Department of Education Policy Studies

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Considering an ethics of care in managing disciplinary problems at four Cape Town schools
(Stellenbosch : Stellenbosch University, 2024-12) Thieras, Jillian; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: Poor discipline is a perennial problem in most South African schools. On the one hand, there are several factors, both internal and external, that influence and affect the conduct of learners. On the other hand, schools are under continuous pressure to respond to and manage new types of disciplinary problems. Regular playground disagreements or truancy are accompanied by more worrying acts of violence and cyberbullying. Despite a plethora of post-apartheid policies, directed at managing classrooms through democratic practices, principals, teachers, and school governing body continue to struggle to maintain disciplined teaching and learning environments. Since corporal punishment has been abolished, teachers and principals have struggled to develop long-term solutions to manage discipline effectively. Despite disciplinary policies that have been introduced to assist schools with poor disciplinary problems, teachers and principals have their own methods of managing discipline, and these tend to be short-term alternatives. It has been found that the policies recommended by the Western Cape Education Department and the Department of Basic Education have the potential to assist with disciplinary problems. However, teachers and principals lack the consistency in implementing these policies. Therefore, ethics of care has been introduced as a new approach to managing discipline so teachers and principals can eliminate general disciplinary problems. This study examines how four schools in the Western Cape – two high schools and two primary schools manage and respond to learner disciplinary problems. This study sought insights into the types of disciplinary problems typically experienced at these four schools, how teachers and principals responded to and managed disciplinary problems, school-based policies on managing discipline, and how these are being implemented. this is done by adopting a qualitative and phenomenological paradigm. In an effort to look at alternative practices to those currently employed, in the four schools, I drew on Noddings’ (2005) espousal of an ethic of care. Noddings (2005) opines that caring is an encounter between two human beings. However, we cannot suggest that caring will accomplish everything that must be done in education, but it is a step in the right direction. An ethics of care requires teachers and principals to first listen attentively to learners, and trust will be established as time passes. In this way, learners will start to accept what teachers and principals try to teach. Thereafter, as teachers and principals engage actively with learners about their needs and experiences, they will gain important information about the learners and better understand why certain learners tend to misbehave (Noddings, 2005). The findings suggest that teachers at high and primary schools experience some form of poor discipline, and teachers try to devise different strategies to manage them, as the lack of discipline in schools impacts teaching and learning tremendously. Furthermore, the findings revealed that poor learner discipline worsens in high school. This could be due to several problems that they may be experiencing at home or in the community. Specifically, gangsterism and substance abuse which is later discussed in the literature review. The study argues for an ethic of care as a new approach to managing poor discipline as it is clear that teachers are slowly becoming demotivated to teach effectively, and current strategies and approaches are not bringing about the changes, conducive to a functional schooling environment.
Contemplative education as a response to the contradictions between neoliberalism and social justice in the Curriculum Assessment Policy Statement (CAPS)
(Stellenbosch : Stellenbosch University, 2020-03) Bekker, Petrus; Davids, Nuraan; Stellenbosch University. Faculty of Education. Education Policy Studies.
ENGLISH ABSTRACT : South African educational policy after 1994, and in particular, the current Curriculum and Assessment Policy Statement (CAPS), express a very ambitious and wide range of aims and goals, with some relating to education for economic progress, and others relating to education pertaining to human rights, responsible and ‘good’ citizenship, and social justice – what might be termed ‘values education’. Of concern is the realisation that CAPS is unaware of and negligent about its strong neoliberal leanings – that is, it emphasises skills-oriented education, which stifles the implementation of values education. What follows is a report on a conceptual study of how neoliberalism, as espoused by CAPS, influences the ethical adeptness and enthusiasm of individuals and their ability to maintain a healthy relationality with the ‘other’. It was found that neoliberalism leads to exclusionary identity formation, hyper-individuality and the avoidance of ethical responsibilities. As a response, I argue for a consideration of contemplative education, underscored by an ethics of care (both of which contain values like empathy, compassion and responsibility). In this regard, the study challenges the neoliberal tone of CAPS and makes suggestions for new roadmaps unto values education. Bringing contemplative education to stand against neoliberalism in the South African context represents a new area of study, and I make recommendations for further research. Keywords: contemplative education, neoliberalism, values, values education, care ethics, Curriculum and Assessment Policy Statement (CAPS), South African educational policy.
Continuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship education
(Stellenbosch : Stellenbosch University, 2017-03) Ayoola, Ruth Oluwafunke; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies
ENGLISH ABSTRACT : This thesis provides a thoughtful insight into continuing professional development of Accounting teachers in Nigeria and its implication for the development of democratic citizens. The explicit aim of this study was to understand the policy provision for continuing professional development training of Accounting teachers, and the extent to which teachers’ participation in the continuing professional development programmes have the potential to develop democratic citizens in the classrooms. The conceptual theories of Benhabib, Gutmann and Thompson on deliberative democracy were used in the present study to support the argument for the inclusion of democratic citizenship education in teachers’ continuing professional development programmes. The theoretical section draws upon literature on the concept of education policy, analysis of the Professional Standards of Nigerian Teachers (2010) document with a focus on teachers’ continuing professional development, and a situation analysis of teachers’ continuing professional development in Nigeria. The data for this research were constructed through document analysis, observations and semi-structured interviews. Data analysis, interpretation and discussions were guided by using a qualitative research design and an interpretive paradigm that values the subjective understanding of the teachers. Data revealed that what is contained in the Professional Standards of Nigerian Teachers (2010) document about the provision and implementation of teachers continuing professional development is actually a sharp contrast to what the teachers’ experience. More so, the teachers’ responses indicated their lack of awareness of the Professional Standards of Nigerian Teachers (2010) document. Consequently, it was found that teachers’ exclusion, lack of democratic engagement and deliberation in the planning and implementation of their continuing professional development programmes have an influence on how teachers teach and inculcate democratic values in the classrooms. Hence, some of the participating teachers concluded that democratic citizenship is not achievable in the classroom. These teachers made limited effort to cultivate a classroom of respect, inclusion, active participation and democratic deliberation, which poses serious implications for democratic citizenship education. The study submits that the school is one of the most important sites to cultivate democratic citizenship. However, enabling teachers to exercise democratic values through their continuing professional development programmes will make it less difficult for teachers to develop active citizens with critical thinking skills and who can engage in democratic deliberation towards demanding for accountability from fellow citizens and make positive contributions to the society.
Departementshoofde in Wes-Kaapse skole: Die vestiging van rolle en verantwoordelikhede wat betref onderrig, leer, bestuur en leierskap
(Stellenbosch : Stellenbosch University, 2018-12) Geland, Jon; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT : In this thesis I want to establish how head of departments define their role and responsibilities with regards to teaching, learning, management and leadership.The reader will also get some insight into the barriers that the head of departments experiences, especially those that are working in a very challenging environment. When we look at the job description of the head of department, as descibed in the policy documents, and compare it to what the head of department actually does, there seems to be a huge gap that is not properly addressed by the policy documents. It was clear at the schools where the research was done, that head of departments are caught between the academic management and leadership of their departments and the management and leadership actvities that was assigned by the principal to them. Despite the brave efforts by the head of departments to fulfull both responsibilities, it was clear that it had a negative impact on the delivery of the curriculum. Head of departments should be allowed to concentrate only on the academic management and leadership of their departments. The pressure that the policy documents place on the head of departments, to fullfull both responsibilities, is very unrealistic. Post level 1 teachers should be empowered with the necssary skills so that they can also be able to fullfill the responsibilties of the management and leadership of the school. That will mean that management and leadership responsibilities will be distributed amongst all staff members. The head of department should play a leading role to improve teaching and learning at schools. If head of departments are not allowed to play this important role, they will always feel that they do not make a significant contribution to establish a culture of teaching and learning at the school. Teaching and learning will suffer if the status quo is maintained.
Die ervaringe van beginnerprinsipale na aanleiding van kurrikulumleierskap en -bestuur by hul skole: ‘n gevalle studie van vier beginnerprinsipale
(Stellenbosch : Stellenbosch University, 2017-12) Swarts, Jerry; Davids, Nuraan
ENGLISH ABSTRACT : In South Africa, as in various other countries, novice school principals are exposed to high expectations and curriculum challenges. Curriculum management and –leadership are fundamental functions of school principals, which require certain particular sets of knowledge and expertise. Questions are constantly being raised in relation to how novice school principals should be prepared for their roles and functions as curriculum leaders and managers. Yet, as this study reveals principals have not necessarily been prepared to meet the demands and challenges of effective school management before their appointment – that is, they have not been exposed to, training or formal mentorship, that are necessary for effective curriculum leadership and management. The aim of the study is to explore the experience of novice school principals in relation to their leadership and management of curriculum at their schools. Firstly, the literature revealed that curriculum leadership and management differ from person to person and it is being influenced by context, grading of the schools as well as the composition of staff and the school community. Secondly, that it is very difficult for these novice principals, to demonstrate their leadership role and management function as curriculum leaders effectively and to provide good support and direction. Novice school principals are faced with the challenge of empowering themselves, enabling them to implement curriculum change continuously so that the curriculum is managed effectively. Interviews were conducted with four novice school principals in relation to curriculum management and –leadership in their own particular contexts. By presenting this research as a case study, it is possible to obtain in-depth information, experience and perceptions about their particular context in relation to curriculum management and leadership. Data was generated by means of semi-structured questions to provide rich descriptions and explanations of the experience and perceptions of curriculum leaders in their particular contexts. The high prevalence of effective schools, often underscored by ineffective leadership practices suggest that there might be a lack of focus and continuity in training for principals, especially in relation to curriculum leadership and management. The study reveals that the preparation of novice school principals is critical to the purpose, functionality and effectiveness of schooling. If a curriculum is not adequately led and managed, it has direct implications for learner performance. In turn, poor learner performance holds particular implications for perceptions both the school and its leadership. The research findings indicate that the novice principals do, indeed, fulfil their responsibilities regarding curriculum leaders. Nevertheless, they are not sure what their management function and role should be. Furthermore, the study revealed that there is a need to develop specific guidelines and clear policy to help novice school principals to execute their roles and responsibilities in relation to curriculum leadership and management.
