An assessment of the management of the quality of Education and its impact on Learners’ academic performance in selected Schools in Mthatha, South Africa
- Authors: Kariyana, Israel
- Date: 2015
- Subjects: Quality education -- Schools -- South Africa Academic performance -- Learners -- South Africa -- Mthatha School management – Teaching and learning School management team (SMT)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1302 , vital:30800
- Description: The study sought to assess the impact on learners‘ academic performance of the management of the quality of education in South African schools. The study was conducted in ten independent and ten public schools in Mthatha. The study elicited information for quantitative data from 60 school management team (SMT) members, 200 educators and 400 learners who were randomly sampled from the participating purposively sampled schools. Qualitative data and document analysis were used to triangulate quantitative findings. Data collected was coded and analysed thematically. Quantitative data were analysed with the aid of the SPSS version 22 and qualitative data were analysed through content analysis. Quantitative data were presented through a blend of both descriptive and inferential statistics using tables and graphs. The study found that school management teams (SMTs) and educators were more aware than learners that there are national and provincial legislation mandates that guide the management of quality in education. However, stakeholders were of the view that schools did not use relevant national, provincial and school-based policies and procedures to guide the provision and management of quality in education. It also emerged that learners did not conduct themselves in a manner that promoted the provision of quality education. Participants were, nevertheless agreeable on the indicators of high-quality education. SMTs and educators held stronger views than learners about schools having clear vision and mission statements (VMS) in place but neither were displayed for all to see nor were they well known to and supported by the ii SMTs, educators and learners, thus they were not implemented. The study also established that respondents were aware of the educator-centred, SMT-centred as well as learner-centred factors that affected the quality of education and that factors that promote high-quality education were largely absent in schools. Stakeholders also agreed about the effects of factors that affected the quality of education on learner performance such as poor training and development of educators. It emerged that there were positive SMT-centred factors such as promoting professional development of staff; educator-centred factors including maintaining exceptional lesson planning standards and presentation skills; learner-centred factors being geared towards school work while high parental involvement in school activities emerged as the overriding home-based factor noted to have a strong, positive impact on the provision of quality education and learner performance. It also emerged from the study that inter-alia, stakeholders viewed performance measurement and management as important and holding SMTs and educators accountable for poor school performance as an imperative measure for the provision of quality education. Recommendations for practice and for further research were made with a view to improving the management of the quality of education in schools. In light of that, a model for the management of the quality of education and learner performance was proposed.
- Full Text:
- Date Issued: 2015
- Authors: Kariyana, Israel
- Date: 2015
- Subjects: Quality education -- Schools -- South Africa Academic performance -- Learners -- South Africa -- Mthatha School management – Teaching and learning School management team (SMT)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1302 , vital:30800
- Description: The study sought to assess the impact on learners‘ academic performance of the management of the quality of education in South African schools. The study was conducted in ten independent and ten public schools in Mthatha. The study elicited information for quantitative data from 60 school management team (SMT) members, 200 educators and 400 learners who were randomly sampled from the participating purposively sampled schools. Qualitative data and document analysis were used to triangulate quantitative findings. Data collected was coded and analysed thematically. Quantitative data were analysed with the aid of the SPSS version 22 and qualitative data were analysed through content analysis. Quantitative data were presented through a blend of both descriptive and inferential statistics using tables and graphs. The study found that school management teams (SMTs) and educators were more aware than learners that there are national and provincial legislation mandates that guide the management of quality in education. However, stakeholders were of the view that schools did not use relevant national, provincial and school-based policies and procedures to guide the provision and management of quality in education. It also emerged that learners did not conduct themselves in a manner that promoted the provision of quality education. Participants were, nevertheless agreeable on the indicators of high-quality education. SMTs and educators held stronger views than learners about schools having clear vision and mission statements (VMS) in place but neither were displayed for all to see nor were they well known to and supported by the ii SMTs, educators and learners, thus they were not implemented. The study also established that respondents were aware of the educator-centred, SMT-centred as well as learner-centred factors that affected the quality of education and that factors that promote high-quality education were largely absent in schools. Stakeholders also agreed about the effects of factors that affected the quality of education on learner performance such as poor training and development of educators. It emerged that there were positive SMT-centred factors such as promoting professional development of staff; educator-centred factors including maintaining exceptional lesson planning standards and presentation skills; learner-centred factors being geared towards school work while high parental involvement in school activities emerged as the overriding home-based factor noted to have a strong, positive impact on the provision of quality education and learner performance. It also emerged from the study that inter-alia, stakeholders viewed performance measurement and management as important and holding SMTs and educators accountable for poor school performance as an imperative measure for the provision of quality education. Recommendations for practice and for further research were made with a view to improving the management of the quality of education in schools. In light of that, a model for the management of the quality of education and learner performance was proposed.
