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1
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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2
Williamson, Janet, i n/a. "Teachers and the use of computers in four ACT non-government primary schools". University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.150827.
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The case studies carried out in four non-government
primary schools in the ACT aimed to look at the way
teachers were using computers in classrooms in order to
shed light on the factors which may determine how
teachers chose to use computers to enhance learning. The
case study method allowed the researcher to use
triangulation to provide in-depth information about the
processes involved in the delivery of a lesson using a
computer.
The findings were positive in that more than half of the
teachers were found to be using computers at a high level
of adoption, predominantly running simulation programs.
In most schools, this was in spite of either hardware or
software constraints, inadequate professional development
opportunities or administrative obstacles. Whether the
teachers taught in a laboratory or had one computer in
the classroom did not seem to retard their enthusiasm for
finding the best strategies to effectively integrate
computer use.
Cooperative learning strategies had been adopted by most
of the teachers so their transition to computer use was
made easier since their students had already been
'routinised'.The data also pointed to formal Computer Education as a
possible determinant of a high level computer user.
However, research on a wider scale would be needed to
validate the result.
Differences in the way classes were managed in a onecomputer
classroom and a laboratory were evident.
Teachers spent most time with those students working away
from the computer in the one-computer classroom and most
time with those working at the computer in the laboratory
setting. Methods of evaluation were shown to be
necessarily different depending on whether work was
carried out in a laboratory or a one-computer classroom.
Finally, the study pointed to the need for non-government
schools and system managers to begin long-term planning
for hardware and software purchase and resource
management in order to provide teachers with the tools
needed to integrate computer use effectively. Such
planning would need to include provision for professional
development.
3
Wilde, Lee Ellen, i n/a. "The concept of excellence in education in ACT primary schools". University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050527.143328.
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From a philosophical and historical analysis of education in Australia since World
War II and consideration of the research into school effectiveness and community
expectations of education, a concept of "excellence" was derived: "Excellence in
education" in its various institutionalised forms describes a state where there is a
community perception that worthwhile goals have been formulated, attempts are
made to achieve those goals using appropriately defined processes and that those
goals are being achieved to the satisfaction of community members.
It was also asserted that because of the diversity introduced into Australian society by
sociocultural, economic and political developments since World War II, "excellence
in education" may take many forms. This demands diversity in schooling so that
these different forms of excellence may be achieved. This "excellence" was seen to
be a relative concept rather than an absolute one.
Information was collected from six primary schools from both the government and
non-govenunent sectors of the ACT, using swey instruments, interviews and
document analysis. This information related to the perceptions of the family, staff
and student sectors of these schools about the importance and achievement of various
factors in the areas of goals and philosophy, curriculum, teaching and learning
practices, general organisation and school atmosphere.
The study found that, while these schools, all being concerned with the education of
primary school children in the same local and national context, exhibited certain
common elements, they also demonstrated a variety of other features in a variety of
combinations, giving each school a distinctive profile. Moreover, these school
communities each judged their particular school being "Excellent" and "meeting expectations", and yet were accepting of some discrepancy between what they considered ideal and what was actually achieved.
Thus it was shown that excellence in education is a relative concept in the ACT, if not
in contemporary Australian society as a whole.
4
Eadie, Christine Sylvia. "Environmental education in South Australian primary schools provided by some non-government environmental groups : a critical enquiry /". Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09enve11.pdf.
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5
De, Leuil Heather. "The introduction of recurrent funding to non-government schools in Western Australia : National statesmanship or provincial pragmatism?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/318.
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State aid to private schools has been a controversial issue in Australia since the beginning of European settlement. This was true in all colonies' and remains a national issue in the twenty-first century. At various times colonial governments chose to provide to private schools, principally those operated by the Catholic and major churches. However as the colonies grew and statehood loomed, the of the day sought to withdraw their aid from private schools and their funding on the growing non-denominational, public school systems.
6
Justins, Charles Francis Roy, i res cand@acu edu au. "Christian Parent Controlled Schools in Australia - a Study of the relationship between foundational values and prevailing practices". Australian Catholic University. School of Educational Leadership, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp20.16082005.
