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dc.contributor.advisorNiemann, S. M.
dc.contributor.authorKobuoe, Matsiliso Amos
dc.date.accessioned2018-01-22T10:08:57Z
dc.date.available2018-01-22T10:08:57Z
dc.date.issued2006-06
dc.identifier.urihttp://hdl.handle.net/11660/7666
dc.description.abstractEnglish: Change is an integral part of society and thus finds expression in all spheres of life. Constitutional changes in South Africa also imply change in education. Change brings about insecurity, fear and resistance in the workforce and this demands that the school educational leader should manage change in such a way that it could be successfully implemented. In order to equip educational managers for the task of managing change, relevant training should be provided. When the capabilities and deficiencies in the performance of educational managers regarding management of change are identified, programmes which will address the training needs of educational managers can be designed. The focus of this study was to establish how educational managers managed change with regards to the implementation of C2005 and NCS. The introduction of C2005 and NCS with its outcomes-based approach has been the subject of intense debate since 1990. The new political dispensation based on the principle of human rights and the removal of discrimination on the grounds of race, sex and religion compelled education to change and take the role of preparing learners to be responsible citizens that would fit into the new democratic society. C2005 and NCS differ radically from the traditional, in-put based approach to education by changing to an outcomes-based approach. This causes a change in the role of educational managers. Educational managers are responsible for the successful implementation of the new curriculum. Changes will also be necessary in the way the school is structured and the delivery of the curriculum becomes crucial. Change is a complex concept. The study from various experts on change was conducted. Change is characterized by aspects such as renewal, feelings, time, continuity and direction. Various forms and types of changes as well as strategies for change have certain educational implications. The educational manager has to take into account the various aspects of change including the internal and external factors which have an influence on change. The success of change lies in the manner in which it is implemented. Lewin and Niemanns’ model of change gives educational managers a clear description of procedures to follow when one is faced with innovations. The research commenced with a study of C2005 and NCS. The literature study showed that the new curriculum brought about changes in school organization, mainly with regard to the integration of traditional subjects into learning areas, the need to create a learner-centred environment and the introduction of a continuous, formative assessment. The study showed that the educational managers’ responsibilities include the management of change, staff development, knowledge of teaching strategies in C2005 and NCS context, effective communication, provision of resources and monitoring. A review of both the quantitative and the qualitative study of this research project clearly shows that the role of the educational manager has to change in C2005 and NCS environment. The demands are greater than before because a great deal of staff development, support and motivation is necessary for the successful implementation and maintenance of C2005 and NCS into schools. It is the responsibility of the school educational manager to acquire knowledge and develop skills that will address these issues, and to set up the needed procedures and programmes that will support these changes. The role of the educational manager is to assist in maintaining a teaching staff that can provide the best opportunities for teaching and learning. A conducive learning environment for quality teaching and learning should also be created. For these reasons, there is a need for the educational manager to acquire the necessary knowledge and skills on change management. Training programmes can be designed to equip educational managers with skills to manage change. Guidelines and change management model for the effective implementation of C2005 and NCS concluded the study.en_ZA
