From policy to practice : aspects of the South African schools' act

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dc.contributor.advisorMkabela, N.Q.
dc.contributor.authorNgubane, Siphiwe Sixtus
dc.date.accessioned2010-01-27T09:55:29Z
dc.date.available2010-01-27T09:55:29Z
dc.date.issued2001
dc.descriptionSubmitted in fulfilment of the requirement for the degree of Master of Education to the Faculty of Education in the Department of Philosophy of Education at the University of Zululand Durban-Umlazi campus, 2001.en_US
dc.description.abstractThis study has taken shape over a period of years during which new education policies are implemented in KwaZulu-Natal. The research focused specifically on those aspects of the South African Schools Act, (Act No. 84 of 1996) that are exceptionally difficult to implement in the real school situation. (The South African Schools Act will hence forth be referred to as the SASA). The study made use of questionnaires and interviews as research instruments to determine1 those aspects of the SASA, which sound plausible in theory but prove very difficult in practice. The district managers, superintendents of education management and principals identified the following four aspects of the SASA: the prohibition of corporal punishment, full or partial exemption from the payment of school fees, the inability of numerous school governing body members to perform their duties efficiently and the age restriction in respect of the admission policy. On the basis of views from respondents, the study concludes that these aspects of the SASA which are difficult to implement on the ground have an adverse effect on the culture of teaching and learning in the schools.en_US
dc.identifier.other264433
dc.identifier.urihttps://hdl.handle.net/10530/206
dc.language.isoenen_US
dc.subjectEducation.en_US
dc.subjectAdministration of education.en_US
dc.titleFrom policy to practice : aspects of the South African schools' acten_US
dc.typeThesisen_US
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