- Full Text:
- Date Issued: 2015
Problems encountered by educators in the implementation of integrated quality management system (IQMS) in selected schools in the Butterworth Education District
- Authors: Memani, Theorine Nontando
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18449 , http://hdl.handle.net/11260/d1007304
- Description: The study sought to investigate problems encountered by educators in the implementation of IQMS in selected schools in the Butterworth Education District. The study emerged out of an agreement reached by the Department of Education, Education Labour Relation Council, unions and stakeholders (ELRC, 2003) that Integrated Quality Management System (IQMS) be a developmental programme for quality performance in teaching and learning in public schools. The programme was based on the merging of three programmes, namely the Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE) which were integrated in the implementation of IQMS (Resolution No.8 of 2003).The first three programmes, DAS, PMS and WSE, were less effective and had some flaws that caused implementers (educators) not to accept them as performance developmental programmes as they were punitive and judgmental. The researcher was interested in investigating those problems encountered by the educators in the implementation of IQMS. The study employed a qualitative research methodology with a qualitative survey design. Structured interviews were used to collect data. Five (5) schools out of three hundred and twenty five schools (325) in the Butterworth Education District were conveniently selected. From each school a sample of five (5) educators was purposively selected according to their duty lines on the IQMS structures, i.e. principal, school coordinator and three educators, for the purpose of getting relevant information from each level. Some of the main findings of the study were: the duration of the training was too short; unclear roles and responsibilities of role-players resulted in non-implementation of the programme; attachment of incentive to the programme made educators to focus on the incentives rather than on the programme and the heavy workload of educators hindered the implementation of IQMS. The researcher recommended that administrators/clerks be employed as a matter of urgency to all schools in order to lessen the educators’ workload especially the principals, for the benefit of accomplishing the objectives of IQMS programmes. Re-training was absolutely a necessity. Delinking of incentives to the development programme was a crucial issue. The researcher also recommended that the IQMS Departmental Officials should monitor the implementation of the programme timeuosly so as to tackle the problems in their premature stages. The improvement of working conditions in schools is essential. Key words: quality performance; quality management; quality performance measurement and quality implementation of IQMS programme.
- Full Text:
- Date Issued: 2013
- Authors: Memani, Theorine Nontando
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18449 , http://hdl.handle.net/11260/d1007304
- Description: The study sought to investigate problems encountered by educators in the implementation of IQMS in selected schools in the Butterworth Education District. The study emerged out of an agreement reached by the Department of Education, Education Labour Relation Council, unions and stakeholders (ELRC, 2003) that Integrated Quality Management System (IQMS) be a developmental programme for quality performance in teaching and learning in public schools. The programme was based on the merging of three programmes, namely the Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE) which were integrated in the implementation of IQMS (Resolution No.8 of 2003).The first three programmes, DAS, PMS and WSE, were less effective and had some flaws that caused implementers (educators) not to accept them as performance developmental programmes as they were punitive and judgmental. The researcher was interested in investigating those problems encountered by the educators in the implementation of IQMS. The study employed a qualitative research methodology with a qualitative survey design. Structured interviews were used to collect data. Five (5) schools out of three hundred and twenty five schools (325) in the Butterworth Education District were conveniently selected. From each school a sample of five (5) educators was purposively selected according to their duty lines on the IQMS structures, i.e. principal, school coordinator and three educators, for the purpose of getting relevant information from each level. Some of the main findings of the study were: the duration of the training was too short; unclear roles and responsibilities of role-players resulted in non-implementation of the programme; attachment of incentive to the programme made educators to focus on the incentives rather than on the programme and the heavy workload of educators hindered the implementation of IQMS. The researcher recommended that administrators/clerks be employed as a matter of urgency to all schools in order to lessen the educators’ workload especially the principals, for the benefit of accomplishing the objectives of IQMS programmes. Re-training was absolutely a necessity. Delinking of incentives to the development programme was a crucial issue. The researcher also recommended that the IQMS Departmental Officials should monitor the implementation of the programme timeuosly so as to tackle the problems in their premature stages. The improvement of working conditions in schools is essential. Key words: quality performance; quality management; quality performance measurement and quality implementation of IQMS programme.
