- Thoughts on accountability and democratic school management
- The reconstruction of educational institutions: a review of Popper's social piecemeal engineering
- The role of teachers in the identity formation of adolescents restrained in their becoming
- An educational perspective on women in middlescence
- Introducing teachers to OBE: a Western Cape study
- Qualitative research in education and the critical use of rationality
- The untapped human resource? An overview of women in educational management in South Africa
- Perceptions of discipline and ensuing discipline problems in secondary education
- What they don't teach you at university: skills, values and attitudes for the South African workplace
- Quality education and quality in education: a dilemma for democratic South Africa?
- Management of cash by educational institutions
- Guidelines for successful inclusion of the adolescent who has Tourette's Syndrome into mainstream education (in Afrikaans)
- The role of education law in education management development for a multicultural environment (in Afrikaans)
- Capacity building in the development of a curriculum for philosophy of education
- An analysis of the arithmetical literacy level of the black school entrant: guidelines for educational practice (in Afrikaans)
- The written language of deaf children with deaf parents and deaf children with hearing parents (in Afrikaans)
- Designing a management model for in-service teacher education: the RAU-INSET project
1. Thoughts on accountability and democratic school management
JL Beckmann & MA Blom
jbeckman@hakuna.up.ac.za
Accountability structures within the traditional hierarchical approach to school management often involve formal, structured or bureaucratic approaches. These technical accountability criteria imply that teachers feel accountable to the principal only. Accountability in this approach is often defined as "fitting in" with role expectations. Forms of accountability are often based on the performance of the individual teacher while other dimensions of accountability are disregarded. Democratic approaches to school management, on the other hand, involve not only an increase in teacher participation in decision?making processes, but also an increase in teacher accountability. In other words, they imply amongst others, accounting to other people both junior and senior to themselves. They also include a moral, professional, contractual, public and political dimension.
2. The reconstruction of educational institutions: a review of Popper's social piecemeal engineering
A le Roux
lerouxad@opv.uovs.ac.za
Given the fallibility of human knowledge regarding educational institutions, the reconstruction of such institutions ought to be of continuous nature. Sir Karl Popper suggests social piecemeal engineering as a strategy according to which the re?design of social institutions should be undertaken in terms of small adjustments and re?adjustments. Reconstruction on such a small scale not only allows for the opportunity to learn from mistakes, but it simultaneously provides the possibility to rectify mistakes. However, Popper's strategy for social reconstruction appears to be problematic. As Popper rejects all forms of essences as irrelevant, it appears that he not only takes a starting?point in a broken reality, but that the process of reconstruction remains enclosed within a world which only heritage appears to be that of human suffering.
3. The role of teachers in the identity formation of adolescents restrained in their becoming
PJ Vorster & CM Sutcliffe
vorstpj@mweb.co.za
Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to acquire own identities, rather than form (ie. redefining and stabilising) their identities. Through their behaviour in family, school and other relationships, they are actually pleading for assistance in the formation of their identity. Because their plea is often misinterpreted or ignored, they have to fall back on their own, often ineffective, efforts at leading a meaningful existence. This article points out that most teachers are unaware of their predetermined essential role in adolescents' identity formation. Some practical measures are offered to inform teachers of and sensitise them to this responsibility.
4. An educational perspective on women in middlescence
EC Wilken
wlken-ec@marlin.vista.ac.za
The mid?life period has not received the same attention as other age periods, neither in the field of Education nor in developmental theories. One of the reasons for this is the extreme diversity and variety during the middle years. This article focuses specifically on the professional woman at the onset of her middle years (35?50), considering the vast difference between men and women during this phase. The aim of the research was to describe the transitional phase of middlescence in the professional woman and to determine how the field of Education can support women during this period.
5. Introducing teachers to OBE and EE: a Western Cape study
L le Grange & C Reddy
llg@akad.sun.ac.za
This article reports on a participatory research project aimed at introducing teachers in a localised community to outcomes?based education (OBE) and environmental education (EE). The case study involved a collaborative learning programme development process through a partnership between a university and teachers from primary schools located in a Cape Town suburb, Grassy Park. Initial reflections indicated that the intended curriculum as stated in documents produced by the National Education Department may not serve the needs of teachers in specific local contexts. Teachers appeared to have difficulty with making meaning from new terminology associated with what may be perceived as a sophisticated outcomes?based education system. Further, emerging constraints and possibilities of the collaborative curriculum research process are reported.
