Browsing by Author "Ashley, MJ"

Now showing 1 - 5 of 5
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    Education partnerships : focussing on the nature of business
    (2000) Dlulemnyango-Sopotela, Lindelwa Nomlindo; Ashley, MJ
    This research report examines the necessary conditions for successful Education-Business Partnerships (EBPs), focusing on the nature of business/industry partnerships with three Technical Colleges in the Western Cape. It will establish the quality of such partnerships and the problems affecting this quality. It will also look at the demographics and economic conditions of each Technical College from different community backgrounds, namely Black, Coloured and White communities.
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    An investigation of the various relationships among principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal programme for educators
    (2002) Nkonki, Vuyisile Jonga; Ashley, MJ
    This study explores the relationships among principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal programme for educators. Owing to the extended role of principals as agents of change in the implementation of school reform programmes, the research looks at the extent to which there is congruence between principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal for educators. The investigation departs from the hypothesis that negative perceptions and concerns lead to negative dispositions, which threaten to undermine the implementation process.
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    Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana
    (2000) Maedza, Marcos Tlhaloso; Ashley, MJ
    The aim of this study was to research top-management, teachers' and students' perceptions of success and reasons for the success of their school in two senior secondary schools identified as successful in Botswana. Interviews of these participants correlate across students, teachers, school heads and deputy heads in respect of their perceptions of the reasons for their schools' success. Important are the pedagogical and social climate of the school and how they are expressed in the daily work of the school. These factors are: the school head's leadership and expectations, teacher involvement in school policy; forms and content of teacher co-operation; teacher expectations on, and attitudes to student capacity; teaching organisation and content; press for academic success; community involvement and social relations in the school. Governments and schools need knowledge and skills about school improvement and this research attempts to contribute research-based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of school effectiveness and management of change research. Factors that seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. It is argued that generic school improvement characteristics and processes take on different meanings in practice, and these meanings are shaped by a school's response to the particular circumstances and challenges of its environment. In turn, this response has implications for the way school improvement programmes are developed and for the role and contribution of the stakeholders to educational change. The study concludes with an outline of possible school effectiveness factors common to those identified in the international literature, those factors specific to Botswana context, and offers further research and policy recommendations.
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    A study of teacher misconduct as a problem in the transition to school democracy in South Africa by Yusufu Mohamedi Walongole.
    (2001) Walongole, Yusufu Mohamedi; Ashley, MJ
    The study investigated the nature and causes of teacher misconduct in three poorly performing township schools in the Western Cape. It is argued that cases of misconduct arise, because of the fact that democratic values are not strongly developed in the society at large, nor in the schools and the teachers that work in them. The problem of misconduct is therefore, an extremely difficult to resolve within a short period of time. In other words, teacher misconduct is a feature of undemocratic school. Since schools always reflect the society, then unless such a time when the whole society is transformed into a democratic society, that is when we would expect to see a real democratic school in South Africa. Issues emerged in the course of this study, that seems to be barriers to the establishment of a true democratic school are: Issues pertaining to traditional and culture, violence and resistance, money, history of the country and illiteracy. Therefore, we would expect to see a true democratic school, when the whole society is democratised, For example, when there will be a sense of accountability, when people understand the importance of education, economic growth, criminal justice etc. Hence any intervention that aim to improve schools in the African townships should take into consideration this problem.
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