- Full Text:
- Date Issued: 2013
An investigation on how educators experience their workloads against the background of teacher shortage
- Authors: Xabanisa, X V
- Date: 2011
- Subjects: Teacher shortage -- Workload
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18415 , http://hdl.handle.net/11260/d1006570
- Description: An investigation on how educators experience their workloads against the background of teacher shortage. This research study seeks to explore educators’ experiences of the effects of educator shortage on the academic performance of Grade 12 learners in the Butterworth Education District, in the Eastern Cape Province of South Africa. The research study was a result of the South African literature in education which over- emphasises the poor quality of teacher development as though it is the only cause of the poor academic performance of learners in South African Senior Secondary Schools. For example, the Centre for Education Policy Development Evaluation and Management (CEPD) (2000, p.130) asserts that “Training for educators and managers has been spotlighted in the Curriculum Review Report”. Through this study the researcher wanted to explore other possible explanations for the poor academic performance of the Grade 12 learners in the Butterworth Education District. The research study seeks to investigate whether educator shortages in Senior Secondary Schools could be responsible for the poor academic performance of learners in Grade 12. It was imperative therefore to look into the views and experiences of educators in this regard, with the object of finding the extent of educator shortages in schools, and the possible measures to address the situation, if it is a reality in schools. Six schools were selected, with each providing five participants who made a sum of 30 educators who volunteered to participate in the study. The study was an interpretive survey, where the qualitative methodology was used. The data was collected using semi-structured interviews. A tape recorder was also used to ensure that participants were not misrepresented in the analysis and discussions of the findings. The data was presented, analysed and discussed according to the patterns and themes derived from the sub-research questions. It emerged from the study that there are educator shortages in most senior secondary schools in the Butterworth Education District. This was due to the policies and reports which were contrary to one another. Contradictory reports were produced by three highly respected research institutions the National Teacher Educator Audit (NTEA) there was an oversupply of educators in South African schools (Hofmeyr and Hall 1996). On the other hand the research was conducted by the Pre-Service Education and Training (PRESET) and In-service Educational Service and Training (INSET) published that there is serious educator shortage in South Africa. There was a lack of insight from the Management of the National Department of Education, together with the Provincial Managers of education. These managers of the DoE failed to note that the decisions that they had made in 1994, of ensuring that all learners between ages of 7 and 15 should be taken by parents to school, would negatively affect the future of education if it was not properly planned for. This call for all learners of the above mentioned ages to go to school was made in line with the South African Schools Act No. 84 0f 1996. The implication of the Governments call to send more learners to school, whether parents had money or not, was that more educators had to be employed in the future but that did not happen. Instead, a once-off policy of severance packages was implemented by the government, which led to a lot of good educators taking their packages and leaving the profession. Literature reveals that Teacher Training Colleges were closed at about the same time. The literature also reveals that before the closure of Teacher Training Colleges there was a challenge of redeployment which was also not properly planned, implemented and monitored by the Provincial Managers of the DoE. The study reveals that poor planning of this process led to overcrowded classrooms, a phenomenon which was further exacerbated by the fact that the salaries of Principals and the HoDs in schools were linked to the number of learners the school had admitted. This had its own ramification like schools over-admitting learners because it meant more money for the principals and Heads of Departments. The study has revealed serious consequences which emanated from the educator shortage as a result of overcrowded classes. The literature also reveal that educators get employed and use the profession of teaching as a stepping stone for better paying professions. According to Peltzer, et al. (2005, p.35) “around 21 000 educators were leaving the system annually, although up to 30% of these were temporary teachers.” South Africa faces challenges with its pool of available educators. One of these challenges is that of attracting new educators into the teaching profession and another is the challenge of how to retain those already in the system (DoE, 2005 p.13). In the event that there are teacher shortage in the system the DoE is using the available educators to teach larger classes than they are capable. This causes problems when these teachers have to teach outside their areas of specialization. These consequences include the fact that educators are teaching more than six classes a day, and