6. Qualitative research in education and the critical use of rationality
Y Waghid
Qualitative research is often seen as the antithesis of quantitative research, both approaches being regarded as mutually exclusive. In the first part of the article, the author shows how critical theory can shape the practice of integrated qualitative and quantitative research. The author contends that the qualitative?quantitative research methodology dichotomy can be transcended, if research methodology is framed in a critical paradigm. Quantitative research methodology grounded in positivist theory should not simply be dismissed for qualitative, interpretive educational research. These approaches to educational research should be seen as complementary to the broader social discourse of educational research. In the second part of the article the author argues that qualitative educational research in a critical spirit is constituted by the notion of rationality. Rationality is linked to clarity of articulation, reflexive attunement to society, creativity and divergence, intuition and dialogue, all constitutive rules of educational research. The author develops the argument that qualitative educational research is inextricably linked to the critical use of rationality.
7. The untapped human resource? An overview of women in educational management in South Africa
LA Greyvenstein
vgelag@puknet.puk.ac.za
In this review article, gender equity in educational management is investigated. Major recommendations regarding women in educational management in the recent report on Educational Management completed for the Department of Education are highlighted. Current available disaggregated data are used to determine the status quo of women in educational management and the major barriers for women in educational management are discussed. General deductions and recommendations with reference to the most recent gender equity initiatives in education in South Africa conclude this review.
8. Perceptions of discipline and ensuing discipline problems in secondary education
MZ Mabeba & E Prinsloo
prinse@unisa.ac.za
The lack of discipline in secondary schools throughout the country has long been a matter of great concern for educators in South Africa. Numerous attempts have been made to solve the problem and to re?establish a culture of effective learning and teaching in the schools. Discipline in education, however, is a complex phenomenon that may evade the accuracy of one single definition. Discipline in a positive sense refers to learning, regulated scholarship, guidance and orderliness. Discipline problems refer to disruptive behaviour that affect the fundamental rights to feel safe, to be treated with respect and to learn. The purpose of this investigation was to determine the perceptions held of discipline by all the stakeholders in the education process and to verify the reasons for the defiance of discipline by pupils and students. The ultimate aim of such research would be to initiate preventative strategies that can solve the problem and support pupils and teachers towards a new culture of successful learning and teaching.
9. What they don't teach you at university: skills, values and attitudes for the South African workplace
WA van Schoor
vschowa@unisa.ac.za
Young graduates are finding it very difficult to enter the South African job market. Respondents in various sectors of the economy were requested to list and to rank the skills, values and attitudes that they would require from new employees. They further had to indicate the importance of the listed items relative to academic knowledge. A procedure was followed which distilled the core skills, values and attitudes from the vast range of responses. These core items were: Willingness and ability to learn, Business skills, Interpersonal relations, Leadership skills, Initiative, Integrity and Enthusiasm. Seventy five percent of the respondents had indicated that they regard non academic factors as equally important to academic factors. The conclusion is that institutions of higher learning will have to do much more to prepare their students to become employable.
10. Quality education and quality in education: a dilemma for democratic South Africa?
JC Steyn
jcs2@maties.sun.ac.za
It is easy to blame the present educational crisis in South Africa on either the incompetence of the present government or the apartheid policies of the previous government. This may be symptomatic of two existing schools of thought as expressed by some proponents of quality education (liberal democrats) and equality in education (social democrats). The article touches on, inter alia: a philosophical reflection on quality and equality in education; liberal democratic and social democratic interpretations of the two keywords; present perceptions (and misconceptions) regarding quality and equality in South African education, and the views of role players, such as big business and trade unions, as influential forces behind the drive for quality and equality respectively. The aim of this article is not to propagate either the quality or the equality paradigm or to offer a final answer, but rather to arrive at a better understanding of the problem and attempt to give an answer to the question: How can the establishment of a true democratic culture pave the way for the accommodation and reconciliation of both of these broad, but only loosely understood, ideals in educational policy making and planning?
11. Management of cash by educational institutions
AC dW la Grange & FJ Mostert
The emphasis of this article is on the managerial approach to the management of cash by educational institutions rather than on the available techniques. Two decision-making models that should take the main relevant factors into consideration were developed to assist educational leaders with the process of decision?making. The first model focuses on the managerial factors relating to the motives for cash retention, the demand for and supply of cash, as well as the expected risk and return associated with cash. In the second decision?making model special attention is given to the determination of the optimal level of cash, since managerial and environmental factors play an important role in this regard.
