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dc.contributor.advisorJacobs, Lynette
dc.contributor.advisorTeise, Kevin
dc.contributor.authorRocher, Pierre Corne
dc.date.accessioned2017-01-24T10:19:46Z
dc.date.available2017-01-24T10:19:46Z
dc.date.issued2016-06
dc.identifier.urihttp://hdl.handle.net/11660/5405
dc.description.abstractEnglish: There is a worldwide tendency amongst education authorities to focus on sustainable development of schools. Education authorities recognise evaluations and occasioned improvement plans as a prominent strategy to foster sustainable school development. Although I recognise the negative effect of the apartheid era on sustainable school development, the general standard of teaching and learning in most South African schools remains a challenge, more than twenty years after the dismantling of apartheid. There is a general concern that the quality of learning and teaching in South African schools is not at the required standard. This concern is justified by the huge drop-out rate of learners before Grade 12 and the poor performance in national and international assessments. The National Policy on Whole-School Evaluation (WSE) was initiated in South Africa, with the aim of improving the overall quality of education in schools through effective self-evaluations, credible external evaluations and constructive district support. It seems that, fifteen years after the WSE Policy was promulgated in 2001, WSE has not made a significant impact on sustainable school development in South Africa and it does not get rightful recognition in the Free State province. The literature study reveals that evaluations are necessary for sustainable school development; however, there is no agreement whether self or external evaluation, or a combination of the two, yields the best results for sustainable school development. England’s inspection system was used as the basis on which the WSE Policy was developed and is therefore discussed thoroughly. England’s inspection system has developed over time and focuses more on internal evaluations at all schools and external evaluations at underperforming schools. It appears that evaluations have a positive impact on school development and learner achievement. I use critical policy analysis to achieve the aim of the study, namely, to determine the potential of WSE processes to improve sustainable school development subsequent to internal and external evaluations. Critical policy analysis is relevant not only to describe the WSE Policy, but also to identify possible gaps that might hamper the effective implementation of the policy and, in the process, also sustainable school development. It appears as if the WSE Policy promotes self and external evaluations, as well as constructive district support to narrow the performance gaps between schools and to ensure that all learners are given equal opportunities to make the best use of their capabilities. The policy analysis has also identified certain gaps in the WSE Policy that contribute to the ineffective implementation of the policy. Analysis of relevant documents and interviews with different stakeholders confirm that the WSE Policy has not been officially reviewed since 2001, which could have contributed to the ineffective implementation of the policy. Qualitative research indicated further that schools are not capacitated to conduct valid self-evaluations and to develop and implement effective school improvement plans subsequent to evaluations. Other reasons for the ineffective implementation of the WSE Policy include that WSE officials are not dedicated to WSE only, districts fail to support schools after evaluations and education authorities focus on Grade 12 results and neglect other important aspects, such as WSE. Evaluations have the potential to foster sustainable school development; however, the WSE Policy is not implemented consistently in South Africa, resulting in a negative impact on school improvement. Informed by this conclusion, I made certain recommendations, not only to ensure the consistent implementation of the WSE Policy, but also to improve sustainable school development.en_ZA
