Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area
Thesis (MPhil)--University of Stellenbosch, 2005.
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | en_ZA |
| Published: |
Stellenbosch : Stellenbosch University
2012
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613903812296704 |
|---|---|
| access_status_str | Open Access |
| author | Biyela, Isaac M. |
| author2 | Lategan, B. C. |
| author_browse | Biyela, Isaac M. Lategan, B. C. |
| author_facet | Lategan, B. C. Biyela, Isaac M. |
| author_sort | Biyela, Isaac M. |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--University of Stellenbosch, 2005. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/50413 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:33.016Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/50413 Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area Biyela, Isaac M. Lategan, B. C. Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Education and state -- South Africa Teacher participation in administration -- South Africa -- Newcastle -- Case studies Teacher-administrator relationships -- South Africa -- Newcastle. -- Case studies School management and organization -- South Africa -- Newcastle -- Case studies Conflict management -- Case studies Dissertations -- Education Thesis (MPhil)--University of Stellenbosch, 2005. ENGLISH ABSTRACT: This study focuses on problems in the teaching fraternity after 1994. The transition to democracy brought about major changes in the running of the civil service. This study explores how the education policy of the central government in general, and that of KwaZulu-Natal Province in particular, affected human relations between school managers and teachers. A questionnaire was used to investigate the issue. Education policy guidelines and literature have been used to illustrate how policy can produce unintended consequences. The respondents to the questionnaire were selected school managers and teachers. The questions were aimed at gauging opinion regarding issues such as protection of line managers, moratorium on teacher transfers, the Labour Relations Act, commitment to teaching and training needs, to name just a few. Human relations seemed to worsen from 1996 to 1999 as most educators disobeyed the rules and to same extent continued to do so even after this period, in the name of unionism driven by "relatively" fair labour practice. One of the contentious issues in the conflict was the Labour Relations Act of 1995 that streamlined all labour sectors, thus doing away with differentiated legislation on each sector. The study found that the following factors contributed to strained human relations in the KwaZulu-Natal education sector: The abolition of corporal punishment in schools, a general lack of recognition for educational achievement of educators, a lack of recognition for good performance by supervisors, the way in which the Labour Relations Act was implemented in schools, unregulated voluntary severance packages for teachers, and the refusal by teacher unions to take up the duty loads of terminated temporary educators. In the light of the above the study made four recommendations: Knowledge and understanding of the Labour Relations Act should be strengthened among educators, further education of teachers should be recognised as it affects the quality of education in schools, the re-opening of educator transfers should be investigated, and training programmes are important to ensure capacity building. AFRIKAANSE OPSOMMING: Hierdie studie fokus op probleme wat in die onderwys-sektor ervaar is na 1994. Die transisie na demokrasie het groot veranderinge gebring tot die manier waarop die staatsdiens bestuur is. Die studie ondersoek die manier waarop mense-verhoudinge tussen skoolbestuurders en onderwysers, affekteer is deur die beleid van die sentrale regering in die algemeen, en die provinsie van KwaZulu-Natal in die besonder. 'n Vraelys is gebruik om die ondersoek te doen. Onderwysbeleidsriglyne en literatuur is gebruik om te illustreer hoe beleid in hierdie gevalonvoorsiene gevolge gehad het. Die respondente tot die vraelys is geselekteerde skoolbestuurders en onderwysers. Die vrae is gemik daarop om die opinies rakende die volgende kwessies te meet: die beskerming van lynbestuurders, die moratorium op onderwyser verplasings, die Wet op Arbeidverhoudinge, die verbeterings tot onderwys- en opleidingsbehoeftes, ensomeer. Verhoudinge het veral tussen 1996 en 1999 versleg, met die gevolg dat die meerderheid van onderwysers in die provinsie die department se reëls gebreek het (selfs na hierdie periode), in die naam van vakbond-aksie gedryf deur "relatiewe" regverdige arbeidspraktyk. In hierdie verband, was een van die vernaamste sake in die konflik die Wet op Arbeidsverhoudinge van 1995. Hierdie wet het alle arbeidsektore onder een bedeling gestroomlyn en so weggedoen met gedifferensieerde wetgewing vir elke sektor. Die studie vind op grond van die vraelys dat die volgende faktore die vernaamstes was in die KwaZulu-Natal onderwys sektor: Die afskaffing van lyfstraf in die skole, die tekort aan erkenning van studie deur onderwysers, die tekort aan erkenning vir goeie prestasie deur toesighouers, die manier waarop die Wet op Arbeidsverhoudinge in skole toegepas is, ongereguleerde toekenning van vrywillege aftrede pakkette, en die weiering deur onderwys vakbonde om die verpligtinge van afgedankte tydelike onderwysers to skouer. In die lig van hierdie faktore is die volgende voorstelle gemaak: Kennis en verstaan van die Wet op Arbeidsverhoudinge moet beter aan onderwysers gekommunikeer word, verdure studie deur onderwysers moet erken word aangesien dit die kwaliteit van onderwys beinvloed, onderwys verplasings moet weer ondersoek word, en opleidingsprogramme is 'n belangrike manier van kapasiteitsbou. Masters 2012-08-27T11:33:24Z 2012-08-27T11:33:24Z 2005-04 Thesis http://hdl.handle.net/10019.1/50413 en_ZA Stellenbosch University vii, 104 p. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Education and state -- South Africa Teacher participation in administration -- South Africa -- Newcastle -- Case studies Teacher-administrator relationships -- South Africa -- Newcastle. -- Case studies School management and organization -- South Africa -- Newcastle -- Case studies Conflict management -- Case studies Dissertations -- Education Biyela, Isaac M. Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area |
| title | Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area |
| title_full | Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area |
| title_fullStr | Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area |
| title_full_unstemmed | Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area |
| title_short | Partners in education : some policy guidelines for improving relations among different role players in the new education system with reference to the greater Newcastle Area |
| title_sort | partners in education some policy guidelines for improving relations among different role players in the new education system with reference to the greater newcastle area |
| topic | Education and state -- South Africa Teacher participation in administration -- South Africa -- Newcastle -- Case studies Teacher-administrator relationships -- South Africa -- Newcastle. -- Case studies School management and organization -- South Africa -- Newcastle -- Case studies Conflict management -- Case studies Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/50413 |
| work_keys_str_mv | AT biyelaisaacm partnersineducationsomepolicyguidelinesforimprovingrelationsamongdifferentroleplayersintheneweducationsystemwithreferencetothegreaternewcastlearea |