The design of a boarding school for displaced children near Graaff-Reinet
- Authors: Akom, Chelcie Jade
- Date: 2017
- Subjects: School buildings -- South Africa -- Eastern Cape , School buildings -- Specifications -- South Africa -- Eastern Cape Architecture -- Designs and plans Graaff-Reinet (South Africa)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/17888 , vital:28479
- Description: The treatise developed from a preoccupation with regards to the theories rooted around the human need for a sense of embeddedness in a specific place. This need lies deep within the human heart, as humans have a psychological and phenomenological need for a sense of comfort and security. The preoccupation lead to the notions pertaining to place to place making. The treatise acknowledges that certain places have the ability to evoke certain moods in human beings as a result of their extension and character, and when a place possesses a certain character it becomes meaningful to man. In order for man to fulfill his need to dwell amid the earth and sky, he has to orientate himself and identify with the natural place in which he is located.
- Full Text:
- Date Issued: 2017
- Authors: Akom, Chelcie Jade
- Date: 2017
- Subjects: School buildings -- South Africa -- Eastern Cape , School buildings -- Specifications -- South Africa -- Eastern Cape Architecture -- Designs and plans Graaff-Reinet (South Africa)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/17888 , vital:28479
- Description: The treatise developed from a preoccupation with regards to the theories rooted around the human need for a sense of embeddedness in a specific place. This need lies deep within the human heart, as humans have a psychological and phenomenological need for a sense of comfort and security. The preoccupation lead to the notions pertaining to place to place making. The treatise acknowledges that certain places have the ability to evoke certain moods in human beings as a result of their extension and character, and when a place possesses a certain character it becomes meaningful to man. In order for man to fulfill his need to dwell amid the earth and sky, he has to orientate himself and identify with the natural place in which he is located.
- Full Text:
- Date Issued: 2017
The design of a school model rural school for the rural Transkei, province of the Eastern Cape
- Authors: Van der Walt, Louwrens
- Date: 2016
- Subjects: School buildings -- South Africa -- Eastern Cape -- Designs and plans Elementary school buildings -- South Africa -- Transkei -- Design and construction , School buildings -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/15422 , vital:28243
- Description: This treatise investigates the issues and processes involved in the school provision systems used to provide schools in the former Transkei area of the Eastern Cape. The purpose of the treatise is to better understand the contextual, spatial, physical and theoretical nature of the rural areas at present of the Transkei and how these provision systems have responded to this. From this understanding a set of architectural issues are identified from which an appropriate building is designed, along with an appropriate provision system. Several precedents of provision systems used in the Transkei are investigated, along with several architectural precedents according to their particular responses. This is done in order to uncover the spatial relationships, material and physical aspects, as well as theoretical issues, from which an appropriate architectural language can be identified. The need for the provision systems to be investigated is established along with the identification of four sites within the Transkei area which are to be investigated. The selected site on which the design will be implemented is located on a tar road between Dutya and Willowvale as it has similar attributes to most existing school sites in the former Transkei and therefore functions as a good testing ground for developing an appropriate design that can be implemented on multiple sites. In order for the design of the provision system and building to be appropriate, an in-depth contextual analysis is done on the Transkei area as a whole from which a set of constraints and informants are derived to better guide the design.
- Full Text:
- Date Issued: 2016
- Authors: Van der Walt, Louwrens
- Date: 2016
- Subjects: School buildings -- South Africa -- Eastern Cape -- Designs and plans Elementary school buildings -- South Africa -- Transkei -- Design and construction , School buildings -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/15422 , vital:28243
- Description: This treatise investigates the issues and processes involved in the school provision systems used to provide schools in the former Transkei area of the Eastern Cape. The purpose of the treatise is to better understand the contextual, spatial, physical and theoretical nature of the rural areas at present of the Transkei and how these provision systems have responded to this. From this understanding a set of architectural issues are identified from which an appropriate building is designed, along with an appropriate provision system. Several precedents of provision systems used in the Transkei are investigated, along with several architectural precedents according to their particular responses. This is done in order to uncover the spatial relationships, material and physical aspects, as well as theoretical issues, from which an appropriate architectural language can be identified. The need for the provision systems to be investigated is established along with the identification of four sites within the Transkei area which are to be investigated. The selected site on which the design will be implemented is located on a tar road between Dutya and Willowvale as it has similar attributes to most existing school sites in the former Transkei and therefore functions as a good testing ground for developing an appropriate design that can be implemented on multiple sites. In order for the design of the provision system and building to be appropriate, an in-depth contextual analysis is done on the Transkei area as a whole from which a set of constraints and informants are derived to better guide the design.