An exploration into whether the developmental appraisal system is achieving its desired outcome of promoting teacher development
(Stellenbosch : Stellenbosch University, 2016-02-16) Whitley, Miranda; Davids, Nuraan; Stellenbosch University. Faculty of Education. Department of Education Policy Studies
ENGLISH ABSTRACT : Prior to 1994, the evaluation of teachers occurred by means of an inspectorate system. This was an external body that ensured that all schools complied strictly with certain official rules and regulations. This method of evaluation was met with much resistance and distrust. It was seen as being “top-down”, “closed”, “bureaucratic”, “hierarchical” and “authoritative”. The inherent feeling of mistrust in this inspectorate system of evaluation was lodged within the troubled history of apartheid. With the onset of democracy came the dire need for educational reform and redress – one element of which was addressing the major concern of teacher and curriculum development as a means to ensure quality teaching and learning. In response to the latter, and in reforming the highly contentious inspectorate system, the Department of Basic Education (DoBE) introduced the Integrated Quality Management System (IQMS). The primary aim of this research study was to explore whether the developmental appraisal system delivers on its outcome of promoting teacher development in five former model C schools in the Western Cape. The study explores the experiences and challenges of the IQMS appraisal system as encountered by principals, deputies and teachers. Among the main findings of this research is that teachers and principals hold extremely negative perceptions of the appraisal system. Furthermore, peer observation tends to lead to window-dressing of lessons, making it a futile exercise, as scores are unreliable and based on one lesson only. Very little, if any, teacher development stems from the IQMS appraisal process. Some financially well-resourced former model C schools implement additional appraisal systems with a financial incentive attached to the outcome. The IQMS’s 1% salary increase is not a motivating factor for teachers to be committed to the process. Furthermore, the DoBE needs to strictly monitor that the process is leading to teacher development. To allow this, substantial funding has to be available. Furthermore, attitudes need to be adjusted by the principals, accountability enforced and the implementation of different appraisal systems across public schools must be realised. This will have a positive impact on the quality of education in South Africa and should be a goal that the South African education system should strive to achieve.
Exploring the lived experiences and identities of ‘coloured’ women as professional mathematics educators in higher education
(Stellenbosch : Stellenbosch University, 2020-12) Kenny, Sinobia; Davids, Nuraan; Stellenbosch University. Faculty of Education. Education Policy Studies.
ENGLISH SUMMARY : ‘Coloured’, as a marker of race, has become normalised in the political, social and economic rhetoric in a democracy. The study recognises the controversy and othering associated with the term ‘coloured’, but without delving into it, the label cannot be ruptured and disrupted. To date, the dominant research on ‘coloured’ women in South Africa has not only relied on stereotypical depictions of sexualisation and slander but have served to entrench these women as displaced and valueless. As a result, very little is known about the resilience and contribution of ‘coloured’ women. In attempting to rebuild the existing research and knowledge on women classified as ‘coloured’ by the brutal system of apartheid, this study brings to the fore the lived experiences of seven women. The purpose of this study, therefore, is to reflexively explore the particular experiences and identities of ‘coloured’ women as professional educators in higher education, with special attention given to employment in roles centred around mathematics and mathematics education. The racialised schooling experiences, tertiary education and winding career paths post-apartheid calls for a confrontation of race and race construction in South Africa. Critical Race Theory provided a relevant conceptual framework. Understanding how these seven women adopted the identity label of ‘coloured’, the extent to which it shaped them, and positioned or relegated them in South African society was not possible without consideration of identity and identity construction. In this regard, identity and identity construction concerning theories on (mis)recognition were studied. Using interpretivism and phenomenology as research paradigms, this study examined the lived experiences and identities of the seven women as they traversed through their schooling, and tertiary education, and as professional mathematics educators in various spaces of higher education. The study showed that public spaces and separate schools were sites where racialised hierarchical othering and inequalities mirrored a demeaning picture of themselves, questioning their worth and diminishing their self-esteem. The way mathematics was taught, reflected similar kinds of divisions and differentiated treatment. Separate learning and teaching meant that higher grade learners received more attention and time, while standard grade learners were neglected under the guise that they were incapable of performing well at mathematics. As ‘coloured’ women, they had limited opportunities to, and funding for tertiary education – most of the participants opted for government-restricted teaching bursaries as a way into tertiary education. Following their tertiary education, there were no apparent pathways into professional mathematics education for ‘coloured’ women, and they sought alternative winding routes. While the women were determined and successful at Stellenbosch University paving pathways into higher education, they continued to be at the mercy of higher education institutions who overlooked the challenges they overcame to participate in higher education, holding them to the same standards as those who had benefited from apartheid legislation. Consequently, their roles as professional mathematics educators transpired across a range of higher education spaces with no uniformity in their job titles and terms of employment.
Governance and language policy in three schools in the Western Cape : opportunity for deliberative democracy?
(Stellenbosch : Stellenbosch University, 2020-12) Retief, Rikus; Davids, Nuraan; Stellenbosch University. Faculty of Education. Education Policy Studies.