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Christian Parent Controlled (CPC) Schools, which commenced in the 1960s, are a relatively small, but growing component of the non-government schooling sector in Australia. In 2001, they enrolled over 22 000 students in 85 schools. Very little research has been conducted on the values and practices of CPC schools and while these schools frequently assert that they promote explicitly Christian values, their foundational values have not previously been identified or recorded. This research identifies the key foundational values which are characteristic of these schools and examines the extent to which these values continue to influence the prevailing practices of these schools. Consideration is given to the implications of the relationship between foundational values and prevailing practices for the identity, development and leadership of CPC schools in Australia. The ability of these schools to articulate their foundational values and consider their prevailing practices in the light of these values should enhance their ability to understand their heritage, assess their current situation and plan their future. The research found that in general, prevailing practices in these schools give faithful expression to the foundational values; however, the research also identified a number of areas where CPC schools struggle to engage consistently with these values. As a result of this study, recommendations are proposed to assist national and school-based leadership in their strategic planning for the maintenance of these values and the future of these schools.
7
Brown, Colin E., i n/a. "The impact of a headmaster on a school : an analysis of change". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060614.163232.
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This thesis analyses the impact of a headmaster
upon a non-government school during the first years
of his leadership. Theories of organizational change
and leadership behaviour provide the theoretical
framework for this investigation.
The changes that were sought at Marist College,
Pearce, have their origin in 1983 with the appointment
of the fourth headmaster of that College. Prior to this
time Marist College had developed a reputation for conservatism
and strong leadership.
The College had grown since its foundation into a
comparatively large institution, both in terms of physical
size, personnel and student enrolment. The new headmaster
saw the need to review the goals of the College with the
aim to better the pastoral care of the large student body.
The result of this evaluation was the identification of a
series of changes that would open the College to new
approaches involving structural changes, devolution of
authority and personalization of the College.
The study identifies and documents the ideals hoped
to be achieved by the headmaster. What were seen as
ideals were not in ail cases practical. The difficulties
and problems faced by him in the implementation of these
changes are also examined.
Headmasters' terms of office are limited resulting
in new headmasters being appointed regularly. Each
brings to that office his own style and ideals. The
difficulties faced in the types of change analysed in
this study may be common to organizations experiencing
a change in leadership style.
8
English, Rebecca Maree. "School choice in a new market context: A case study of The Shelbyville College". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16027/1/Rebecca_English_Thesis.pdf.
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Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees.
This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market.
Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education.
The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling.
It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.
9
English, Rebecca Maree. "School choice in a new market context: A case study of The Shelbyville College". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16027/.
Pełny tekst źródłaStreszczenie:
Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees. This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market. Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education. The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling. It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.
10
Mulford, David John, i n/a. "The Secondary Head of Department Professional Development Requirements, Expectations and Directions". University of Canberra. Education, 2007. http://erl.canberra.edu.au./public/adt-AUC20081201.154838.
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The study sought to hear the voice of the Head of Department (HOD) in independent, non-government
secondary schools in the ACT Region on their changing leadership role and their recommendations for targeted professional development.
Heads of Academic Departments (HODs) face significant challenges by being in the middle of the organisational structure of a secondary school. They are required to be competent change agents for whole-of-school "macro" initiatives on one hand, yet on the other hand foster "micro" initiatives that support effective learning and teaching in individual classrooms. HODs deal on a daily basis with a broad range of important school issues that include influencing people; management; departmental structures; administration; leadership; student success and progress; educational theory and practice; department and school culture; communication; parents; external educational bodies; professional development; up-to-date pedagogy; and their own teaching and learning. There is frequently a lack of clarity of expectations about their role in a rapidly and ever-changing school system. The incumbents have rarely received targetted professional development for this crucial middle-ranking leadership position.
The study describes and analyses the findings of detailed research with 24 Heads of Department and six Professional Development Coordinators at six independent, non-government
secondary schools. The prime focus was on the changing leadership expectations of Heads of Department and, as a result, the professional development required to support the emerging requirements and expectations of and the directions for the role. The study followed an earlier Dinham et al. (2000) research project, of which I was one of the researchers, into the roles of Heads of Department in independent, non-government secondary schools. The study used analysis of existing job descriptions of Heads of Department, structured interview questionnaires that required quantitative categorisation and analysis, and open-ended interview questions requiring qualitative analysis. The respondents were all leaders of a major academic department within an independent, non-government secondary school.
