ETD Collection

Permanent URI for this collectionhttps://wiredspace.wits.ac.za/handle/10539/104


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    What are the factors and contexts preventing isiZulu First Additional Language from having an influence in private schools
    (2023) Nhlapo, Simanga
    The study aims to investigate factors and contexts influencing Black parents’ first additional language choice in private schools. South Africa is a diverse country with diverse cultures. South Africa was a colonised country, and the colonisers came with their culture and indoctrination. The study intends to investigate the influence of historical, political, and cultural factors pertaining to the use of isiZulu in private schools. The literature review shows that historical, political, and cultural factors have an influence, however, the behaviour and actions taken by the language users are not given a lot of attention. This study intends to fill this gap. This study uses political economy as a guiding theory to explore all factors which create hindrances for isiZulu in private schools. Data was collected from ten participants who are parents at Curro Waterfall. This was analysed using discourse analysis to make sense of the data collected. The findings in this research suggest that parents love their indigenous languages. However, they are not prepared to take actions in support of these languages to ensure that African first additional language has an influence in private schools. In other words, parents are the main hindrance preventing isiZulu from having an influence in private schools. Based on the data collected, the study concludes by providing recommendations.
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    Exploring the collaborative role of government and the Catholic Church in education decentralization in Rwanda : a case study of two secondary schools in Nyarugenge District.
    (2012-03-09) Kabayiza, Barnabe
    The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community. The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development? The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies. The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system vi support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.