ENGLISH SUMMARY : Accompanying the introduction of a new outcomes-based curriculum, were significant shifts towards decentralised school-based management, which are seen as critical to the democratisation of schools. At the centre of this democratisation is the introduction of School Governing Bodies (SGBs) (Act 84 of 1996). SGBs, by virtue of how they are constituted, are considered as seedbeds for democratic participation. Through the South African Schools Act (Act 84 of 1996), SGBs are afforded unprecedented authority in the governance of public schools. Principals, educators, parents, as well as community members and learners (in the case of high schools) are provided with the opportunity to participate in collective decision-making regarding the daily functioning of schools. These functions include the design and formulation of all school-based policies, including that of language, which is the interest and focus of this thesis. No policy has generated more contestation and controversy than that of a school’s language policy. Significantly, most of this contestation has centred on Afrikaans-medium schools – raising inevitable questions not only about language, but about the role of the SGB in relation to the formulation of language policy. This research looks at the formulation and implementation of a language policy at three public Afrikaans-medium schools in the Western Cape. Using a phenomenological research paradigm, the study engaged with principals, educators and parents, as it tried to gain insights into the considerations of SGBs in relation to formulating a language policy. The findings reveal that SGBs are not necessarily representative of all learners and communities in their schools, and that a lack of adequate representation might hold particular consequences for a school’s language policy. SGB members do not necessarily have the requisite skills - that is, language policy formulation is undertaken by individuals who neither understand language policy and practice, nor the needs of learners. Despite new intakes of learners from various contexts and linguistic abilities, the language policy of a school is seldom changed. Moreover, while SGBs recognise that schools ought to serve a public good, they should have a degree of autonomy, which allows them to act in the best interests of their respective school communities, which includes formulating a language policy of their choice. In light of the surrounding contestations, which have resulted in numerous legal battles between SGBs and provincial education departments with regards to language policies, I consider the possibility of deliberative democracy as a viable way of addressing this impasse.
The impact of household poverty on learners’ academic performance at a Cape Winelands school.
(Stellenbosch : Stellenbosch University, 2023-12) October, Wade; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: This study aimed to explore the impact of household poverty on the learner’s academic performance at a Cape Winelands school. Employing a qualitative, phenomenological case study design, the objectives of the study were to understand how the National Norms and Standards for School Funding (NNSSF) policy (DBE, 2006) is implemented in rural schools; gain insights into the academic challenges experienced by learners in a rural context; and explore the dynamics of the rural school and the learners within their communities.The data for this study was constructed from a purposively selected sample of six learners, two teachers and six parents/guardians of the learners from a primary school. In addition to conducting focus group interviews with the six learners and semi-structured interviews with the teachers and parents/guardians, the data from these interviews were analysed in conjunction with the NNSSF policy (DBE, 2006). Academic performance, household poverty and the rate of poverty in South Africa cannot be divorced from its political histories, such as the Bantu Education Act and the segregation in terms of the Group Areas Act. These policies affected the livelihoods of many parents post-1994. This resulted in many inequalities in terms of employment and educational regress in terms of the current population groups. Within this research, parents' unemployment is strongly linked to their lack of education. In many instances, both parents were unemployed and illiterate, and a culture of poverty developed within these households. This study differentiates itself from other studies on poverty as it focuses on household poverty, which aligns with the manifestation of family dynamics. The learners are put in the middle, and all negative effects of family dynamics influence the development of those learners within the school. The school seems to be the safest place for these learners, although many are driven away from school due to ill-discipline within the classroom. They often drop out and become part of many social problems within the community. This study found that most parents are unlikely to help their children due to their low levels of literacy. This study recognised that it is imperative to note that schools in rural communities continue to face tremendous challenges ranging from overcrowded, rundown classrooms, and low access to technological resources. At the centre of this, redress is the NNSSF policy (DBE, 2006), which is expected to address the past injustices in terms of inequality, but as is evident from this study, fails to achieve its stated objectives. In turn, implementation of the NNSSF policy seems to be neglected in rural schools. Teachers do not know about the NNSSF policy and how it affects their teaching at the school. This study found that the lack of teachers, resources, and classroom space impacts learners' academic performance to such an extent that they cannot read or write according to their grade level. Learners are being left behind, and no additional academic attention is given to those learners within the classroom. The learners' builds up an academic backlog, increasing as the learners move from grade to grade. Teachers become demotivated within the school and overloaded with tasks other than educating learners. The rural school must be seen as a community-based school. The school should manifest itself within the community as a place of excellence where learning and teaching prosper. This can only be done with the support of the parents at the school. The school's leadership should take cognisance of the community's diversity and form private partnerships to generate some additional income. This will also allow the school to become self-sufficient and function independently. This study also encourages a framework for rural schools to be drafted to allow for integration within the different communities.
The impact of Umalusi’s quality assurance and accreditation process on principals and educators at independent schools.
