An investigation into the perceived effects of a school management/leadership training programme in the Ondangwa East Education Region of Namibia
- Authors: Udjombala, Josia S
- Date: 2007
- Subjects: Educational leadership -- Namibia -- Ondangwa School principals -- Namibia -- Ondangwa School management and organization -- Namibia -- Ondangwa School principals -- Training of -- Namibia -- Ondangwa School improvement programs -- Namibia -- Ondangwa Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1848 , http://hdl.handle.net/10962/d1004447
- Description: The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
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- Date Issued: 2007
An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia
- Authors: Kasokonya, Sinvula Martin
- Date: 2007
- Subjects: School boards -- Namibia School management and organization -- Namibia Educational leadership School personnel management Education -- Political aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1861 , http://hdl.handle.net/10962/d1004558
- Description: The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.
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- Date Issued: 2007
An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
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- Date Issued: 2007
An investigation of the sustainability of the Imbewu Project at Phiwe Primary School
- Authors: Maselana, Thobeka
- Date: 2007
- Subjects: Education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Project method in teaching -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1924 , http://hdl.handle.net/10962/d1007509
- Description: Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.
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- Date Issued: 2007
The development and transfer of core competencies in multinational corporations : a study of three South African originated multinational corporations, compared and contrasted with a leading United States multinational
- Authors: Harvey, Neil M
- Date: 2007
- Subjects: Management -- South Africa International business enterprises -- South Afrca International business enterprises -- United States Core competencies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1197 , http://hdl.handle.net/10962/d1008369
- Description: The thesis studies the development and transfer of core competencies in multinational corporations. It aims to advance the general body of knowledge relating to core competencies, to have practical applicability for management practitioners and academics, to explain how three companies from South Africa became global leaders in their fields and to examine the lessons they learned about international business. Three South African originated multinationals and a US multinational company were studied. The basic methodology is a case study. The methods of research were personal interviews, telephone interviews, written questionnaires, documents, archival records and direct observations. Value chains were used to evaluate the effectiveness of methods of development and transfer and the success of transfer of core competencies. It is concluded that different and multiple methods are needed to develop and transfer core competencies. The effectiveness of methods varies by company and value chain location. There is a significant high degree of correlation between the ratings of success in transferring core competencies and the effectiveness of the methods used to transfer them. This gives substantial credibility to the information provided by the companies and highlights the importance of selecting appropriate methods. There are some variances between the research results and established literature on the development and transfer of core competencies. There are notable differences between the companies from South Africa and the US multinational on the effectiveness of methods used to develop and transfer core competencies. There are also areas where all the companies are in accord. "Roadmaps" covering the effectiveness of methods for developing and transferring core competencies in different locations in a value chain are presented. Practical examples of the companies' actions relating to acquisitions and post-acquisition integration, their experiences in different countries, challenges they face, the methods used to assess transfer, avoid pitfalls and improve transfer, and other issues are also provided.The success of the multinationals from South Africa is explained by a combination of history, competitive factor conditions, management practices, attributes and leadership. The conclusions of the thesis are followed by recommendations on how to improve the management, development and transfer of core competencies.
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- Date Issued: 2007