dc.description.abstractAfrikaans: Dit is nie net in Suid-Afrika wat onderwysowerhede daarna streef om volhoubare skoolontwikkeling te bevorder nie. Alhoewel ek erkenning daaraan verleen dat die nagevolge van die apartheidsera steeds volhoubare skoolontwikkeling in Suid-Afrika belemmer, bly die algemene standaard van onderwys onder verdenking, selfs meer as twintig jaar na die beëindiging van apartheid. Die algemene publiek is dus met reg bekommerd oor die gehalte van onderrig en leer in Suid-Afrikaanse skole. As die groot uitvalkoers van leerders voor Graad 12 en swak prestasies in nasionale en internasionale akademiese toetsings in ag geneem word, is hierdie kommer geregverdig. Een van die toonaangewende strategieë wat wêreldwyd geïmplementeer word om skoolontwikkeling te bewerkstellig, is evaluerings, met gepaardgaande verbeteringsplanne. Ook in Suid-Afrika is die National Policy on Whole-School Evaluation (WSE) geïnisieer met die oorhoofse doel om die gehalte van onderrig in skole te verbeter deur interne asook eksterne evaluerings en doeltreffende distriksondersteuning. Vyftien jaar sedert hierdie beleid in 2001 geproklameer is, lyk dit asof Geheelskoolevaluering (GSE) geen noemenswaardige bydrae tot skoolverbetering in Suid-Afrika kon lewer nie en dat GSE in die Vrystaatprovinsie nie die nodige erkenning geniet nie. Uit die literatuurstudie blyk dit dat evaluerings noodsaaklik is vir volhoubare skoolontwikkeling. Daar is egter nie eenstemmigheid of interne of eksterne evaluerings, of ʼn kombinasie van die twee, die beste resultate ten opsigte van skoolontwikkeling lewer nie. Die GSE-beleid in Suid-Afrika is gegrond op die inspeksiestelsel in Engeland en daarom word hierdie stelsel indringend bestudeer. Die Engelse inspeksiestelsel het oor tyd ontwikkel en fokus meer op interne evaluerings by alle skole, en eksterne evaluerings slegs by skole waar dit die meeste nodig is. Dit wil voorkom of evaluerings ʼn positiewe impak op skoolontwikkeling en leerderprestasie in Engeland maak. Kritiese beleidsontleding word gebruik om die doelstelling van hierdie studie te verwesenlik, naamlik om die potensiaal van GSE-prosesse in Suid-Afrika te bepaal om volhoubare skoolontwikkeling na afloop van interne asook eksterne evaluerings te bevorder. Kritiese beleidsontleding is nie net relevant om die beleid beter te beskryf nie, maar ook om aspekte van die GSE-beleid wat moontlik implementering en gepaardgaande skoolontwikkeling mag belemmer bloot te lê. Dit wil voorkom of die GSE-beleid poog om deur middel van interne asook eksterne evaluerings en distriksondersteuning die ongelykhede tussen skole uit te skakel en om te verseker dat alle leerders gelyke geleenthede het om hul potensiaal te ontwikkel. Die beleidsontleding het egter sekere gapings in die GSE-beleid, wat daartoe kan bydra dat die beleid oor die algemeen nie doeltreffend in Suid-Afrika geïmplementeer word nie, geïdentifiseer. Die ontleding van relevante dokumente en onderhoude met verskillende rolspelers bevestig dat die GSE-beleid sedert 2001 geen amptelike aanpassings ondergaan het nie, wat as een van die redes vir die oneffektiewe implementering daarvan voorgehou word. Kwalitatiewe navorsing het verder uitgewys dat skole nie bemagtig word om geldige selfevaluerings te doen en om doeltreffende skoolverbeteringsplanne op te stel en te implementeer nie. Ander redes vir die nie-implementering van die GSE-beleid, wat deur die studie uitgewys word, is dat GSE-amptenare ook ander verantwoordelikhede as GSE het, onderwysdistrikte in gebreke bly om skole na afloop van evaluerings te ondersteun en dat die onderwysowerhede geneig is om op Graad 12-uitslae te fokus en in die proses word ander belangrike aspekte, soos GSE, versaak. Die slotsom waartoe ek dus gekom het, is dat evaluerings die potensiaal het om volhoubare skoolontwikkeling te bevorder, maar dat die implementering van die GSE-beleid in Suid-Afrika veel te wense oorlaat. Hierdie slotsom het daartoe gelei dat ek sekere aanbevelings gemaak het wat tot verbeterde implementering van die GSE-beleid kan lei en ook gepaardgaande skoolontwikkeling kan bevorder.af
dc.language.isoafaf
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectThesis (Ph.D. (School of Education Studies))--University of the Free State, 2016en_ZA
dc.subjectSustainable school developmenten_ZA
dc.subjectWhole-School Evaluationen_ZA
dc.subjectSelf-evaluationen_ZA
dc.subjectExternal evaluationen_ZA
dc.subjectDistrict supporten_ZA
dc.subjectCritical policy analysisen_ZA
dc.subjectQualitative research methodsen_ZA
dc.titleToepaslikheid van geheelskoolevaluering prosesse om volhoubare skoolontwikkeling te bevorderaf
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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