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Mampane, Ruth; Bouwer, Cecilia – South African Journal of Education, 2011
Many learners living in townships require protection and resilience to overcome obstacles and adversities in their context of development. The literature on resilience indicates strongly that resilience is embedded systemically. In the absence of constructive and supportive conditions in the home environment, the school would logically appear to…
Descriptors: Resilience (Psychology), Case Studies, Focus Groups, Qualitative Research
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Swanepoel, Cassie – South African Journal of Education, 2009
Worldwide, and especially in South Africa, change and decentralised decision-making have been topical issues in the provision of education for the past years. It appears that teachers--the key agents in implementing the policies concerned--are largely ignored in the pre-implementation phases, and treated merely as implementers of these policies.…
Descriptors: Comparative Analysis, Educational Change, Teacher Attitudes, Decision Making
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Akoojee, Salim; McGrath, Simon – South African Journal of Education, 2007
Public and private provision of vocational education and training (or Further Education and Training in the South African usage) exist in a relationship with each other but are rarely considered together. An analysis is provided of recent quantitative evidence on both sectors in South Africa in order to advance the case for further policy and…
Descriptors: Foreign Countries, Vocational Education, Comparative Analysis, Educational Policy
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Bush, Tony – South African Journal of Education, 2007
There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible…
Descriptors: Educational Administration, Leadership, Educational Theories, Educational Practices
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Fleisch, Brahm – South African Journal of Education, 2006
The Education Action Zone programme in Gauteng province, South Africa, has been widely seen as a very successful school improvement initiative, with particular significance as it represents a unique model of top-down, bureaucratic accountability as a vehicle for turning- around dysfunctional secondary schools. In this article I evaluate the impact…
Descriptors: Foreign Countries, Administrative Organization, Accountability, Educational Improvement