An evaluation of the national curriculum statement policy in the education of youth with disabilities in South Africa, the case of the Eastern Cape
- Authors: Sonqayi, Zandile Hillary
- Date: 2008
- Subjects: Education and state -- South Africa -- Eastern Cape , Youth with disabilities -- Education , Learning disabled youth -- Education -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11418 , http://hdl.handle.net/10353/298 , Education and state -- South Africa -- Eastern Cape , Youth with disabilities -- Education , Learning disabled youth -- Education -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Educational change -- South Africa -- Eastern Cape
- Description: What initiated this research was the need for the assessment of the National Curriculum Statement policy implementation. This was brought about by the observation that there was a general complaint in the province that educators are struggling with the implementation processes. It would seem that at the formulation of this policy the schools for learners with disabilities were not considered. The main objective of this study, is therefore, to assess the implementation of the NCS policy in relation to the principle of inclusivity regarding learners with disabilities in schools. This has been achieved through finding out how educators are coping in a situation where they are expected to improvise learning and assessment methodologies to cater for a large variety of disabilities of which they are not trained to work with. This study used two techniques, face to face interviews with the subject advisors in the districts as well as with the educators at the schools. Questionnaires were used in the case of managers at school and district levels. Qualitative research was used to accumulate sufficient data to lead to the understanding of the problems that are encountered at different levels. In terms of the findings, most of the respondents pointed out that the policy does not adequately cater for the needs of both the learners and the educators of the special schools. They further mentioned that the outcomes according to the policy do not stipulate what is expected of the learners with barriers to learning due to their disability conditions. According to the responses of the different categories of participants, it became clear that the implementation of the NCS policy is not very successful due to a wide variety of problems that are encountered by the implementers. The main complained about problem is the need for the adaptation of the curriculum to accommodate the learners with disabilities. Furthermore, there is a dire need for the implementers to make reference to all the disabilities found at these schools so as to deal with their situation accordingly. The NCS policy promises change for the better, however the necessary ramifications related to its implementation need to be successfully managed and dealt with properly. This has implications on areas of concern, mainly the training of educators on mastering the implementation and assessment processes which are key to meaningful education. Considering that inclusivity is about change of attitude and behaviour as well as teaching and learning methodologies, it becomes difficult for these changes to materialise if and when inclusivity is not applied properly at the schools for learners with disabilities. The effectiveness of inclusivity depends on the consideration of all the factors that would lead to a healthy environment in the case of these schools. This would mean putting of all the relevant structures in place as well as encouraging team work at all levels, from the educators, management and the community. The district officials should always avail themselves for monitoring and supporting services at these schools. The findings of this study, may contribute to the asking of many questions. This may lead to further debates which may give rise to the need for further research on many aspects that have come up in this study.
- Full Text:
- Date Issued: 2008
- Authors: Sonqayi, Zandile Hillary
- Date: 2008
- Subjects: Education and state -- South Africa -- Eastern Cape , Youth with disabilities -- Education , Learning disabled youth -- Education -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11418 , http://hdl.handle.net/10353/298 , Education and state -- South Africa -- Eastern Cape , Youth with disabilities -- Education , Learning disabled youth -- Education -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Educational change -- South Africa -- Eastern Cape
- Description: What initiated this research was the need for the assessment of the National Curriculum Statement policy implementation. This was brought about by the observation that there was a general complaint in the province that educators are struggling with the implementation processes. It would seem that at the formulation of this policy the schools for learners with disabilities were not considered. The main objective of this study, is therefore, to assess the implementation of the NCS policy in relation to the principle of inclusivity regarding learners with disabilities in schools. This has been achieved through finding out how educators are coping in a situation where they are expected to improvise learning and assessment methodologies to cater for a large variety of disabilities of which they are not trained to work with. This study used two techniques, face to face interviews with the subject advisors in the districts as well as with the educators at the schools. Questionnaires were used in the case of managers at school and district levels. Qualitative research was used to accumulate sufficient data to lead to the understanding of the problems that are encountered at different levels. In terms of the findings, most of the respondents pointed out that the policy does not adequately cater for the needs of both the learners and the educators of the special schools. They further mentioned that the outcomes according to the policy do not stipulate what is expected of the learners with barriers to learning due to their disability conditions. According to the responses of the different categories of participants, it became clear that the implementation of the NCS policy is not very successful due to a wide variety of problems that are encountered by the implementers. The main complained about problem is the need for the adaptation of the curriculum to accommodate the learners with disabilities. Furthermore, there is a dire need for the implementers to make reference to all the disabilities found at these schools so as to deal with their situation accordingly. The NCS policy promises change for the better, however the necessary ramifications related to its implementation need to be successfully managed and dealt with properly. This has implications on areas of concern, mainly the training of educators on mastering the implementation and assessment processes which are key to meaningful education. Considering that inclusivity is about change of attitude and behaviour as well as teaching and learning methodologies, it becomes difficult for these changes to materialise if and when inclusivity is not applied properly at the schools for learners with disabilities. The effectiveness of inclusivity depends on the consideration of all the factors that would lead to a healthy environment in the case of these schools. This would mean putting of all the relevant structures in place as well as encouraging team work at all levels, from the educators, management and the community. The district officials should always avail themselves for monitoring and supporting services at these schools. The findings of this study, may contribute to the asking of many questions. This may lead to further debates which may give rise to the need for further research on many aspects that have come up in this study.
- Full Text:
- Date Issued: 2008
Stakeholders' perceptions of the shift to democratic leadership in a secondary school in the Eastern Cape : a case study
- Authors: Lombo, Mzimkhulu Solomon
- Date: 2008
- Subjects: Education -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Educational change -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2001 , http://hdl.handle.net/10962/d1015541
- Description: The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions of full participation in governance by parents, and representation of learners through constituted bodies would have been new to them. In this case study of one semi-urban secondary school in the Eastern Cape the researcher sought to establish whether and to what extent the school had moved towards the new management and leadership approaches. The study is interpretive in orientation, and made use of interviews and document analysis. This research has found that the school had democratised its management and leadership to a considerable degree, but that this was not necessarily due to profound changes on the part of the principal 's leadership. The principal emerged as a democratic leader by nature. More significant seem to be the structures which the school had put in place, both officially and internally, to promote widespread participation and the distribution of leadership. This decentralised system of management has contributed to a distinct organisation culture in the school characterised by warmth, openness and ubuntu.
- Full Text:
- Date Issued: 2008
- Authors: Lombo, Mzimkhulu Solomon
- Date: 2008
- Subjects: Education -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Educational change -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2001 , http://hdl.handle.net/10962/d1015541
- Description: The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions of full participation in governance by parents, and representation of learners through constituted bodies would have been new to them. In this case study of one semi-urban secondary school in the Eastern Cape the researcher sought to establish whether and to what extent the school had moved towards the new management and leadership approaches. The study is interpretive in orientation, and made use of interviews and document analysis. This research has found that the school had democratised its management and leadership to a considerable degree, but that this was not necessarily due to profound changes on the part of the principal 's leadership. The principal emerged as a democratic leader by nature. More significant seem to be the structures which the school had put in place, both officially and internally, to promote widespread participation and the distribution of leadership. This decentralised system of management has contributed to a distinct organisation culture in the school characterised by warmth, openness and ubuntu.
- Full Text:
- Date Issued: 2008
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