dc.description.abstractAfrikaans: Verandering is ‘n integrale deel van die samelewing en vind so uitdrukking in alle dele van die samelewing. Konstitisionele verandering in Suid Afrika dui ook op veranderings in die onderwys. Verandering bring onsekerheid, vrees en teenstand daarteen in die werksmag en dit veroorsaak dat die onderwys leier by die skool dit op so ‘n wyse moet bestuur dat dit suksesvol geimplimenteer kan word. Om onderwys leiers toe te rus vir die taak om onderwys te bestuur moet daar relevante opleiding verskaf word. Wanneer die kapasiteite en tekortkomings van die onderwys bestuurders se vertoning in die bestuur van verandering geidentifisser word, kan relevante programme ontwerp word wat die nodige opleiding sal verskaf. Die fokus van hierdie studie was om vas te stel hoe onderwys bestuurders verandering gedurende die inplimentering van NKV en K2005 bestuur het. Die bekendstelling en implimentering van K2005 en NKV was die onderwerp van vurige debat sedert 1990. Die nuwe politieke bestel wat gebaseer is op die beginsel van menseregte en die verwydering van diskriminasie op grond van ras, geslag en godsdiens het onderwys gedwing om te verander en het onderwys begin om die rol te speel as voorbereiders van leerlinge om verantwoordelike burgers te word wat inpas in die nuwe demokratiese samelewing. K2005 en NKV verskil drasties van die vorige onderwys stelsel en verander na ‘n uitkomsgebaseerde stelsel vanaf een waar inligting eensydig aan leerlinge gegee word. Dit het ‘n groot verandering gebring in die rol van onderwys bestuurders. Hulle is verantwoordelik vir die susesvolle inplimentering van die nuwe kurrikulum. Veranderings moet ook plaasvind in die strukture by skole en die implimentering van die kurrikulum word noodsaaklik. Verandering is ‘n ingewikkelde konsep. ‘n Studie is gemaak van verskeie kenners se mening oor verandering. Verandering word gekenmerk deur verskeie aspekte soos vernuwing, gevoel, tyd deurlopendheid en rigting. Verskeie vorms en tipes van verandering sowel as strategieë vir verandering het heelwat opvoedkundige implikasies. Die opvoedkundige bestuurder moet die verskillende aspekte van verandering in ag neem sowel as die verskeie interne en eksterne faktore wat ‘n rol mag speel in verandering. Die sukses van verandering lê in die manier waarop dit geimplimenteer word. Die Lewin en Niemann model van verandering gee aan onderwys leiers ‘n duidelike aanduiding van watter prosedures gevolg moet word as nuwe skepping te vore kom. Hierdie navorsing begin met ‘n studie van K2005 en NKV. Die dokumentêre studie toon dat veranderinge plaasgevind het aan skole se organisasie, hoofsaaklik met betrekking tot die integrasie van tradisionele vakke met leer areas, die behoefte om leerling–gesentreerde omgewings te skep asook die bekendstelling van deurlopende assesseering. Die studie toon dat die verantwoordelikhede van die onderwys bestuurder die volgende insluit: die bestuur van verandering, personeel ontwikkeling, kennis van die onderrig strategieë van K2005 en NKV, effektiewe komunikasie, voorsiening van hulpmiddelle en moniteering. `n Oorsig van die kwalitatiewe en kwantitatiewe aspektevan hierdie studie toon duidelik dat die rol van die onderwys bestuurder in die bestuur van K2005 en NKV moet verander. Die eise is baie groter as tevore aangesien baie meet personeel ontwikkeling, ondersteuning en motivering nodig is om die suksesvolle implimentering en behoudbaarheid van K2005 en NKV in skole te verseker. Dit is die verantwoordelikheid van die onderwys bestuurder om kennis en vaardighede te verkry en te ontwikkel om hierdie aspekte aan te spreek, asook om die nodige prosedures en programme daar te stel wat hierdie veranderinge sal ondersteun. Die rol van die onderwys bestuurder is om `n onderwys span daar te stel en te ondersteun wat die beste geleenthede sal skep en onderhou vir onderrig en opleiding.`n Effektiewe leer omgewing vir kwaliteit onderrig en opleiding moet geskep word. Dit is die redes waarom daar daar `n behoefte is vir onderwys bestuurders om die nodige kennis en vaardighede te verkry om verandering te bestuur. Opleidings programme kan geskep word om onderwys bestuurders toe te rig met die nodige vaardighede om verandering te bestuur. Riglyne en `n veranderings bestuur model vir die suksesvolle implimentering van K2005 en NKV sluit hierdie studie af.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectEducational change -- South Africa -- Free Stateen_ZA
dc.subjectCurriculum change -- South Africaen_ZA
dc.subjectSchool management and organization -- South Africa -- Free Stateen_ZA
dc.subjectThesis (Ph.D. (Comparative Education and Education Management))--University of the Free State, 2006en_ZA
dc.titleThe management of educational change in Free State schools in terms of Curriculum 2005 and National Curriculum Statementen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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