educators are overloaded; they do not have sufficient time to provide individual attention to the learners, mark leaner assessments, provide feedback on time, or do remedial work. The study also revealed that most educators are suffering from burnout and stress due to too much workload. The study has also shown that educators work even on Saturdays and holidays to try to finish the syllabus. As a result, there are very few young stars who aspire to making education their career. More educators are changing their careers because they know that life is about improved standards of living. The question is: What is the use of having all the good policies aimed at improving the quality of teaching and learning if there are insufficient implementers (educators) of these policies in schools. The policies include School Based Assessment (SBA), Annual National Assessment (ANA), Systemic Evaluation, Common Tasks for Assessments (CATs), Whole School Evaluation (WSE) and the Integrated Quality Management Systems (IQMS). Recommendations have been proposed on the strategies that the DoE may employ to address the educator shortage in schools and the quality of education.
- Full Text:
- Date Issued: 2011
- Authors: Xabanisa, X V
- Date: 2011
- Subjects: Teacher shortage -- Workload
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18415 , http://hdl.handle.net/11260/d1006570
- Description: An investigation on how educators experience their workloads against the background of teacher shortage. This research study seeks to explore educators’ experiences of the effects of educator shortage on the academic performance of Grade 12 learners in the Butterworth Education District, in the Eastern Cape Province of South Africa. The research study was a result of the South African literature in education which over- emphasises the poor quality of teacher development as though it is the only cause of the poor academic performance of learners in South African Senior Secondary Schools. For example, the Centre for Education Policy Development Evaluation and Management (CEPD) (2000, p.130) asserts that “Training for educators and managers has been spotlighted in the Curriculum Review Report”. Through this study the researcher wanted to explore other possible explanations for the poor academic performance of the Grade 12 learners in the Butterworth Education District. The research study seeks to investigate whether educator shortages in Senior Secondary Schools could be responsible for the poor academic performance of learners in Grade 12. It was imperative therefore to look into the views and experiences of educators in this regard, with the object of finding the extent of educator shortages in schools, and the possible measures to address the situation, if it is a reality in schools. Six schools were selected, with each providing five participants who made a sum of 30 educators who volunteered to participate in the study. The study was an interpretive survey, where the qualitative methodology was used. The data was collected using semi-structured interviews. A tape recorder was also used to ensure that participants were not misrepresented in the analysis and discussions of the findings. The data was presented, analysed and discussed according to the patterns and themes derived from the sub-research questions. It emerged from the study that there are educator shortages in most senior secondary schools in the Butterworth Education District. This was due to the policies and reports which were contrary to one another. Contradictory reports were produced by three highly respected research institutions the National Teacher Educator Audit (NTEA) there was an oversupply of educators in South African schools (Hofmeyr and Hall 1996). On the other hand the research was conducted by the Pre-Service Education and Training (PRESET) and In-service Educational Service and Training (INSET) published that there is serious educator shortage in South Africa. There was a lack of insight from the Management of the National Department of Education, together with the Provincial Managers of education. These managers of the DoE failed to note that the decisions that they had made in 1994, of ensuring that all learners between ages of 7 and 15 should be taken by parents to school, would negatively affect the future of education if it was not properly planned for. This call for all learners of the above mentioned ages to go to school was made in line with the South African Schools Act No. 84 0f 1996. The implication of the Governments call to send more learners to school, whether parents had money or not, was that more educators had to be employed in the future but that did not happen. Instead, a once-off policy of severance packages was implemented by the government, which led to a lot of good educators taking their packages and leaving the profession. Literature reveals that Teacher Training Colleges were closed at about the same time. The literature also reveals that before the closure of Teacher Training Colleges there was a challenge of redeployment which was also not properly planned, implemented and monitored by the Provincial Managers of the DoE. The study reveals that poor planning of this process led to overcrowded classrooms, a phenomenon which was further exacerbated by the fact that the salaries of Principals and the HoDs in schools were linked to the number of learners the school had admitted. This had its own ramification like schools over-admitting learners