School Managers and Conflict Management: A Case Study of a South African Primary School

Author(s):  
Vuyisile Msila
2020 ◽  
Vol 24 ◽  
Author(s):  
Jill Kruger

The international Eco-Schools programme promotes Education for Sustainable Development (ESD) through introducing and stimulating pro-environmental initiatives by school learners and staff. This enabled learners in the Eco-Clubs at a resource-poor primary school to identify and undertake transformative pro-environmental initiatives in 2011 and 2014 through Self-Directed Education (SDE). An educative approach encouraging critical thinking at the school provided the foundation that made this possible. In discussing and working through their strategies to undertake research and challenge authorities about noncompliance in regard to municipal responsibilities that led to environmental degradation, Eco-Club members liaised freely with teachers and other learners. This process, together with local support for the eco-school initiatives, stimulated widespread interest and generated hope among learners by showing that another way of being is possible.


2003 ◽  
Author(s):  
◽  
Phiwayinkosi Manqoba Biyela

The introduction of Curriculum 21 in South Africa in 1998 has brought with it added responsibilities for parents. According to the South African Schools' Act, No.84 (1996), parents have been granted powers to "support teachers in the performance of their task "and "determine subject choices" for their children. However, when Curriculum 21 was introduced in 1998, relevant programmes for introducing parents to these ideas dia not exist. According to Schlebusch and Spady (1999) family, home, identity and respect are important features of Curriculum 21 and only parents can create the best conditions for the academic development of their children. Therefore, the involvement of parents in the education of their children is vital. This dissertation is a case study of a rural KwaZulu- Natal public school, Hopewell Primary School, in which a pilot study of a programme to introduce parents to their responsibilities in the implementation of Curriculum 21, was first introduced.


Author(s):  
Gertruida Maria Steyn

This chapter outlines the findings from a case study that explored how a South African primary school in a challenging context had improved and raised students' academic performance. It shows how the principal's leadership in collaboration with all role players was able to influence the school's ability to improve and sustain its improvement. The study, however, argues that a school facing challenging contexts requires appropriate differentiated strategies to ensure school improvement. It concludes by proposing a model in which schools in challenging contexts can improve student performance. This, however, implies that such schools need to be committed to change and identify “tailor-made” strategies to ensure improved performance.


2019 ◽  
Vol 29 (1) ◽  
Author(s):  
N G Mugovhani ◽  
Lebogang Lance Nawa

This article discusses and raises awareness about the socio-economic plight of indigenous musicians in South Africa. Through a qualitative case study of the Venda musician, Vho-Talelani Andries Ntshengedzeni Mamphodo, dubbed the “Father of mbila music,” the article highlights the fact that the welfare of Black South African artists, particularly indigenous musicians in South Africa, is generally a precarious affair. Their popularity, at the height of their careers, sometimes masks shocking details of exploitation, neglect, and the poverty they are subjected to, which are exposed only after they have died. Empirical data identifies this as a symptom of, among other things, cultural policy and arts management deficiencies in the promotion of indigenous music. The article aims to find ways to redress this unfortunate situation, which is partially a product of general apathy and scant regard that these artists have perennially been subjected to, even by their own governments, as well as some members of their societies. All these factors mentioned are compounded by ignorance on the part of South African artists. Part of the objective of this study was to establish whether the exposition of the Vhavenda musicians is a typical example of all Black South African indigenous musicians and, if this is the case, whether the suggested ways to redress this unfortunate situation could contribute to or play a role in alleviating the plight of such artists in the entire country.


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