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A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province
Thesis (PhD)--Stellenbosch University, 2013.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2013
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| _version_ | 1867613740193546240 |
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| access_status_str | Open Access |
| author | Mabasa, Layane Thomas |
| author2 | Mouton, Johann |
| author_browse | Mabasa, Layane Thomas Mouton, Johann |
| author_facet | Mouton, Johann Mabasa, Layane Thomas |
| author_sort | Mabasa, Layane Thomas |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2013. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/80061 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:40:56.936Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/80061 A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province Mabasa, Layane Thomas Mouton, Johann Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Sociology and Social Anthropology. Safe schools programme -- South Africa -- Limpopo Dissertations -- Sociology and social anthropology Theses -- Sociology and social anthropology Schools -- South Africa -- Limpopo -- Safety measures Child friencly schools programmes -- South africa -- Limpopo School management and organization -- South Africa -- Limpopo Education -- South Africa -- Limpopo Educational accountability -- South Africa -- Limpopo Thesis (PhD)--Stellenbosch University, 2013. ENGLISH ABSTRACT: This study focuses on the use of a responsive evaluation approach in evaluating programme implementation: Safe Schools and the Child Friendly Schools Programmes. A case study design was adopted for use in the study. That was done by using Robert Stake’s responsive approach but modified to include: Stakeholder audience identification, consultation and issues exploration; Stakeholder concerns and issues analysis; Identification of evaluative standards and criteria; Designing and implementation of evaluation methodology; Data analysis and validation and Reporting. The study was done in two phases. Phase 1 focused on the Safe Schools Programme involving seven schools in the Capricorn district, Limpopo province. Preliminary results from phase 1 revealed that there was no implementation of the Safe Schools Programme. In phase 2 of the study the focus was on the implementation of Child Friendly Schools Programme. It involved three schools in the Capricorn and Waterberg districts, Limpopo province. Data collection was done by using three methods which are Observation, Interview and Documents. The results indicate that there is no implementation of the safe schools programme but there is implementation of the CFS programme. Although there is no implementation of the SSP, schools have initiated strategies to deal with safety issues. On the implementation of CFS programme, schools differed greatly in their approach. The study also documents the strengths, limitations and lessons learnt from the use of responsive evaluation approach as outlined by Robert Stake. The major contribution of the study is that Responsive Evaluation approach has gone through major changes over a period of time to the extent that its latter position seems to be contradicting some of its earlier positions. Further, evaluators should be patient, flexible and have listening, writing and observation skills when using the approach. AFRIKAANSE OPSOMMING: Die studie fokus op die gebruik van ‘n responsiewe evalueringsbenadering in die evaluering van die programimplementering van die Veilige-skole- en die Kindvriendelike skoleprogramme. ‘n Gevallestudie ontwerp, naamlik Robert Stake se responsiewe benadering, is in die studie gebruik. Die benadering is aangepas om die volgende in te sluit: Identifikasie van die belanghebbende gehoor; konsultasie en eksplorasie van aangeleenthede; Analise van belanghebbended bekommernisse en vrae; identifisering van evalueringstandaarde en –kriteria; Ontwerp en implementering van evalueringsmetodologie; Data-analise en –validering, en verslagdoening. Die studie het in twee fases plaasgevind. Fase 1 het gefokus op die Veiligeskoleprogram wat sewe skole in die Capricorndistrik, Limpopo provinsie, insluit. Voorlopige resultate van Fase 1 het gewys dat daar geen implementering van die Veilige- skoleprogram was nie. In Fase 2 van die studie was die fokus op die implementering van ‘n Kindvriendelike Skoleprogram. Dit het drie skole in die Capricorn- en Waterbergdistrikte, Limpopoprovinsie, betrek. Data-insameling is gedoen deur gebruik te maak van drie metodes, te wete: waarneming, onderhoudvoering en dokumentering. Die resultate dui daarop dat daar geen implimentering van die Veilige -skoleprogram is, maar wel implimentering van die Kindvriendelike-skole-program. Alhoewel daar geen geen implimentering van die Veilige-skoleprogram was nie, het skole strategiee inisieer om veiligheidkwessies te hanteer. Wat die implementering van die Kind-vriendelike program betref, verskil skole grootliks in hul benadering. Die studie dokumenteer ook die sterkpunte, beperkings en lesse geleer uit die gebruik van die responsiewe evalueringsbenadering soos uiteengesit deur Robert Stake. Die hoofbydrae van die studie is dat die Responsiewe Evalueringsbenadering groot veranderings oor ‘n tydperk ondergaan het tot die mate dat die mees onlangse standpunte blyk om sommige van die vorige standpunte te weerspreek. Verder behoort evalueerders geduldig en plooibaar te wees, en oor luister, skryf- en waarnemingvaardighede te beskik by die gebruik van die benadering. Doctoral 2013-02-20T14:26:17Z 2013-03-15T07:33:22Z 2013-02-20T14:26:17Z 2013-03-15T07:33:22Z 2013-03 Thesis http://hdl.handle.net/10019.1/80061 en_ZA Stellenbosch University 263 p. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Safe schools programme -- South Africa -- Limpopo Dissertations -- Sociology and social anthropology Theses -- Sociology and social anthropology Schools -- South Africa -- Limpopo -- Safety measures Child friencly schools programmes -- South africa -- Limpopo School management and organization -- South Africa -- Limpopo Education -- South Africa -- Limpopo Educational accountability -- South Africa -- Limpopo Mabasa, Layane Thomas A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province |
| title | A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province |
| title_full | A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province |
| title_fullStr | A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province |
| title_full_unstemmed | A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province |
| title_short | A responsive evaluation approach in evaluating the safe schools and the child-friendly schools programmes in the Limpopo province |
| title_sort | responsive evaluation approach in evaluating the safe schools and the child friendly schools programmes in the limpopo province |
| topic | Safe schools programme -- South Africa -- Limpopo Dissertations -- Sociology and social anthropology Theses -- Sociology and social anthropology Schools -- South Africa -- Limpopo -- Safety measures Child friencly schools programmes -- South africa -- Limpopo School management and organization -- South Africa -- Limpopo Education -- South Africa -- Limpopo Educational accountability -- South Africa -- Limpopo |
| url | http://hdl.handle.net/10019.1/80061 |
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