An organisation development intervention in a previously disadvantaged school in the Eastern Cape
- Authors: Mitchell, Pauline
- Date: 2005
- Subjects: Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape Education -- Social aspects -- South Africa -- Eastern Cape Education -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Education -- Aims and objectives -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1682 , http://hdl.handle.net/10962/d1003565
- Description: “We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.
- Full Text:
- Date Issued: 2005
- Authors: Mitchell, Pauline
- Date: 2005
- Subjects: Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape Education -- Social aspects -- South Africa -- Eastern Cape Education -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Education -- Aims and objectives -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1682 , http://hdl.handle.net/10962/d1003565
- Description: “We often spend too much time coping with problems along our path that we forget why we are on that path” Peter Senge This study describes and analyses the implementation of Organisation Development (OD) to a previously disadvantaged school. OD is a relatively new method of planned change in South Africa. Unlike more traditional change initiatives, OD promotes collaboration; it tries to involve all members of an organisation in problem solving and decision-making. It is an applied behavioural science discipline dedicated to improving organisations and the people in them. Previously disadvantaged schools in South Africa continue to be disadvantaged. Ten years after the introduction of democracy there have been few changes in some of these schools and some seem to be getting worse. This study was an attempt to introduce a process of planned change to one such school. Since 1994 many changes have been imposed on our schools with new curricula, increased class sizes, changes in systems of assessment and teaching methods and the abolishment of past procedures such as corporal punishment. Teachers have had little say in any of these changes and this has resulted in resistance, resignation, frustration and in many cases a lack of ability to cope. OD was introduced to Acacia High School in the form of a Survey Data Feedback (SDF). An action research process followed and a diagnosis was made followed by action planning and then the execution of a plan. My study follows this process and the implementation of the plan describing its successes. Sadly change was not sustained and I highlight some of the challenges that face the school in order to bring about real long-term improvement in the culture of learning and teaching.
- Full Text:
- Date Issued: 2005
The perceived impact of policy change on leadership and management : a case study of a Namibian school
- Moelanjane, Porgarius Porgacy Rukee
- Authors: Moelanjane, Porgarius Porgacy Rukee
- Date: 2005
- Subjects: School management and organization -- Namibia -- Case studies. Educational leadership -- Namibia -- Case studies Educational change -- Namibia -- Case studies Education and state -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1935 , http://hdl.handle.net/10962/d1007670
- Description: The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.
- Full Text:
- Date Issued: 2005
- Authors: Moelanjane, Porgarius Porgacy Rukee
- Date: 2005
- Subjects: School management and organization -- Namibia -- Case studies. Educational leadership -- Namibia -- Case studies Educational change -- Namibia -- Case studies Education and state -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1935 , http://hdl.handle.net/10962/d1007670
- Description: The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.
- Full Text:
- Date Issued: 2005
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