(2023-12) Fowler, Melissa; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: This study examined the effect of Umalusi’s quality assurance and accreditation procedure on sixteen principals and teachers from four different independent schools in South Africa’s Western Cape province. Using purposive sampling, the four schools chosen for this study revealed that the participants did not believe Umalusi had any positive impact on the quality of education in their schools. Instead, the implementation of Umalusi’s policies resulted in increased workloads for teachers, who were required to provide evidence of policy implementation. A shift towards compliance instead of core teaching responsibilities was noted. Despite the South African Constitution and education law supporting independent schools, Umalusi’s accreditation process is perceived to hinder the establishment of new schools. The quality assurance and accreditation processes are overcomplicated and come with high application fees, which can lead to costly implications for non-compliance. The current legislation and regulations do not allow Umalusi to accredit special needs schools that adapt the CAPS, resulting in a one-size-fits-all approach that does not suit all schools. Additionally, Umalusi was perceived to hold independent schools to a higher standard of accountability than the standard of accountability that the education department requires from public schools. While participants were negative towards Umalusi, they acknowledged the necessity of external evaluation and monitoring of independent schools, specifically to protect vulnerable parents. The study highlighted the importance of schools committing to Umalusi’s quality assurance process to enhance the overall quality of education genuinely. Principals are crucial in ensuring teachers’ adherence to Umalusi’s policies, which requires a positive attitude towards Umalusi. Moreover, the findings indicate that teachers’ buy-in regarding the value of quality assurance systems within their schools is vital to prevent superficial implementation of QA measures designed to improve education quality. Teachers’ buy-in is dependent on their principals’ attitudes and commitment to establishing effective QA processes.
An interpretive analysis of the Early Childhood Development Policy Trajectory in post-apartheid South Africa
(Stellenbosch : Stellenbosch University, 2019-04) Atmore, Eric; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT : Early childhood development (ECD) is universally recognised for its concern with the most important foundation years of life, focussing on the holistic development of the young child’s potential. It is during the first six years that much learning takes place and is developed. The primary research question in this study was: What was the ECD policy trajectory in postapartheid South Africa and how did it unfold? In answering this question, the study traced, described and interpreted the ECD policy trajectory in post-apartheid South Africa, and critically analysed the ECD policy-making processes, viewed through an interpretive lens. My original contribution to knowledge is to provide an explanation of how the ECD policy trajectory shaped the evolution of ECD in post-apartheid South Africa during a period of unprecedented social, political, economic and education transformation. This study is significant since it contributes to knowledge building about ECD policy-making through the voice of ECD policy-makers and activists who had been central to ECD policy-making in South Africa. The study findings and recommendations could also have global relevance given the increased focus on ECD and ECD policy-making across the world. The research comprised a policy trajectory study that used a qualitative research paradigm. Data was constructed from a comprehensive examination of ECD policy documents, including policy statements, government White Papers and government reports over the period 1990 to 2015 and from structured, face-to-face interviews with 19 key stakeholders who were centrally involved in ECD policy-making in South Africa over this period. During a pilot study, the interview schedule was tested for its appropriateness, relevance and ease of administration. Triangulation was used to enhance the validity and trustworthiness of the study. In undertaking this research study, I had the benefit of having been involved in the ECD policy-making processes in South Africa from 1990 to 2015. During this period, I was on various ECD policy-making teams, firstly set up by the anti-apartheid structures and thereafter by the new democratic government, to assist with policy-making and policy implementation. I used my involvement and participation in ECD policy-making to locate myself within this study. In analysing the findings of the study, I adopted an interpretive approach aiming to provide an understanding of the ECD policy trajectory. The data was analysed using a modified version of Tesch’s (1990) stages of data analysis. The study found that the ECD policy-making process in South Africa had been haphazard, contradictory, unplanned and confusing. Key findings in this study relate to how ECD policy was made in South Africa from 1990 to 2015, how the ECD policy trajectory unfolded, how ECD policy was implemented, how the ECD policy choices were communicated, enhancing ECD policy-making, and the challenges and constraints in ECD policy-making. The dissertation concludes by reflecting on the state of ECD in South Africa at the time of this study, making recommendations for the future, discussing the implications of the study findings for ECD policy-making and for ECD in South Africa, and suggests areas for further research.