The five major themes that developed were the forces acting upon and tensions experienced by the Head of Department whilst maintaining credibility as an excellent teacher; the relatively newly developed Professional Development Coordinator role; the definition of the
leadership approach, resultant implications and, as a result, the alternative structures that secondary schools are examining for academic leadership; communication between the middle ranking subject leaders and their senior executive; and the targetted professional development required for the changing role of a HOD.
In independent, non-government secondary schools, the department structures and leadership quality can be powerful forces to assist or resist any reform agenda. Effective leadership of these academic departments becomes important to secure a constant quest to improve the quality of learning and teaching; to improve student outcomes; to nurture staff for more senior leadership positions and to transfer the benefits of a distributive leadership to more staff.
11
Nielson, Pam, i n/a. "A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth funding". University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060824.132257.
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The study investigates the nature and extent of provision
of English as a Second Language (ESL) programs and
services for students of non-English speaking background
(NESB) in government school systems in the six Australian
states and two territories and the interrelationship of
state/territorial education authority provision and levels
of commonwealth funding. The study further examines
perceptions of state/territorial service providers of
where the onus of responsibility for ESL provision lies.
The study is limited to examination of ESL provision at
the school level in government education systems only and
does not address services for adult NESB learners or
provision in the non-government sector.
The study is set in the context of the impact of
commonwealth immigration policies on the nature of
Australia's multicultural society and on the evolution of
provision of appropriate programs and services for NESB
students in Australian government schools.
The major findings to emerge from this study which bear on
the issues identified in the literature and which are of
significance for the future of ESL service delivery are:
· the existence of overall commonality of definition of
NESB students and identification of such students for
ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial
systems which falls short of standard practice and
renders comparative measurement of perceived shortfalls
in provision difficult;
· variation in definition of intensive programs which
renders comparison of provision difficult;
· strong commonality in overall provision of both
programs and services across all schooling sectors,
with limited local variation in service delivery;
an increasing commitment in all systems to the
mainstreaming of ESL provision through language across
the curriculum programs aimed at complementing
specialist ESL provision by enabling mainstream
teachers to accept responsibility for the language
needs of NESB learners;
· variation in degrees of dependence on commonwealth
funding for provision of programs and services ranging
from almost total dependence on commonwealth funding in
two systems to significant local education authority
provision in four systems;
· commonality of opinion among local service providers of
the commonwealth's responsibility for some degree of
funding of ESL provision, but variations in perceptions
of the extent of the commonwealth's responsibility in
this area;
· commonality of experience of initial identification of
need at the local level, but dependence on commonwealth
intervention to approach adequate provision to meet
identified need;
· a degree of tension between on the one hand,
recognition of individual differences among systems and
the concomitant need, or desire, for state/territorial
autonomy in service delivery; and on the other hand,
recognition of commonality of purpose and provision and
the concomitant need for some standardisation of
practice in the interests of efficiency and
accountability of service delivery.
The study concludes with an examination of the
implications of these findings for policy for future ESL
service delivery.
12
Witten, Harm P. "School administrators' beliefs regarding the relationship between school improvements and formal school registration". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/872.
