Investigating the challenges in school infrastructure delivery in the Eastern Cape Provincial Department of Education
- Authors: Madumane, Maud
- Date: 2011
- Subjects: South Africa -- Deptartment of Education , School facilities -- South Africa -- Eastern Cape -- Finance , School facilities -- South Africa -- Eastern Cape -- Planning , Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8995 , http://hdl.handle.net/10948/d1011031 , South Africa -- Deptartment of Education , School facilities -- South Africa -- Eastern Cape -- Finance , School facilities -- South Africa -- Eastern Cape -- Planning , Education -- South Africa -- Eastern Cape
- Description: In the Eastern Cape department of Education, there are a variety of failures within the delivery of the school infrastructure. The department is faced with the problem of the infrastructure backlog. The study looked into planning, controls, leadership management style and the locus of control of officials dealing with the delivery of the school infrastructure in the department of education. Objective is to investigate the factors hindering the school infrastructure service delivery in the Eastern Cape Provincial Department of Education. It was imperative that there was a need for more emphasis in ensuring that Education infrastructure planning base stabilized in order to effectively address infrastructure service delivery. The empirical study was conducted through semi-structured questionnaires. The sample was drawn from the infrastructure unit in Zwelitsha offices as well as from the officials that were implementing the infrastructure plans and from officials who provided support and monitoring. The empirical results showed that the department had no credible plans, no sound systems, or controls to track the non- service delivery. Management style was perceived as unconsultative and do not promote good co-operate governance. There is no retention strategy whilst there is a shortage of technical skills. It is recommended that the department should established a cross functional team which gives the strategic direction to the management of the school infrastructure delivery. The team should comprise of the top management of the department and as well the implementing agent and must be chaired by the Head of the department. The management should undergo a developmental training on charisma techniques which is associated with aspiration of officials in order to argument the unconsultative style of management which is perceived as more of instructing. Officials are to be capacited with the technical skills relevant to the built environment. The department should also implement the infrastructure delivery management system (IDMS) as prescribed in the Construction Industry Development Board (CIDB) Toolkit Guide. The Toolkit provides a documented body of knowledge and a set of processes that represent generally recognised best practices in the delivery management of infrastructure (CIDB Toolkit Guide).
- Full Text:
- Date Issued: 2011
- Authors: Madumane, Maud
- Date: 2011
- Subjects: South Africa -- Deptartment of Education , School facilities -- South Africa -- Eastern Cape -- Finance , School facilities -- South Africa -- Eastern Cape -- Planning , Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8995 , http://hdl.handle.net/10948/d1011031 , South Africa -- Deptartment of Education , School facilities -- South Africa -- Eastern Cape -- Finance , School facilities -- South Africa -- Eastern Cape -- Planning , Education -- South Africa -- Eastern Cape
- Description: In the Eastern Cape department of Education, there are a variety of failures within the delivery of the school infrastructure. The department is faced with the problem of the infrastructure backlog. The study looked into planning, controls, leadership management style and the locus of control of officials dealing with the delivery of the school infrastructure in the department of education. Objective is to investigate the factors hindering the school infrastructure service delivery in the Eastern Cape Provincial Department of Education. It was imperative that there was a need for more emphasis in ensuring that Education infrastructure planning base stabilized in order to effectively address infrastructure service delivery. The empirical study was conducted through semi-structured questionnaires. The sample was drawn from the infrastructure unit in Zwelitsha offices as well as from the officials that were implementing the infrastructure plans and from officials who provided support and monitoring. The empirical results showed that the department had no credible plans, no sound systems, or controls to track the non- service delivery. Management style was perceived as unconsultative and do not promote good co-operate governance. There is no retention strategy whilst there is a shortage of technical skills. It is recommended that the department should established a cross functional team which gives the strategic direction to the management of the school infrastructure delivery. The team should comprise of the top management of the department and as well the implementing agent and must be chaired by the Head of the department. The management should undergo a developmental training on charisma techniques which is associated with aspiration of officials in order to argument the unconsultative style of management which is perceived as more of instructing. Officials are to be capacited with the technical skills relevant to the built environment. The department should also implement the infrastructure delivery management system (IDMS) as prescribed in the Construction Industry Development Board (CIDB) Toolkit Guide. The Toolkit provides a documented body of knowledge and a set of processes that represent generally recognised best practices in the delivery management of infrastructure (CIDB Toolkit Guide).
- Full Text:
- Date Issued: 2011
The implementation of an integrated quality management system in Queenstown District schools: experiences from the Isibane Circuit
- Authors: Sambumbu, Antony Matemba
- Date: 2010
- Subjects: School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11643 , http://hdl.handle.net/10353/355 , School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Description: This study examines the experiences of the school management teams and educators of the Isibane Circuit in the Queenstown District, regarding the implementation of an Integrated Quality Management System (IQMS) policy at school level. Following an agreement reached in 2003 between the South African Education Department and the major teacher organisations in this country, the IQMS was scheduled to be implemented in public schools from 2004. Two major challenges are identified and explained: accountability and development of human resources, as well as contradictions between internal and external evaluations. The study also elaborates on the changes in the educational history from the apartheid system to the democratic system of education. Nine schools participated in the study (two secondary schools and seven primary schools). These schools were purposely selected due to the fact that they had started implementing the IQMS policy, which was the main criterion for selection. Semi-structured interviews were used to gather data from principals, Heads of Departments as well as post-level one educators concerning their experiences of the IQMS implementation. The findings indicated that while the IQMS policy was good on paper, it was extremely difficult to implement. Issues of honesty and trust were at the root of difficulties that made the IQMS implementation challenging. The participants‟ understanding of IQMS was that it was intended for the provision of quality education and development.
- Full Text:
- Date Issued: 2010
- Authors: Sambumbu, Antony Matemba
- Date: 2010
- Subjects: School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11643 , http://hdl.handle.net/10353/355 , School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Description: This study examines the experiences of the school management teams and educators of the Isibane Circuit in the Queenstown District, regarding the implementation of an Integrated Quality Management System (IQMS) policy at school level. Following an agreement reached in 2003 between the South African Education Department and the major teacher organisations in this country, the IQMS was scheduled to be implemented in public schools from 2004. Two major challenges are identified and explained: accountability and development of human resources, as well as contradictions between internal and external evaluations. The study also elaborates on the changes in the educational history from the apartheid system to the democratic system of education. Nine schools participated in the study (two secondary schools and seven primary schools). These schools were purposely selected due to the fact that they had started implementing the IQMS policy, which was the main criterion for selection. Semi-structured interviews were used to gather data from principals, Heads of Departments as well as post-level one educators concerning their experiences of the IQMS implementation. The findings indicated that while the IQMS policy was good on paper, it was extremely difficult to implement. Issues of honesty and trust were at the root of difficulties that made the IQMS implementation challenging. The participants‟ understanding of IQMS was that it was intended for the provision of quality education and development.
- Full Text:
- Date Issued: 2010
A narrative study of teachers' life stories and their work identity
- Authors: Heaton, Pamela Jane
- Date: 2000
- Subjects: Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2989 , http://hdl.handle.net/10962/d1002498 , Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
- Description: Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.
- Full Text:
- Date Issued: 2000
- Authors: Heaton, Pamela Jane
- Date: 2000
- Subjects: Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2989 , http://hdl.handle.net/10962/d1002498 , Identity (Psychology) -- Case studies , Teachers -- Case studies , Women teachers -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Eastern Cape , Women teachers -- South Africa -- Eastern Cape
- Description: Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.
- Full Text:
- Date Issued: 2000
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