An investigation into the relationship between educational leadership and learners’ performance in the Kavango region, Namibia
(Stellenbosch : Stellenbosch University, 2015-12) Simanu, Evalistus Hausiku; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: In Namibia, the national Grade 12 academic performance for the Namibian Senior Secondary Certificate (NSSC) ordinary and higher levels examination has declined from 2011 to 2013. Of the 58 785 full-time candidates who wrote the Grade 12 national examination during the period of 2011 to 2013, only 4 610 candidates qualified for access to higher education (Ministry of Education [MoE], 2013e). A similar situation prevails in the Kavango Region, where the academic performance of Grade 12 learners has declined steadily between 2011 and 2013, from a 30% pass rate to 24.4% according to the regional statistics for the Kavango Region of the Directorate of National Examination and Assessment [DNEA] (MoE, 2013d). Against this backdrop, and by exploring the practices of four secondary school principals, this study investigates the relationship between school leadership and learners’ academic performance at four secondary schools in the Rundu Circuit in the Kavango Region. The objective of the study was to gain an understanding of whether, and how, school leadership contributes to the learners’ academic performance in school. The study employed a qualitative interpretive research method. Data was constructed through semi-structured interviews, observations and document analysis. Primarily, the study found inconsistencies between how principals understood their leadership and management roles, and what they actually practised. It would appear that, central to this gap between what was understood conceptually and what actually was implemented was the relationship that the principal had with his or her relevant staff members and, in turn, the types of relationships that existed among staff members. To this end it was found that poor staff relationships, which either emanated from poor leadership, or led to poor leadership, had a direct effect on the academic performance of learners. Concomitantly, poor leadership, poor staff relationships, as well as the poor academic performance of learners, affected the morale and commitment of both educators and the principal. Underlying the issue of poor relationships, the study brought into stark focus a concern that continues to challenge schools, not only in the Kavango Region, but in the whole of Namibia, namely the issue of unqualified and under-qualified educators. The latter, together with poor learner commitment, which is exacerbated by inadequate and questionable parental support, has contributed to the current situation of a dismally poor Grade 12 success rate, and an equally dismal number of learners who actually qualify to access higher education. The study found that the absence of leadership and management training for principals plays a significant role in their (in)-capacity to lead and manage schools. The unpreparedness for managing the school as an organisation, which includes the critical management of staff and learners, has had serious implications for the type of teaching and learning that takes place in the four schools. The poor state of the Grade 12 learner results is just one indicator that the issue of inadequate leadership skills needs to be addressed by the Namibian Ministry of Education. As such, the study recommends that, if the education ministry wishes to address the academic performance of learners, it would need to make provision for in-service leadership training for school principals.
An investigation of multigrade teaching at three primary schools in the Kavango region, Namibia
(Stellenbosch : Stellenbosch University, 2014-12) Haingura, Steven Shindimba; Davids, Nuraan; Stellenbosch University.Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: Multigrade teaching has been used in Namibia since the introduction of formal education; however, it became more prominent after independence, when the government proposed it to be the norm. Yet, regardless of its prevalence in rural schools – as high as 40% – qualified teachers are still not trained to teach multigrade classes. The primary aim of the research study therefore was to investigate multigrade teaching at three rural primary schools in the Ncuncuni circuit in the Kavango region. By employing a phenomenological methodology, the study explores the experiences and challenges as encountered in multigrade classrooms by six teachers. While a number of the challenges are common to experiences in typical monograde classrooms in Namibia – such as shortages of resources, poor parental involvement, and high rates of learner attrition – there are others that are specific to a multigrade setting. Given the growing number of multigrade schools in Namibia, particularly in rural settings, where infrastructure is already poor, the urgency for properly trained multigrade teachers can no longer be ignored. Among the key recommendations made by this study is that appropriate and sufficient teaching and learning materials, such as self-instructional and self-learning materials, should be provided to schools offering multigrade teaching. In acknowledging that the introduction of professional training will take time, and that the current teachers in multigrade classrooms are in dire need of support, the study would also like to recommend support from regional offices in the form of specialist advisers. There are numerous teachers in multigrade classrooms – many of whom will never receive any formal training. These teachers require immediate and on-going support if the Ministry of Education hopes to provide quality teaching and learning to learners.
Maak die gevorderde onderwyssertifikaat 'n verskil aan die bestuursvermoens van skoolhoofde? : 'n vergelykende studie van vier skoolhoofde
(Stellenbosch : Stellenbosch University, 2014-12) Sonnekus, Wessel Christoffel; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: In South Africa no formal training in school leadership or school management is currently required to procure a position as school principal. The sole condition is that a candidate should possess a professional teaching qualification, with some years’ experience in the teaching profession. School principals cannot be blamed if they comply with no more than these basic requirements, as no formal qualification for school principals had existed prior to 2007. The Department of Education answered to the need for formal training to equip principals for meeting their responsibilities by introducing the Advanced Certificate in Education: School Leadership and Management (ACE). This study explores to what extent school principals experienced an improvement in their managerial skills after obtaining the ACE qualification. To offer a better understanding of the background of South African school principals, the history of the available training over the past forty years is outlined. This is supplemented by an overview of various countries’ approach to preparing principals for 21st century schools. The responsibilities of present day principals differ dramatically from those of twenty years ago, as policy documents such as the South African Schools Act has since 1996 required that the principal, together with the school governing body, take responsibility for the management of the school. Accordingly, this study includes an enquiry into the ACE qualification with regard to the curriculum content, the purpose of the course and how assessment takes place at higher education institutions where this course is offered. Interviews were conducted with two principals who had obtained the ACE qualification to gain insight into their experiences relating to the qualification. By means of comparison, two principals who had not completed the qualification were also interviewed to establish to what extent this qualification does in fact equip principals for their daily responsibilities. The possible effects of the qualification were highlighted by comparing the two pairs of principals who function in similar communities with corresponding problems. By presenting this research as a case study, it was possible to obtain in-depth information and varied opinions about principal training, where principals had acquired the most useful skills and what could be added to enhance the value of the ACE qualification.