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In 2004, the Government of Western Australia introduced an inspection-type formal school registration process for Non-Government (Independent) Schools, fulfilling the legislative requirement of a new School Education Act of 1999 (Part 4, Sec.159). This formal school registration process featured twelve criteria that are used to evaluate the quality of education. The government claimed that it would ensure a good education for all students in Western Australian, including those students enrolled in Independent Schools. However, very little is known about this formal school registration process, the twelve criteria used in it, or even if school administrators believe that it has helped make improvements at their schools. This study examined a new formal school registration process and investigated the beliefs of School Administrators at Non-Government (Independent) Schools in Western Australia to the relationship between formal school registration and school improvement. It considered those beliefs according to the government’s twelve criteria of formal school registration: (1) Governance; (2) Financial Viability; (3) Enrolment and Attendance; (4) Number of Students; (5) Time Available for Instruction; (6) Staff; (7) School Infrastructure; (8) Curriculum; (9) Student Learning Outcomes; (10) Levels of Care; (11) Management of Disputes and Complaints; and (12) School Compliance with Written Laws. A questionnaire based on these twelve criteria was designed with five items per criterion, each answered in two perspectives (what was expected and what actually happened), and conceptually ordered from easy to hard, making an effective item sample of 120. All 150 primary and secondary non-government schools were invited to participate between 19th March 2011 and 30th November 2011, but only 110 school administrators answered the questionnaire, and only 60 (approximately 56%) completed all twelve parts of the questionnaire. Fourteen School Administrators agreed to participate in one-on-one interviews. Two unidimensional, linear scales were created using Rasch measurement: (1) School Administrators’ Beliefs That Actual School Improvements Were Due to Formal School Registration (48 items); and (2) School Administrators’ Beliefs That Expected School Improvements Would be Due to Formal School Registration (42 items). Items that were easy and hard were identified from the scales. Twenty-four Guttman scales were created: one for each of the twelve registration criteria by actual improvements (12 scales) and by expected improvements (12 scales). Easy and hard items were identified and they supported the Rasch scale results. The measures were analysed against seven independent variables (gender, school size, school type, school location, qualification, age and seniority). The interview data were analysed by the Miles and Huberman method in which themes or issues were created, and supported by the data. The Rasch scales, the Guttman scales, the correlation analysis and the interview data analysis produced many interesting results that are discussed and explained. School Administrators responded positively, as well as negatively, with beliefs that school improvements were due to the formal school registration process. There were differences in School Administrator beliefs in large and small schools, and in remote and metropolitan schools. The influence of school culture on school improvements due to formal school registration was highlighted by the School Administrators in non-government schools. School Administrators and Policy Officers should take note of these results.
13
O'Gorman, Lyndal May. "An even better start? : parent conceptions of the preparatory year in a non-government school in Queensland". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16649/1/Lyndal_O%27Gorman_Thesis.pdf.
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The introduction of a universal, full-time Preparatory Year in all Queensland schools from 2007 is a significant reform in early childhood education and care (ECEC) in that state. Rapidly increasing enrolment of children in full-time Preparatory Year programs in non-government schools has been a feature of the Queensland context over the past decade. These trends, along with efforts towards consistency of services and universal school starting ages across Australian states and territories have prompted this important reform to early education in Queensland. Constructions of the role of parents as consumers of early childhood services and/or partners in their children's early education suggest that consideration of parent views of this reform is both timely and strategic. This thesis reports the findings of a research project investigating parent conceptions of a Preparatory Year in a non-government school in outer urban Queensland. The research used a phenomenographic approach to elicit and describe the qualitatively different ways in which a group of 26 parents viewed the Preparatory Year. Analysis revealed that the range of parent conceptions of the Preparatory Year demonstrated varying emphasis on parent needs, child needs and preparation for future success in school and beyond. The study led to the construction of five categories of description outlining five different ways of understanding the Preparatory Year. The Preparatory Year was viewed in relation to (1) the current needs of the parents, (2) the current needs of the child, (3) preparation for Year One, (4) providing an advantage in primary school, and (5) preparation for future success beyond school. These five categories were linked and differentiated from each other by two central themes, or dimensions of variation: (1) a beneficiary dimension in which either the parent or the child were seen to benefit from the program, and (2) a temporal dimension in which the program was viewed in relation to meeting current needs or preparing for the future. The results of the study suggest that variation exists in the ways that parents may conceptualise the phenomenon of the Preparatory Year in Queensland. Analysis of the data further suggests that tensions exist around whether the Preparatory Year ought to emphasise preparation for the future and/or meet current needs of children; and whether those programs should meet the needs of the parent and/or the needs of the child. This thesis opens up the possibility of future tensions, with the potential for parent preferences for a formal interpretation of the Preparatory Year curriculum being at odds with the new play-based Early Years Curriculum Guidelines. Results of the study suggest that more attention be given to engaging parents and eliciting their views of the early childhood programs experienced by their children. Moreover, it provides an approach for ways in which parent views might be generated, analysed and incorporated into future policy developments and reforms.
