tkhwholeschool

Research, polices and reports

Conceptualising whole school development: examining the approaches of non-government organisations to school development in South Africa.

This study attempts to provide conceptual clarification around the concept of whole school development in South Africa. It does so through examining the approaches to school development of five non-government organisations in South Africa as well as the literature and research in the areas of school effectiveness, school improvement and educational change.

Change Management: Best Practice in Whole School Development

This study was established to formulate a competency profile for change management based on a role analysis of School Management Teams.

An investigation into appropriate ways of implementing institutional development (whole school development)

The purpose of this study was to investigate- appropriate ways of implementing institutional development (whole school development). In order to get more information on the topic of this study, the researchers carried out an intensive literature review.

The National Policy on Whole School Evaluation

The principal aims of this Policy are also integral to the supporting documents, the guidelines and criteria.

Case Study: A Whole-School Development Initiative

The Edcon Adopt-a-School Programme works with the key stakeholders of adopted schools such as the principals and staff, the SGB, Department of Education, to improve teaching, learner performance, school infrastructure and the overall school environment. This approach ensures that learners receive the best possible education and perform at their best; that educators have the right skills and capacity to impart knowledge and apply the curriculum, and also helps create school environments conducive to teaching and learning.

National Policy on Whole School Evaluation

The National Policy on Whole School Evaluation was legislated in 2001 in the Government Gazette Vol.433, No. 22512 of July 2001. The overall objective of the policy was clearly spelt out as ‘to improve the overall quality of education in South African schools with its main purpose to facilitate improvement of school performance through approaches characterised by partnership, collaboration, mentoring and guidance’ (RSA, 2001:iii).  It was introduced as ‘an effective monitoring and evaluation process that is vital to the improvement of quality and standards of performance in schools’ (RSA, 2001: iii). 

The GM South Africa Foundation Learning Schools Initiative - Overview & Supporting Model Implementation Guidelines

This document outlines the development of the Learning Schools Initiative, describes the current model and provides guidelines for the implementation of this model by other agencies.

An Investigation into Appropriate Ways of Implementing Institutional Development (Whole School Development)

Although the idea of whole school development is an important one, there are numerous issues and problems which inhibit the development and efficiency of educational institutions world-wide.

Most of these problems are connected to poor methods of planning, poor staff development programmes, poor and undemocratic school management, lack of facilities, contradictions and conflicts between policy development and policy implementation strategies, poverty, etc.

In the case of South Africa, these and other institutional development issues have created a wide gap between what the country intends to achieve in terms of quantity and quality through its education policy and Curriculum 2005, and what is actually being done in schools to achieve it. This gap is especially visible in schools within highly disadvantaged communities and regions.

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