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A hermeneutic inquiry of school improvement in an independent and public school
Thesis (MEd)--Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867613947326103552 |
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| access_status_str | Open Access |
| author | Adze, Emmanuel Tebe |
| author2 | Van Wyk, Berte |
| author_browse | Adze, Emmanuel Tebe Van Wyk, Berte |
| author_facet | Van Wyk, Berte Adze, Emmanuel Tebe |
| author_sort | Adze, Emmanuel Tebe |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/124507 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:14.442Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/124507 A hermeneutic inquiry of school improvement in an independent and public school Adze, Emmanuel Tebe Van Wyk, Berte Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Analysis (Philosophy) Poor children -- Education -- South Africa -- Western Cape Education and state -- South Africa -- Western Cape South Africa -- Department of Basic Education Educational change School management and organization -- South Africa -- Western Cape School improvement programs -- South Africa -- Western Cape Educational innovations -- South Africa -- Western Cape Education -- Parent participation -- South Africa -- Western Cape Public schools -- South Africa -- Western Cape UCTD Thesis (MEd)--Stellenbosch University, 2022. ENGLISH ABSTRACT: School improvement is one of the fields in education policy studies that enjoy a significant degree of academic debates. Given that most schools are still in the process of development, a school improvement plan is regarded as one of the key tools that each school must have. The two schools that participated in this study witness tremendous progress in every area of school life. Drawing from my own personal experience in the education arena, and having seen these schools flourish in person, I was prompted to find out why these schools that were termed as dysfunctional schools had miraculously become great. My key purpose then was to ensure that such findings will open a completely new discourse about school improvement. I therefore decided to use hermeneutics as the philosophical lens through which I would study, interpret, analyse, and understand the key factors that catapulted the schools under study to such heights. Two schools in the Western Cape that had been branded dysfunctional schools by the Department of Basic Education were selected for this study because of their dramatic growth. Findings have shown that these schools made noticeable changes in the governance, fiscal management, parental involvement and the quality of education. It emerged from the research that progressive schools are not necessarily those that select the best learners, but those schools that support even weaker learners to achieve academic excellence and moral rectitude. The support is done without any regard for race, colour, or creed. The literature revealed that most learners in township schools also come from poverty-stricken homes. To most educators, investing in such learners translates into changing the community. This work bears great significance because it has brought to the fore some of the hidden truths which the Department of Education could not uncover during its investigation at one of the schools. These findings can be used to inform or encourage the school improvement plans of other schools in similar situations. AFRIKAANSE OPSOMMING: Skoolverbetering is een van die velde in onderwysbeleidstudies wat 'n beduidende mate van akademiese debatte geniet. Aangesien die meeste skole nog besig is om te ontwikkel, word 'n skoolverbeteringsplan beskou as een van die belangrikste instrumente wat elke skool moet he. Die twee skole wat aan hierdie studie deelgeneem het, getuig van geweldige vordering op elke gebied van die skoollewe. As gevolg van my eie persoonlike ervaring in die opvoedingsarena, en toe ek hierdie skole persoonlik sien floreer, is ek gevra om uit te vind waarom hierdie skole, wat as disfunksionele skole geklassifiseer is, wonderbaarlik verbeter het. My hoofdoel was om te verseker dat sulke bevindings tot 'n heeltemal nuwe diskoers oor skoolverbetering sal lei. Daarom het ek besluit om hermeneutiek te gebruik as die filosofiese lens waardeur ek die skole gaan bestudeer, interpreteer, ontleed en die sleutelfaktore verstaan wat die skole tot sulke hoogtes gevoer het. Twee skole in die Wes-Kaap wat deur die Departement van Onderwys as disfunksionele skole bestempel is, is vir hierdie studie gekies vanwee hul dramatiese groei. Bevindinge het getoon dat hierdie skole merkbare veranderinge aangebring het in die bestuur, fiskale bestuur, ouerbetrokkenheid en die kwaliteit van die onderwys. Uit die navorsing het geblyk dat progressiewe skole nie noodwendig die is wat die beste leerders kies nie, maar skole wat selfs swakker leerders ondersteun om akademiese uitnemendheid en morele geregtigheid te bereik. Die ondersteuning word gedoen sonder inagneming van ras, kleur of geloof. Die literatuur het aan die lig gebring dat die meeste kinders in township-skole ook uit armoede-geteisterde huise kom. Vir die meeste opvoeders lei belegging in sulke kinders tot die verandering van die gemeenskap. Hierdie werk dra groot betekenis omdat dit 'n paar van die verborge waarhede na vore gebring het wat die Departement van Onderwys nie tydens sy ondersoek by een van die skole kon bepaal nie. Hierdie bevindinge kan gebruik word om die skoolverbeteringsplanne van ander skole in soortgelyke situasies in te lig of aan te moedig. Masters 2022-02-07T07:35:08Z 2022-04-29T09:16:57Z 2022-02-07T07:35:08Z 2022-04-29T09:16:57Z 2022-04 Thesis http://hdl.handle.net/10019.1/124507 en_ZA Stellenbosch University ix, 119 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Analysis (Philosophy) Poor children -- Education -- South Africa -- Western Cape Education and state -- South Africa -- Western Cape South Africa -- Department of Basic Education Educational change School management and organization -- South Africa -- Western Cape School improvement programs -- South Africa -- Western Cape Educational innovations -- South Africa -- Western Cape Education -- Parent participation -- South Africa -- Western Cape Public schools -- South Africa -- Western Cape UCTD Adze, Emmanuel Tebe A hermeneutic inquiry of school improvement in an independent and public school |
| title | A hermeneutic inquiry of school improvement in an independent and public school |
| title_full | A hermeneutic inquiry of school improvement in an independent and public school |
| title_fullStr | A hermeneutic inquiry of school improvement in an independent and public school |
| title_full_unstemmed | A hermeneutic inquiry of school improvement in an independent and public school |
| title_short | A hermeneutic inquiry of school improvement in an independent and public school |
| title_sort | hermeneutic inquiry of school improvement in an independent and public school |
| topic | Analysis (Philosophy) Poor children -- Education -- South Africa -- Western Cape Education and state -- South Africa -- Western Cape South Africa -- Department of Basic Education Educational change School management and organization -- South Africa -- Western Cape School improvement programs -- South Africa -- Western Cape Educational innovations -- South Africa -- Western Cape Education -- Parent participation -- South Africa -- Western Cape Public schools -- South Africa -- Western Cape UCTD |
| url | http://hdl.handle.net/10019.1/124507 |
| work_keys_str_mv | AT adzeemmanueltebe ahermeneuticinquiryofschoolimprovementinanindependentandpublicschool AT adzeemmanueltebe hermeneuticinquiryofschoolimprovementinanindependentandpublicschool |