14
O'Gorman, Lyndal May. "An even better start? : parent conceptions of the preparatory year in a non-government school in Queensland". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16649/.
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The introduction of a universal, full-time Preparatory Year in all Queensland schools from 2007 is a significant reform in early childhood education and care (ECEC) in that state. Rapidly increasing enrolment of children in full-time Preparatory Year programs in non-government schools has been a feature of the Queensland context over the past decade. These trends, along with efforts towards consistency of services and universal school starting ages across Australian states and territories have prompted this important reform to early education in Queensland. Constructions of the role of parents as consumers of early childhood services and/or partners in their children's early education suggest that consideration of parent views of this reform is both timely and strategic. This thesis reports the findings of a research project investigating parent conceptions of a Preparatory Year in a non-government school in outer urban Queensland. The research used a phenomenographic approach to elicit and describe the qualitatively different ways in which a group of 26 parents viewed the Preparatory Year. Analysis revealed that the range of parent conceptions of the Preparatory Year demonstrated varying emphasis on parent needs, child needs and preparation for future success in school and beyond. The study led to the construction of five categories of description outlining five different ways of understanding the Preparatory Year. The Preparatory Year was viewed in relation to (1) the current needs of the parents, (2) the current needs of the child, (3) preparation for Year One, (4) providing an advantage in primary school, and (5) preparation for future success beyond school. These five categories were linked and differentiated from each other by two central themes, or dimensions of variation: (1) a beneficiary dimension in which either the parent or the child were seen to benefit from the program, and (2) a temporal dimension in which the program was viewed in relation to meeting current needs or preparing for the future. The results of the study suggest that variation exists in the ways that parents may conceptualise the phenomenon of the Preparatory Year in Queensland. Analysis of the data further suggests that tensions exist around whether the Preparatory Year ought to emphasise preparation for the future and/or meet current needs of children; and whether those programs should meet the needs of the parent and/or the needs of the child. This thesis opens up the possibility of future tensions, with the potential for parent preferences for a formal interpretation of the Preparatory Year curriculum being at odds with the new play-based Early Years Curriculum Guidelines. Results of the study suggest that more attention be given to engaging parents and eliciting their views of the early childhood programs experienced by their children. Moreover, it provides an approach for ways in which parent views might be generated, analysed and incorporated into future policy developments and reforms.
15
Muspratt-Williams, Angela. "Strategic thinking by non-government organisations for sustainability : a review of the logical framework approach". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1512.
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Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2009.The awareness of the environmental crisis and the impact of rising poverty globally has led to the search for sustainable solutions. The United Nations Millennium Development Goals (MDGs) describe the solution as a secure peaceful world, a healthier environment and a better quality of life for all. Nongovernmental organisations (NGOs) are important development actors in realising this goal. They work within civil society and focus on the empowerment of the vulnerable and marginalised through the transfer of skills, resources and power. Their flexibility, commitment to social justice and strong relationships with the community allow NGOs to develop creative responses, developing new models for sustainable solutions. A weakness of NGOs is the inability to provide reliable evidence of the effect, or impact, of programmes and their contribution towards a better society. Further the reliance on donor funding can change the focus of accountability from the beneficiaries to donors and stakeholders. The study is based in the given reality that NGOs are required to adopt a more strategic outcomes orientated approach to programme and project planning to be able to measure the impact of services to improve the effectiveness of services and prove their added value to society. This is most often done through the Logical Framework Approach (LFA) as a planning model, as many governments, multilateral aid agencies and donors use this model to develop policies and determine funding priorities. This study therefore gives an overview of the literature regarding the principles, benefits and challenges of the LFA from various sources. These are considered within the diverse and complex development context and how the complexity affects the use of this tool in planning, monitoring and evaluation. The LFA is based on the Management by Objectives model. The LFA provides a relatively objective, systematic and thoughtful guide to project planning which enables organisations to measure their progress in realising goals. The visually accessible log frame explains how the use of resources will contribute towards reaching the goal. It enables the organisation to present their projects to a wider audience increasing its accountability to donors, stakeholders and beneficiaries. Yet, organisations are often very critical of the use of the Logical Framework Approach as it assumes that society is a stable environment where factors can be manipulated to bring about expected results. It ignores the dynamic, complex and frequently unpredictable nature of society and the non-linear path of social learning and empowerment. Further the model can be misused and exploited to enforce power relationships resulting in the development of inappropriate or irrelevant projects that do not meet the needs of the intended beneficiaries. The study concludes that, despite all the criticisms, the Logical Framework Approach can be a very useful tool and provides recommendations that will help find a balance between the structured planning process and the participative and creative social learning techniques. NGOs can be focussed and accountable and still remain more responsive to the needs of communities.
