Restoration of a culture of teaching and learning in the secondary schools of the Eastern Cape Province
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Date
2000-05
Authors
Magqaza, Ocean Bungani
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Restoration of a culture of teaching and learning in the secondary schools is a very
challenging activity in the 1990s. This study attempts to investigate the culture of the
school in relation to a culture of teaching, learning and effective participation of all
stakeholders in the schools. Research has revealed that similar investigations in to this
topic are already conducted throughout the country, but very little is done in the Eastern
Cape Province.
When one considers the incidents that are taking place in the secondary schools, namely,
strikes, expulsion of top management or the principals by students and the high failure
rate one may be tempted to view these as a shortcomings.
This vision is not far-fetched, because it is commonly held that public schools,
particularly, traditionally Black secondary schools are incapable of reforming themselves.
This leads to a waste of resources, material and human, that the Department of Education
provides to enhance quality education for students. The lack of quality education in some
schools is causing concern to the parents. This is, therefore, an opportune time,
particularly as the Eastern Cape secondary schools have recorded low pass rates in the
matriculation examination for three consecutive years, 1996 to 1998. One may urgue that
the low pass rate is attributed to uninvolvement of parents in the education of their
children. With reference to un involvement of parents, the researcher's experience of monitoring
school administration since 1990 has reinforced his conviction that the principals of
secondary schools in the Eastern Cape have little knowledge of management and
administration in particular. Management and administration, i.e. parental involvement,
joint decision-making, staff development, appointment of educators, and learner affairs
are discussed in relation to the academic improvement in the schools. Concerning
academic improvements, the analysis of the results reveals areas that require attention, for
example, township schools need more attention than rural schools in terms of academic
attainment. The recommendations given address systems and the formation thereof.
Description
Keywords
School management and organization -- South Africa, Leadership, Educational change, Thesis (Ph.D. (Comparative Education and Education Management))--University of the Free State, 2000