'n Gevallestudie van graad 6-leerders se onderwys belewing in ’n landelike skool
(Stellenbosch : Stellenbosch University, 2017-12) Cibella M van Geems, Van Geems; Davids, Nuraan
ENGLISH ABSTRACT : No English abstract available
The nature of parental involvement in school governing bodies: A comparative study of four primary schools in the Western Cape
(Stellenbosch : Stellenbosch University, 2018-12) Baker, Ilse; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT : In an attempt to make schools democratic through soliciting participation and involvement, school governing bodies (SGBs) were introduced and legislated in 1996 via the South African Schools Act (No. 84 of 1996), and were implemented at schools in 1997. The introduction of SGBs in postapartheid schools is viewed as a means through which to secure parent and community involvement, and thereby ensuring greater parent responsibility and accountability. One of the growing concerns surrounding SGBs in South African schools is that although all SGBs are expected to comply with the same legislation and stipulated responsibilities in terms of the South African Schools Act (No. 84 of 1996), SGBs are expected to function under very different circumstances, and with widely disparate sets of skills and knowledge. The central concern of this research study is the particular capacities, knowledge and skills of parents on SGBs at four historically disadvantaged schools on the Cape Flats, in the Western Cape. Through adopting an interpretivist paradigm, the study sets out to: Understand why and how parents become involved in the SGB. Explore the levels of involvement and contribution of parents on the SGB. Explore the working relationships and responsibilities between parents and the principal on the SGB. Understand how parental involvement affects the functioning of the SGB, and hence the governance of the school. Key findings of the research revealed that parents become involved in the SGB for their own personal reasons and not necessarily to foster a democratic culture at the school – as envisioned in the South African Schools Act (No. 84 of 1996). Parent governors are not aware of the purpose of the SGB and of their roles and responsibilities while serving on the SGB. Poor qualifications, knowledge and skills meant that the parent governors could not necessarily fulfil their roles and responsibilities. The poor fulfilment of roles and responsibilities by parent governors led to a poorly functioning SGB, an increased workload for the principal, and tension between the principal and the SGB. Conversely, where the parent governors are actively involved, there exists an optimally functioning SGB. Finally, the research revealed that the existence of an SGB does not necessarily imply a functioning SGB, bringing into disrepute commonly held assumptions about school governance by parents, particularly in relation to advancing a democratic agenda. The significance of this study lies in its contribution to the existing literature on parent involvement in SGBs in South Africa. Specifically, that although all SGBs are expected to fulfil the same functions across all schools, the particular socio-economic contexts, qualifications, skills and knowledge of parents, have a direct impact on the functionality of the SGB. As this study shows, a poorly capacitated SGB has the potential to add to the level of responsibilities of the principal, and can lead to tensions between the principal and parent governors. Greater consideration, therefore, has to be given to capacitating SGBs within deficient socio-economic communities – if the mandate of the South African Schools Act (No. 84 of 1996) is to be fulfilled.
Navorsing oor beleide aangaande tegnologie en die toepassing daarvan in vier verskillende laerskole in die Wes-Kaap
(Stellenbosch : Stellenbosch University, 2015-03) Botha, Niel; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept.of Education Policy Studies.
ENGLISH ABSTRACT: Development in each sector of our society, especially with regard to computer technology, has progressed so dramatically that we have reached a stage where it is virtually impossible for an individual who does not have computer knowledge and skills to function with ease in society in almost any part of the world. In order to counter this situation the governments of a large number of countries across the globe are encouraging their citizens to become computer literate. These governments spend huge amounts of money on the integration and improvement of technology in education in order to ensure effective teaching and learning for each learner in each school. The South African government has also caught on and acknowledged the importance of communication technology in education, hence the White Paper on e-Education, which provides for the integration of technology in schools. The question that arises is whether enough is being done to enable underprivileged schools to benefit from this development as well. This study observed the way in which the policy regarding e-Education is applied in privileged and underprivileged schools. During the course of the study the researcher visited schools that utilise their technological facilities, as well as schools that do not, and the reasons and circumstances that prevent them from utilising these facilities were also investigated. An investigation regarding the application of the technology policy within schools and how schools adapt this policy to accommodate their requirements, was conducted. The study endeavoured to determine the reasons why the technology policy is applied wel land properly in some schools, while other schools that have the technology do not apply the policy. The difference between privileged and underprivileged schools regarding the application of the policy was also investigated. The situation regarding the application of technology policy in privileged and underprivileged schools in the Western Cape was researched in four schools: two schools in rural areas and two in urban areas. Two of these schools are privileged schools that have technology and utilise it daily. The other two schools are underprivileged schools with technology that, however, is not used to the advantage of the learners on a regular basis. Two schools have mainly Afrikaans-speaking learners while the learners of the other two schools predominantly have English as their mother tongue. The policy is applied differently at each of these schools, possibly due to circumstances or untrained staff who do not have the necessary knowledge and skills to utilise technology as method of instruction. The study aims to cause awareness at schools of the importance of technology and that a paradigm shift should take place in the methods and techniques of instruction of educators. It also aims to make teachers more aware of the value of technology when used effectively in their lesson presentations. In this way we could ensure that our learners receive the tuition they will need to be competitive globally.
