government's commitment to the in-service work. In-service is highly regarded in the education system because, it is hoped that it will transform the practice of serving teachers. The implementation of policy, however, is always a complex matter. The purpose behind this research study was to investigate how the policy on in-service was understood and represented by trainers in the field of practice. This study arises from the fact that policy analysis is an area that has been overlooked in the study of in-service work. The literature on in-service, in the developing world, has ably dealt with mechanics of policy implementation, with a strong bias towards the acquisition of resources and the procedures necessary for the successful implementation of in-service policy. Investigating the way policy is understood by in-service providers has not, however, been given the attention it deserves in the field of research. The interest in this area of study was, further, given impetus by the argument that intentions of policy texts are likely to be represented differently in practice. A group of in-service trainers in a particular regional in-service area were selected for the purpose of information gathering. The selection was done on the basis that trainers were key interpreters of in-service policy. As the study depended on their subjective information, semi structured interview questions were designed as they provided trainers with some degree of freedom, to express their understanding of policy unhindered. The research study, established that policy is understood in keeping with trainers' backgrounds. This means that policy is not necessarily represented according to the intentions of the texts. Two groups of trainers are identified, viz, the poorly grounded and well grounded trainers. Trainers classified as well grounded, demonstrated a higher knowledge of policy and correctly interpreted the policy texts. This is in contrast with poorly grounded trainers who had not well read the policy texts and as a result incorrectly interpreted policy texts. The study concludes that policy representation is complex and informed by everyday understandings.
Janari, Spencer. "An analysis of parents' reasons for participating in school governance". Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3655.
Texto completoTsoene, Litsabako Hilda. "An investigation into factors that are associated with low learners' performance in development studies (DS) as compared to geography performance at Cambridge Overseas School Certificate (COSC) in the Southern region of Lesotho". Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/5946.
Texto completoHipondoka, Oiva Shuuveni. "Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9477.
Texto completoThis study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.
Botsis, Hannah. "Making public politics private: A narrative study of apartheid racial ideology and its effects on white teenage female sexual desire in post-apartheid South Africa". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/7814.
Texto completoTer, Horst Aukje. "An identification and analysis of the socio-economic challenges children from rural areas face in the pré-university cycle in the Mocuba District, Zambézia Province, Mozambique". Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11216.
Texto completoThe weak performing Mozambican education system has gone through significant changes since independence in 1975. The Government’s main focus has been on increasing access and equity to overcome the high dropout rates, high grade repetition, high pupil-teacher ratios and the low number of qualified teachers. Despite this focus, access remains a large problem for the people of Mozambique. It is particularly so, as this interpretive case study research revealed, for learners from rural areas. The primary purpose of this research, therefore, was to outline the challenges learners from rural areas face in accessing what has been described as the ESG2 (Escola Secundária geral do Segunda Grãu) cycle. This research focussed on a specific school within the Zambézia province.
Tembwe, Nicolars Nyambe. "Perceptions of educational professionals regarding the goals and implementation of the school cluster system reform in Namibia: a case study of one cluster in Caprivi region: 1999-2011". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14006.
Texto completoNdeunyema, Alpha. "The implementation of the new curriculum in Namibia, with an emphasis on the Junior Secondary Accounting Sallybus (JSAS) and its uptake by teachers". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11029.
Texto completoIncludes bibliographical references (leaves 100-106).
The focus of this study is an examination of (i) the extent to which teachers are implementing the 2006 Junior Secondary Accounting Syllabus (JSAS) in five Namibian schools; (ii) the influence of sense-making process on teachers' classroom practice and pedagogical understanding of the new JSAS descriptors. The study hopes to add to the information about the importance of the teacher in the process of policymaking and policy implementation.
Maged, Rushid. "Quality schooling : defining and developing indicators of quality schooling for South African schools. A case study of a secondary school in an economically deprived area of the Western Cape". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/16132.
Texto completoIf the main objective of schooling is the holistic development of the learner, i.e. the development of cognitive skills, critical thinking skills, social skills, life skills, creativity and emotional maturity, then it stands to reason that a quality school is one which contributes to such a holistic development of the learner. Therefore indicators of quality schooling would be those factors which make the holistic development of the learner possible. The important point to bear in mind however, is that these factors (indicators) in themselves are not standard nor static, they are dynamic and context-specific. It is this conceptual framework which underpins the research study. Tue research study is informed by the work of West and Hopkins (1996), Schmelkes (1996), Heneveld (1994) and Govinda & Vargese (1993), who propose a more ''whole school approach" in the measurement of school performance. The indicators of quality schooling were measured separately, but it is their collective impact that must be considered when attempting to assess the quality of schooling. Over a seven month period a co-educational secondary public school centrally situated in a community which resides in an economically and socially deprived area of the Western Cape, was closely observed and studied. The items and questions used in the questionnaires, interviews and observations were significantly influenced by the following: the work of West and Hopkins' (1996) four domains of school effectiveness; the IIEP research on increasing and improving the quality of basic education and Heneveld's (1994) model: Factors that determine School Effectiveness. The case study illustrates that when assessing the quality of schooling of any school it is important to assess all the factors that impact on the quality of schooling.
Pomuti, Hertha Ndategomuwa. "The impact of a practice-based inquiry in-service teacher education model on teachers'understanding and classroom practice". Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3643.
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