because it meant more money for the principals and Heads of Departments. The study has revealed serious consequences which emanated from the educator shortage as a result of overcrowded classes. The literature also reveal that educators get employed and use the profession of teaching as a stepping stone for better paying professions. According to Peltzer, et al. (2005, p.35) “around 21 000 educators were leaving the system annually, although up to 30% of these were temporary teachers.” South Africa faces challenges with its pool of available educators. One of these challenges is that of attracting new educators into the teaching profession and another is the challenge of how to retain those already in the system (DoE, 2005 p.13). In the event that there are teacher shortage in the system the DoE is using the available educators to teach larger classes than they are capable. This causes problems when these teachers have to teach outside their areas of specialization. These consequences include the fact that educators are teaching more than six classes a day, and educators are overloaded; they do not have sufficient time to provide individual attention to the learners, mark leaner assessments, provide feedback on time, or do remedial work. The study also revealed that most educators are suffering from burnout and stress due to too much workload. The study has also shown that educators work even on Saturdays and holidays to try to finish the syllabus. As a result, there are very few young stars who aspire to making education their career. More educators are changing their careers because they know that life is about improved standards of living. The question is: What is the use of having all the good policies aimed at improving the quality of teaching and learning if there are insufficient implementers (educators) of these policies in schools. The policies include School Based Assessment (SBA), Annual National Assessment (ANA), Systemic Evaluation, Common Tasks for Assessments (CATs), Whole School Evaluation (WSE) and the Integrated Quality Management Systems (IQMS). Recommendations have been proposed on the strategies that the DoE may employ to address the educator shortage in schools and the quality of education.
- Full Text:
- Date Issued: 2011
Challenges facing school management teams in the general education and training band schools untitles
- Authors: Mapisa, Bafundi Zealous
- Date: 2011
- Subjects: School management -- Education and training
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18423 , http://hdl.handle.net/11260/d1006923
- Description: During the apartheid era, that is, before 1994, principals tended to regard schools as their properties. Principals were expected to manage schools on their own without consulting the rest of the staff. From 1994 with the advent of a new political era, South Africa ended up having one National Education System. That system came up with many changes. In the new education system, the management of the school was taken from being the principal‟s duty only, to the responsibility of a management team which is referred to as the school management team (SMT). Because of the democratic nature of the SMT, it is required that educators work co-operatively as a team. The researcher has observed that this has been a challenge in some schools where principals resisted change. On the other hand, principals of schools are facing challenges due to a lack of cooperation amongst their subordinates. The establishment of SMTs does not nullify the authority of the school principal but the challenge that lies therein is that each member of the SMT must play his or her role properly. The purpose of this study was to explore the challenges facing SMT members in the GET band schools of Circuit 2 in Centane. A qualitative investigation was undertaken with the purpose in mind to develop a better understanding of the challenges facing SMTs in Circuit 2. This study was undertaken among 5 schools in Circuit 2 in Centane which falls under Butterworth District. The researcher used convenience sampling in selecting the SMTs of schools that would participate in this research study. Due to the fact that the researcher is a principal in one of the schools in Circuit 2 he could obtain easy access to SMTs of other schools in the Circuit. The following stakeholders were identified and participated in the selected schools: principal, deputy principal and Head of Department. Qualitative data were collected through semi- structured interviews. The study was framed within the interpretive approach, and sought to unpack the perceptions of SMT members with regard to team-management . An interpretive paradigm made it possible for the researcher to gain an in-depth understanding of SMT members‟ perceptions of team-management within their contexts. The outcomes pointed to several challenges ranging from the SMT terms of reference, cooperation, sources of support and stress as a result of the work overload involved. Based on the findings, SMTs have brought the phenomenon of cooperation to the fore, and cooperation may be perceived to have many advantages. However, in order for the SMTs to play a meaningful role in curriculum management and governance issues, there is a need for them to be conversant with issues and kept abreast of developments in education as a system. It is therefore recommended that members of the SMT be exposed to continuing professional training and development in the aforementioned governance areas.