- Full Text:
- Date Issued: 2016
The management of physical resources by principals in the rural secondary schools of the Eastern Cape Province, South Africa
- Authors: Gumbi, Daphne
- Date: 2009
- Subjects: School facilities -- South Africa -- Eastern Cape , School buildings -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9447 , http://hdl.handle.net/10948/911 , School facilities -- South Africa -- Eastern Cape , School buildings -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape
- Description: This research study examined whether the physical resources in rural secondary schools are adequate and are managed properly by the school principals, for quality education to be achieved in the Eastern Cape Province. The dramatic changes in South Africa recognized that the future depends on an education system which develops the full potential of all learners. Although the Constitution of South Africa is advocating for equal education for all, there are disparities which are evident in the quality of the infrastructure, especially in remote rural areas where the fundamental requirements for effective education are lacking such as, water, electricity, sanitation and basic educational equipment. This shows that, although policy and legislative frameworks for transforming the education system have been put in place, managing the change is still a key challenge especially that of physical resources. Management of physical resources illustrates the problems facing principals by pointing to the lack of basic facilities in many rural secondary schools. In terms of the provision and management, many challenges remain, like most schools do not have adequate physical facilities. School buildings such as classrooms are inadequate or unsafe with no toilets, libraries, laboratories and many learners and teachers do not have learner teaching support materials (LTSMs). On the other hand, in terms of the Constitution, the Department of Education is responsible for bringing redress, equality and to upholding the Constitutional values such as shared decision-making, transparency, shared accountability and empowerment for equal partnership with other stakeholders. The physical resource management is one of the major responsibilities of principals. Their leadership is largely about ensuring that a clear and shared sense of direction is developed for both leadership and management. The school viii system meant that schools have moved nearer to the communities they serve and this has led to schools being more accountable to their communities. This study further investigated whether there is a significant correlation between the management of physical resources and quality education as well as the eradication of poverty in the rural secondary schools of the ECP. The proper execution of the management tasks of planning, organizing, leading, and controlling (POLC) by the principals have contributed extensively to the success of the schools. Therefore, this will mean that the act of managing physical resources through POLC and the process of working with or through SGBs, teachers, parents, learners, EDOs and the community at large to achieve set goals of education of relevance, excellence and quality education by effectively and efficiently using the physical resources in a school climate and environment that is collegial. The study showed that there is a link between management tasks (POLC) and collegial style of leadership in the school. The literature reviewed supported the view that the invitational style of leadership and collegiality increase the potential of a school to manage its physical resources economically, efficiently and effectively, particularly in a climate where the resource handlers take ownership of the school especially in remote rural settings. The 255 out of 300 subjects (85%) chosen to participate in this study were selected on the basis of their accessibility. Convenience sampling was used to conduct the study as this ensured that the population represented stakeholders that manage physical resources at schools, such as deputy principals, head of departments and teachers. Questionnaires were distributed, completed and collected personally. The questionnaires were analyzed and gaps such as the effects of lack of physical resources and how the learners’ profile were affected were reinforced by individual and group interviews that were semi-structured as ix well as participant observations from principals at O.R Tambo, Chris Hani and Amathole District Municipalities were conducted. It was deduced from the statistical data presented that there is a significant correlation between the principals’ management tasks and the quality of education. This shows that the more the principals blend properly planning, organizing, leading and control management tasks the more the physical resources will be managed better, that is, effectively, efficiently, economically and transparently and the less the bringing together of management tasks the less the meaningful management of physical resources will be. The study supported the hypothesis that a combination of management tasks performed by the principals positively influences the proper management of physical resources in rural secondary schools of ECP. The study rejects both null hypotheses that there is no significant correlation between planning, organising, leading and controlling as leadership functions of PRs and the quality of education in rural secondary schools of ECP as well as, that principals of rural secondary schools are not expected to possess adequate leadership knowledge and skills to effectively manage available PRs in their rural secondary schools. This study affirms the view that adequate physical resources are crucial as well as the appropriate management skills of principals for high quality education to be achieved in rural secondary schools. Without adequate physical resources, proper handling of the limited physical resources and the possession of management skills by principals, rural schools are less likely to succeed in their efforts to improve education.