12. Guidelines for successful inclusion of the adolescent who has Tourette's Syndrome into mainstream education (in Afrikaans)
MAJ Olivier & N de Lange
ttamao@upe.ac.za
Tourette's Syndrome (TS) is regarded as a lifelong spectrum syndrome which is found world wide, across all geographical, ethnic and cultural barriers. This neuropsychiatric disorder is genetically determined and is associated with neurological abnormalities in the chemical balance of the brain. lt causes motor, vocal and sensory tics, as well as associated problems, which can affect the person in his/her complete ecosystem. The primary aim of the study was to determine whether the self?concept of the adolescent with TS differed significantly from that of an adolescent who does not have TS. Significant differences were found between the two research groups of respondents regarding the non?academic self?concept, the academic self?concept and the global self?concept. It was determined that inclusive education will have to focus on the school's role to cater for the specific needs regarding the self?concept of the adolescent who has TS and who is in the ordinary classroom. Consequently it was possible to make recommendations directed at the teaching practice in this regard.
13. The role of education law in education management development for a multicultural environment (in Afrikaans)
JL Beckmann & HJ Joubert
jbeckman@hakuna.up.ac.za
By effectively training all education managers in Education Law, a new culture of tolerance, democracy and responsibility that is based on a culture of human rights can be presented to all young citizens of the New South Africa. All communities and cultural groups have mechanisms by which they conform to certain norms. Members of a cultural group apply methods of social control to maintain order and to enforce acceptable behaviour. A great challenge in the teaching of education Law is empowering education managers to apply certain legal rules and regulations in a multicultural situation.
14. Capacity building in the development of a curriculum for philosophy of education
E Venter
ventee1@unisa.ac.za
In teacher education and training it is of the utmost importance to reflect on science, as well as on problems in the classroom situation and issues in education. It is no easy task to get student teachers to internalise knowledge in such a way that they can apply it in practice. Capacity?building plays a significant role in this regard. It might be a good idea to use practical classroom examples in the different education theories and metatheories, before expecting of student teachers to be able to critically evaluate what is happening in practice. At the undergraduate level one would, thus, give students certain education theories and metatheories with ideas on how to use these in their classroom practice. At the postgraduate level one would try to enable students to critically evaluate what is happening in the application of these theories and metatheories in practice.
15. An analysis of the arithmetical literacy level of the black school entrant: guidelines for educational practice (in Afrikaans)
A Twigge & J Viljoen
The high drop?out rate of black pupils in the first year at school as well as their under? achievement in mathematics have been a matter of increasing concern. The purpose of the research was to analyse the informal arithmetical knowledge, concepts and competencies of the black school entrant in order to derive guidelines for educational practice. A literature as well as an empirical study were executed. The main recommendation was that the teacher should develop as well as monitor instructional practice according to the results of the analysis, either as a preventive or a remedial measure regarding the teaching and learning of formal arithmetic.
16. The written language of deaf children with deaf parents and deaf children with hearing parents (in Afrikaans)
E vd Merwe & E Alant
vdmerwee@postino.up.ac.za
A comparison was made between the written language of deaf children with deaf parents and deaf children with hearing parents. This was done to determine the impact of the early acquisition of sign language on deaf children's academic performance. The deaf children of deaf parents in this study consistently performed better than the deaf children of hearing parents in various areas, viz. productivity, sentence complexity, correctness, the use of pronouns, adverbs and prepositions and the abstract concrete content scale. Results indicated a possible positive influence of the early use of sign language for deaf children. Factors that might have influenced results are discussed and recommendations are made for further studies.
17. Designing a management model for in-service teacher education: the RAU-INSET project
BR Grobler & E Steyl
brg@edcur.rau.ac.za
This article focuses on a description and exploration of the management processes in an organic in?service teacher training project for lay practitioners in community schools in the Orange Farm area south of Johannesburg. The research described in this article is aimed at the construction of a theoretical framework, illuminating the evolving management model in such a way that it could be conceptually transferred to similar organic teacher training programmes. The unfamiliarity of established management structures in organic teacher training programmes and the tendency of formal management approaches to be unsuitable for organic educational programmes is investigated.
