Balancing an educator’s right to strike and a child’s right to basic education.
- Authors: Maluleke, Mongwena John
- Date: 2024-04
- Subjects: Educational law and legislation , Children's right to education , Basic education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/66128 , vital:74400
- Description: This thesis examines how a fair balance can be realised between the educator’s right to strike and the child’s right to education. International and constitutional frameworks are analysed to uncover South Africa’s position on the two opposing rights and the various balancing approaches available. The study recommends a consensus-based approach to balance the rights of educators with that of the child’s right to education. It further proposes the establishment of a structured and organised forum or institution with the sole purpose of dealing with the rights of educators that compete with the rights of learners. , Thesis (LLD) -- Faculty of Law, Department of Mercantile law, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Maluleke, Mongwena John
- Date: 2024-04
- Subjects: Educational law and legislation , Children's right to education , Basic education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/66128 , vital:74400
- Description: This thesis examines how a fair balance can be realised between the educator’s right to strike and the child’s right to education. International and constitutional frameworks are analysed to uncover South Africa’s position on the two opposing rights and the various balancing approaches available. The study recommends a consensus-based approach to balance the rights of educators with that of the child’s right to education. It further proposes the establishment of a structured and organised forum or institution with the sole purpose of dealing with the rights of educators that compete with the rights of learners. , Thesis (LLD) -- Faculty of Law, Department of Mercantile law, 2024
- Full Text:
- Date Issued: 2024-04
Narratives of curriculum adaptations: teacher challenges in the face of curriculum reform
- Authors: Harricharan, Romila
- Date: 2011
- Subjects: Curriculum change , Basic education , Education -- South Africa , Education -- Curricula , Education and state
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9449 , http://hdl.handle.net/10948/d1008618 , Curriculum change , Basic education , Education -- South Africa , Education -- Curricula , Education and state
- Description: Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study focuses on my concern that teachers, already tense and overworked, face many challenges when curriculum modifications occur, and may find it extremely difficult to cope with them. The associated challenges may lead to excess stress, adversity and teachers becoming ill. For this research study I evaluated how teachers confront and cope with the challenges associated with changes to curriculum. The method and success of these coping skills and the management of curriculum revision is directly linked to certain issues, which may exacerbate problems stemming from these changes and have negative effects of on the teachers themselves. This study is a narrative of teachers’ experiences and was primarily conducted in the Umlazi Circuit of the KwaZulu Natal Department of Education. Purposive sampling was utilised by me, whereby the respondents, teachers who had over twenty years of teaching experience, were carefully selected from four primary schools and one secondary school. The study used the qualitative research approach within the interpretive paradigm, allowing for an in-depth insight into the challenges faced by teachers with changes to the curriculum. Data was collected through semi-structured interviews and observation. The data was later analysed using codes, themes and categories. This analysis revealed that curriculum changes cause teachers to experience many challenges in the classroom. These challenges include, amongst others, lack of resources; discipline problems; excessive workloads; overcrowded classrooms; and insufficient professional development workshops.
- Full Text:
- Date Issued: 2011
- Authors: Harricharan, Romila
- Date: 2011
- Subjects: Curriculum change , Basic education , Education -- South Africa , Education -- Curricula , Education and state
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9449 , http://hdl.handle.net/10948/d1008618 , Curriculum change , Basic education , Education -- South Africa , Education -- Curricula , Education and state
- Description: Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study focuses on my concern that teachers, already tense and overworked, face many challenges when curriculum modifications occur, and may find it extremely difficult to cope with them. The associated challenges may lead to excess stress, adversity and teachers becoming ill. For this research study I evaluated how teachers confront and cope with the challenges associated with changes to curriculum. The method and success of these coping skills and the management of curriculum revision is directly linked to certain issues, which may exacerbate problems stemming from these changes and have negative effects of on the teachers themselves. This study is a narrative of teachers’ experiences and was primarily conducted in the Umlazi Circuit of the KwaZulu Natal Department of Education. Purposive sampling was utilised by me, whereby the respondents, teachers who had over twenty years of teaching experience, were carefully selected from four primary schools and one secondary school. The study used the qualitative research approach within the interpretive paradigm, allowing for an in-depth insight into the challenges faced by teachers with changes to the curriculum. Data was collected through semi-structured interviews and observation. The data was later analysed using codes, themes and categories. This analysis revealed that curriculum changes cause teachers to experience many challenges in the classroom. These challenges include, amongst others, lack of resources; discipline problems; excessive workloads; overcrowded classrooms; and insufficient professional development workshops.
- Full Text:
- Date Issued: 2011
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