16
Khaki, Jan-e.-Alam. "Exploring the beliefs and behaviors of effective headteachers in the government and non-government schools in Pakistan". 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232572&T=F.
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Kabayiza, Barnabe. "Exploring the collaborative role of government and the Catholic Church in education decentralization in Rwanda : a case study of two secondary schools in Nyarugenge District". Thesis, 2012. http://hdl.handle.net/10539/11407.
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The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community.
The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development?
The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies.
The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system
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support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.
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Ngwenya, Victor Chaboneka. "Managing parental involvement with education in Zimbabwe". Thesis, 2010. http://hdl.handle.net/10500/4264.
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Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the phenomenon was reviewed. Further to that, the models of PI which influenced the adoption of what has obtained in Zimbabwean public schools were cited too. In the process the legal statutes which mandated PI programmes in operation were explored in detail. Data for this study was obtained by means of a quantitative approach involving questionnaires with precoded responses from a sample of 51 education managers and 47 school governors. The major findings of the empirical investigation was that PI is juridical and the bulk of the parents want to be engaged in both formal and informal academic issues of the school business as long as such engagement is well planned and organised. This collaboration of the minds and efforts does not only enhance the management style of the education manager but also the realisation of academic excellence in schools as both parties collectively embark on a quality conscious crusade. Generally, parents in this province were found to be less meddlesome when it comes to the professional governance of the school system, thus making the bulk of schools in this region “conflict free zones”. Disturbing though was the failure by parents to be engaged in the conception of the school vision and mission statement. Finally, the engagement of parents in the management of PI programmes has been recommended in this thesis as it has been found to be genuine, transparent, human resource oriented, dialogical and accountable if citizen participation in school governance is to be envisaged within a democratic framework. Orientation workshops and seminars can be manned for this purpose if home-brewed PI models meant to enhance ownership, commitment and motivation are to be realised. In that way, a customised educational menu may be approximated.Teacher Education
D. Ed. (Education Management)
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Aitkenhead, Anthony David. "Key factors for implementation of e-commerce between non-government organisations and government". Thesis, 2004. https://vuir.vu.edu.au/15555/.
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The research aims to identify the key factors for implementation of electronic commerce between non-government organisations and Government. This thesis firstly looks at the key drivers for the adoption of electronic commerce, or why these organisations are implementing electronic commerce. Secondly, the major barriers that inhibit the adoption of electronic commerce, or what has to be overcome so as not to stop the adoption of electronic commerce for these organisations. And finally, the key enablers for effective adoption of electronic commerce, or what assists or makes easier the
implementation of electronic commerce in these organisations.
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s". Thesis, 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s". 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
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Bertram, Carol Anne. "Conceptualising whole school development : examining the approaches of non-government organisations to school development in South Africa". Thesis, 1999. http://hdl.handle.net/10413/5757.