- Full Text:
- Date Issued: 2009
- Authors: Gumbi, Daphne
- Date: 2009
- Subjects: School facilities -- South Africa -- Eastern Cape , School buildings -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9447 , http://hdl.handle.net/10948/911 , School facilities -- South Africa -- Eastern Cape , School buildings -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape
- Description: This research study examined whether the physical resources in rural secondary schools are adequate and are managed properly by the school principals, for quality education to be achieved in the Eastern Cape Province. The dramatic changes in South Africa recognized that the future depends on an education system which develops the full potential of all learners. Although the Constitution of South Africa is advocating for equal education for all, there are disparities which are evident in the quality of the infrastructure, especially in remote rural areas where the fundamental requirements for effective education are lacking such as, water, electricity, sanitation and basic educational equipment. This shows that, although policy and legislative frameworks for transforming the education system have been put in place, managing the change is still a key challenge especially that of physical resources. Management of physical resources illustrates the problems facing principals by pointing to the lack of basic facilities in many rural secondary schools. In terms of the provision and management, many challenges remain, like most schools do not have adequate physical facilities. School buildings such as classrooms are inadequate or unsafe with no toilets, libraries, laboratories and many learners and teachers do not have learner teaching support materials (LTSMs). On the other hand, in terms of the Constitution, the Department of Education is responsible for bringing redress, equality and to upholding the Constitutional values such as shared decision-making, transparency, shared accountability and empowerment for equal partnership with other stakeholders. The physical resource management is one of the major responsibilities of principals. Their leadership is largely about ensuring that a clear and shared sense of direction is developed for both leadership and management. The school viii system meant that schools have moved nearer to the communities they serve and this has led to schools being more accountable to their communities. This study further investigated whether there is a significant correlation between the management of physical resources and quality education as well as the eradication of poverty in the rural secondary schools of the ECP. The proper execution of the management tasks of planning, organizing, leading, and controlling (POLC) by the principals have contributed extensively to the success of the schools. Therefore, this will mean that the act of managing physical resources through POLC and the process of working with or through SGBs, teachers, parents, learners, EDOs and the community at large to achieve set goals of education of relevance, excellence and quality education by effectively and efficiently using the physical resources in a school climate and environment that is collegial. The study showed that there is a link between management tasks (POLC) and collegial style of leadership in the school. The literature reviewed supported the view that the invitational style of leadership and collegiality increase the potential of a school to manage its physical resources economically, efficiently and effectively, particularly in a climate where the resource handlers take ownership of the school especially in remote rural settings. The 255 out of 300 subjects (85%) chosen to participate in this study were selected on the basis of their accessibility. Convenience sampling was used to conduct the study as this ensured that the population represented stakeholders that manage physical resources at schools, such as deputy principals, head of departments and teachers. Questionnaires were distributed, completed and collected personally. The questionnaires were analyzed and gaps such as the effects of lack of physical resources and how the learners’ profile were affected were reinforced by individual and group interviews that were semi-structured as ix well as participant observations from principals at O.R Tambo, Chris Hani and Amathole District Municipalities were conducted. It was deduced from the statistical data presented that there is a significant correlation between the principals’ management tasks and the quality of education. This shows that the more the principals blend properly planning, organizing, leading and control management tasks the more the physical resources will be managed better, that is, effectively, efficiently, economically and transparently and the less the bringing together of management tasks the less the meaningful management of physical resources will be. The study supported the hypothesis that a combination of management tasks performed by the principals positively influences the proper management of physical resources in rural secondary schools of ECP. The study rejects both null hypotheses that there is no significant correlation between planning, organising, leading and controlling as leadership functions of PRs and the quality of education in rural secondary schools of ECP as well as, that principals of rural secondary schools are not expected to possess adequate leadership knowledge and skills to effectively manage available PRs in their rural secondary schools. This study affirms the view that adequate physical resources are crucial as well as the appropriate management skills of principals for high quality education to be achieved in rural secondary schools. Without adequate physical resources, proper handling of the limited physical resources and the possession of management skills by principals, rural schools are less likely to succeed in their efforts to improve education.
- Full Text:
- Date Issued: 2009
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