- Full Text:
- Date Issued: 2011
- Authors: Mapisa, Bafundi Zealous
- Date: 2011
- Subjects: School management -- Education and training
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18423 , http://hdl.handle.net/11260/d1006923
- Description: During the apartheid era, that is, before 1994, principals tended to regard schools as their properties. Principals were expected to manage schools on their own without consulting the rest of the staff. From 1994 with the advent of a new political era, South Africa ended up having one National Education System. That system came up with many changes. In the new education system, the management of the school was taken from being the principal‟s duty only, to the responsibility of a management team which is referred to as the school management team (SMT). Because of the democratic nature of the SMT, it is required that educators work co-operatively as a team. The researcher has observed that this has been a challenge in some schools where principals resisted change. On the other hand, principals of schools are facing challenges due to a lack of cooperation amongst their subordinates. The establishment of SMTs does not nullify the authority of the school principal but the challenge that lies therein is that each member of the SMT must play his or her role properly. The purpose of this study was to explore the challenges facing SMT members in the GET band schools of Circuit 2 in Centane. A qualitative investigation was undertaken with the purpose in mind to develop a better understanding of the challenges facing SMTs in Circuit 2. This study was undertaken among 5 schools in Circuit 2 in Centane which falls under Butterworth District. The researcher used convenience sampling in selecting the SMTs of schools that would participate in this research study. Due to the fact that the researcher is a principal in one of the schools in Circuit 2 he could obtain easy access to SMTs of other schools in the Circuit. The following stakeholders were identified and participated in the selected schools: principal, deputy principal and Head of Department. Qualitative data were collected through semi- structured interviews. The study was framed within the interpretive approach, and sought to unpack the perceptions of SMT members with regard to team-management . An interpretive paradigm made it possible for the researcher to gain an in-depth understanding of SMT members‟ perceptions of team-management within their contexts. The outcomes pointed to several challenges ranging from the SMT terms of reference, cooperation, sources of support and stress as a result of the work overload involved. Based on the findings, SMTs have brought the phenomenon of cooperation to the fore, and cooperation may be perceived to have many advantages. However, in order for the SMTs to play a meaningful role in curriculum management and governance issues, there is a need for them to be conversant with issues and kept abreast of developments in education as a system. It is therefore recommended that members of the SMT be exposed to continuing professional training and development in the aforementioned governance areas.