Navorsing oor die beleefde ervaring van vroue-adjunkhoofde: ŉ studie van vier skole in die Overberg Onderwysdistrik
(Stellenbosch : Stellenbosch University, 2017-12) Bailey, Yolanda; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. Education Policy Studies
ENGLISH ABSTRACT : This research study investigated the lived experience of a selected group of four women deputy principals in the Overberg Education District. In South Africa and globally, women hold the majority of posts in education but men are appointed in the promotion posts. Research has shown that there are numerous barriers that prohibit women from being appointed in promotion posts. These barriers are for instance socio–cultural factors, expectations of their communities and women’s perceptions of themselves. This research study was an attempt to investigate how the lived experiences of women deputy principals could illuminate the reasons women are under–represented in promotion posts in a specific South African context. A qualitative phenomenological study was used to construct the data to respond to the main research-question and sub-questions. The data was constructed from four women deputy principals in the Overberg Education District and the interviews took place at their respective schools. The study found that women in promotion posts, and especially deputy principals, experience several challenges and barriers in their work. To understand the lived experiences of these four women, eight themes have evolved from this research. These themes are: 1) Experience as deputy principal in the leadership and management of the school; 2) Leadership experience with regard to gender; 3)Experience with the principals and school management team; 4) Family and worklife; 5) Support from the principal, district office and education department; 6) disempowerment of women; 7) Support that is needed and networking. This study has shown that despite policies and legislation, women – and especially women deputy principals – are still at a disadvantage. I have come to the conclusion that the Department of Basic Education, the provincial education departments, and the education districts have failed women deputy principals with regard to development, support and empowerment, but that these women also need to take responsibility for their own growth and development.
Navorsing oor die rol van leierskap en bestuur in die integrasie van die immigranteleerder in skole: ’n Vergelykende studie tussen vyf geselekteerde laerskole
(Stellenbosch : Stellenbosch University, 2016-03) Van Dewenter, Hesna; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies
ENGLISH ABSTRACT : The migratory patterns of people to other countries – in search of a better life – is a global phenomenon. On a continent beset by civil and ethnic conflict, poverty, and unemployment, the newly democratic South Africa has become a much desired home. As such, South Africa has not only become a haven for those in search of a better life, but also the educational hope for thousands of immigrant children. True to its democracy, the South African constitution ensures the right to basic education for all children, including immigrants. However, whether these immigrant learners are in fact acknowledged, accommodated and integrated in South African schools, is another question. In focusing on principals at five Western Cape schools, my research seeks to ascertain whether the leadership and management of a school play a role in the integration of immigrant learners. I specifically seek to understand whether there are any management structures and strategies in place in order to accommodate immigrant learners; and whether principals are prepared to act as agents of change in meeting the needs of immigrant learners, and also how educational policies address and support the needs of immigrant learners. The research was conducted at five schools: three former Model C schools, and two previously disadvantaged schools. Each of these schools has witnessed a significant growth in the number of immigrant learners. The findings show that the cosmopolitan rights and the diversity of immigrant learners are not always respected by principals. Principals as school managers continue to act as gatekeepers in terms of which type of learner enters their schools. Immigrant learners struggle to become integrated as learners in the schools, in which they constitute a very small minority. Current education policies fail to take into account the challenges encountered by immigrant learners, and, as such, do little to address their needs.
On bridging the gap between theory and practice: a conceptual analysis of practice in relation to a teacher professional learning programme at Stellenbosch University
(Stellenbosch : Stellenbosch University, 2018-12) Jeram, Ramesh; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT : There are extensive efforts to improve the quality of teaching and learning of teachers in South African schools. The South African government has experienced numerous challenges to address the educational neglect of the previous 350 years. Since 1994, there have been curriculum changes coupled with various training initiatives, to enhance the capacity of teachers in South Africa. The focus of these training initiatives has been on improving the efficacy of teachers. However, many of these training initiatives have been decontextualised and without support to teachers, that is, these teacher training sessions took place outside of the context within which the teachers practice their profession and without the required support to make the paradigm shift from learning as a finite activity, to learning as a lifelong activity. It has now become necessary to explore other means of teacher professional learning to make this paradigm shift. Practice-based professional learning has increasingly been offered as an approach to continuous professional learning through which the impediments (overly theory-laden contents, not relevant to the context within which teacher work, no clear link between theory and practice) of conventional mostly transmission-mode training could be addressed. After an in-depth survey of the literature as well as critical reflection on own practice, the intention of this research was to find ways of improving continuous teacher professional learning initiatives by utilising a practice-based approach to teacher professional learning, using practice theory as a theoretical and conceptual framework. Using conceptual analysis and phenomenology as research paradigms, this study explored the current research on practice theory and offers suggestions on how to improve the efficacy of teacher professional learning programmes within the South African context. The study examined the effectiveness of the current abstract, theory-laden modes of teacher professional development initiatives in South Africa, and suggests alternative ways of effective professional learning that has been proved to elicit changes in teachers’ practices, taking into account the contexts within which teachers learn while they interact with others on practice-based issues. This study therefore recommends a practice-based professional learning approach where teachers could learn in and from practice rather than in preparing to practice.

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