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This study attempts to provide conceptual clarification around the concept of whole school development in South Africa. It does so through examining the approaches to school development of five non-government organisations in South Africa as well as the literature and research in the areas of school effectiveness, school improvement and educational change. The concept of whole school development emerged in South Africa in the 1990s. It was seen as the way to develop quality schooling where individual teacher inservice programmes traditionally offered by NGOs had failed. The literature review presents two different ways of approaching school change: namely school effectiveness and school improvement. It locates the South African concept of whole school development within the international paradigm of school improvement because it has a clear commitment to understanding the process of school change. International research suggests that there is a need for school change processes to deal with school culture and not only with changing school structures and procedure. A focus on changing
culture seems to suggest an understanding of change which is normative-re-educative. School development planning is the most common strategy for school development and this study suggests that it needs to be implemented in an holistic way. These themes are conceptualised as continua. After presenting the data from the interviews, the study then maps the work of the five organisations onto these continua. Common themes which emerge are that all the organisations make use of school development planning to some extent: all organisations rely on well-skilled
facilitators and all acknowledge the imperative to build the capacity of teachers within the school to lead their own development process through a school development committee. The study ends by suggesting three principles of procedure which can be used in school development. These are that school development needs to focus both on structure and culture; that an organising framework is needed to help schools prioritise the issues and that a systemic way of approaching problems is useful. Some of the challenges facing whole school development, particularly around issues of replicability. sustainability and the role of the community are explored.Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.
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Lee, Chia fen, i 李佳芬. "Comparative Study of Private Education Law in Taiwan and Mainland China between Private School Law and Promotion Law on Non-Government Educational for an example". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/19287068090142143013.
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碩士國立屏東教育大學
教育行政研究所
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The purpose of this study is to compare the legislative spirit and the main norm of private education law to explore Private School Law in Taiwan and Promotion Law on Non-Government Educational in China. This study adopts Bereday’s pattern of comparative education and historical research. The result of study is following： 1.Private Education Law in Taiwan and China is influenced by thoughts, politics, and economic that is the result of the times change. 2.The development starting point of Private Education Law in Taiwan and China is different. The environment of legal system whether influences the development of the enterprise of private education or not. 3.The purpose of legislation in Private Education Law in Taiwan and China is different and the government pays close attention level is different, too. 4.The spirit of legislation in Private Education Law in Taiwan and China is different which connects rights and interests between schools, teachers and students and influences the development of enterprise of private education. 5.It is similar demands to establish procedure in private school, internal organization, and power structure in Private Education Law in Taiwan and China. 6.There is a large different in supervising private schools and establishing the consultation system in Private Education Law in Taiwan and China. 7.Both of Private Education Law in Taiwan and China emphasizes the management of private schools’ assets. 8.They have different attitude in profiting behavior of private schools in Private Education Law in Taiwan and China. 9.It is different measures and degrees for teachers and students’ privileges in Private Education Law in Taiwan and China. 10.It is different ways to supervise the quality of the operation of private school in Private Education Law in Taiwan and China. According to the results of this study, there are five suggestions is following： 1.Mainland China should improve the organization board of directors, establish high-quality board, and strengthen decision-making body. 2.Encourage private schools in Taiwan and China and the mainland China should indeed do a budget, reward and punish simultaneously. 3.Develop characteristic of private schools and supply the shortage of public schools for attracting students to attend. 4.Mainland China government should listen to the opinions of the public people and amend laws at the right moment. 5.Mainland China should make good use of central schools, implement the job of supervising. The central and the local government should execute together.
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Ntini, Edmore. "The participation of rural based teachers in community development activities in the Chivi district, Masvingo, Zimbabwe". Thesis, 2006. http://hdl.handle.net/10500/1023.
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Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented.DEVELOPMENT STUDIES
MA (DEVELOPMENT STUD)
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Mbele, Kgoto Jan. "Parents' role in governance: the case of early childhood development centres in Mabopane". Diss., 2018. http://hdl.handle.net/10500/25408.
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Good governance occupies a centre stage in the development discourse. Since there are currently no guidelines on the practice of good governance for ECD centres, this qualitative study followed the exploratory research approach and employed the case study research
design to gain insight into how ECD centres in Mabopane practiced good governance concerning the roles played by parents in decision-making and accountability. The study used the Social Capital and Stakeholder theoretical frameworks to contextualise the investigation and employed eclectic methodological approaches involving triangulated sampling techniques, data collection methods and tools as well as data sources to generate data. The data were analysed using thematic content analysis and it was found amongst others that there were weaknesses in the governance practices within the ECD centres
regarding parents’ roles in decision-making and accountability. The study recommended, amongst others, for concerted efforts involving all stakeholders to address those flaws.Development Studies
M.A. (Development Studies)