- Full Text:
- Date Issued: 2011
The impact of mergers on managers and educators in public FET Colleges at Buffalo City College, East London
- Authors: Magadana, Zukile
- Date: 2011
- Subjects: Managers and Educators -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18427 , http://hdl.handle.net/11260/d1006967
- Description: The merger of higher institutions in South Africa after 1994 was an important change seen by the ANC-led government to break the shackles of the apartheid era. Notwithstanding the many positives that resulted from these mergers a lot of problems were experienced. This research study sets out to investigate the impact of mergers on managers and educators in the Buffalo City Public FET College (BCC) in East London in the Eastern Cape Province. The purpose of the study was to establish whether the working conditions of managers and educators at BCC had improved and whether managers and educators of the Public FET Colleges were able to interpret the FET Act, No. 16 of 2006 properly in order to improve the operational functions of the BCC. It tried to establish what measures were taken to assist managers and educators to improve the participatory decision-making within the structure of management of the college and whether the merger had any influence on the existing human relationship between staff members from different colleges. To this end an exhaustive literature review was conducted looking at an international perspective as well as a national perspective. The empirical design was a case study which made use of structured interviews to collect data from the three satellite campuses of BCC, using managers and educators. Emerging from the case study was that the merger policies within the FET sector have not properly addressed what might be the issues which would be expected to be achieved. The FET Act, Act No. 16 of 2006 affects the operational functions of the college in such a manner that some educators decided not to transfer their services to the College Council. There was a contradiction in terms of accountability, in the sense that when the employees had grievances the Provincial Department of Education referred the matter to the College Council and the College Council referred back to the Provincial Department of Education. It seemed that nobody would like to deal with the challenges of the college. Most of the participants expressed their dissatisfaction that principals and senior managers were remained employees of the Department of Education, while they, the educators, were classified as employees of the College Council. As far as the conditions of service were concerned, the participants mentioned that the qualified educators were not interested to join the FET College sector because of the salary structure; instead they opted to join the industrial sector where they received better salaries and conditions of service than at the college. Based on the findings emerging from the literature and case study it was recommended that the college must formulate credible policies for effective and efficient operations. A committee should be established to deal with fund-raising. The college must be given a chance to govern their affairs (autonomous status) as the FET Act, Act No. 16 of 2006 stipulates very clearly. Transparency in operational issues was seen as an important prerequisite. Transparency in Public FET Colleges means handling matters in such a manner that such as done openly either in the presence of all affected parties or allowing such parties to demand explanations or documentation or both.
- Full Text:
- Date Issued: 2011
- Authors: Magadana, Zukile
- Date: 2011
- Subjects: Managers and Educators -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18427 , http://hdl.handle.net/11260/d1006967
- Description: The merger of higher institutions in South Africa after 1994 was an important change seen by the ANC-led government to break the shackles of the apartheid era. Notwithstanding the many positives that resulted from these mergers a lot of problems were experienced. This research study sets out to investigate the impact of mergers on managers and educators in the Buffalo City Public FET College (BCC) in East London in the Eastern Cape Province. The purpose of the study was to establish whether the working conditions of managers and educators at BCC had improved and whether managers and educators of the Public FET Colleges were able to interpret the FET Act, No. 16 of 2006 properly in order to improve the operational functions of the BCC. It tried to establish what measures were taken to assist managers and educators to improve the participatory decision-making within the structure of management of the college and whether the merger had any influence on the existing human relationship between staff members from different colleges. To this end an exhaustive literature review was conducted looking at an international perspective as well as a national perspective. The empirical design was a case study which made use of structured interviews to collect data from the three satellite campuses of BCC, using managers and educators. Emerging from the case study was that the merger policies within the FET sector have not properly addressed what might be the issues which would be expected to be achieved. The FET Act, Act No. 16 of 2006 affects the operational functions of the college in such a manner that some educators decided not to transfer their services to the College Council. There was a contradiction in terms of accountability, in the sense that when the employees had grievances the Provincial Department of Education referred the matter to the College Council and the College Council referred back to the Provincial Department of Education. It seemed that nobody would like to deal with the challenges of the college. Most of the participants expressed their dissatisfaction that principals and senior managers were remained employees of the Department of Education, while they, the educators, were classified as employees of the College Council. As far as the conditions of service were concerned, the participants mentioned that the qualified educators were not interested to join the FET College sector because of the salary structure; instead they opted to join the industrial sector where they received better salaries and conditions of service than at the college. Based on the findings emerging from the literature and case study it was recommended that the college must formulate credible policies for effective and efficient operations. A committee should be established to deal with fund-raising. The college must be given a chance to govern their affairs (autonomous status) as the FET Act, Act No. 16 of 2006 stipulates very clearly. Transparency in operational issues was seen as an important prerequisite. Transparency in Public FET Colleges means handling matters in such a manner that such as done openly either in the presence of all affected parties or allowing such parties to demand explanations or documentation or both.
- Full Text:
- Date Issued: 2011
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