According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

The Essential Guide to Doing Research

Research at Grass Roots: For the social sciences and human services professions. De Vos, A.S. (ed), Strydom, H., Fouche, C.B. & Delport, C.S.L. (2002). Published by Van Schaik Publishers, Pretoria

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Book review: Research at grass roots: For the social sciences and human services professions

Access to Knowledge: The Continuing Agenda for Our Nation's Schools. Revised Edition.

This study investigated the participation of parent SGB members in school governance. It also explored how parent School Governing Body (SGB) members participate in school governance in executing the roles of the SGBs. South African Schools Act 84 of 1996 stipulates that SGBs be constituted of parents who are in majority, teachers, non teaching staff and learners in the case of secondary schools. This study therefore used the qualitative research approach through structured and semi structured interviews and documentary analysis to investigate how parent SGB members participate in school governance. From the findings it emerged that parent SGB members regarded their roles as that of calling meetings, chairing meetings, formulating school policies, ensuring culture of teaching and learning and managing school finances. It also emerged that parent SGB members do not differentiate between their role and that of the SMT. Most SGB subcommittees seem to be dysfunctional and it emerged from the data that parent SGB members regarded educators as persons who should deal with school finances and matters of procurement. The majority of parent SGB members did not know what policies the school must adopt they regarded this as something that is better known by the educators. Hence, parent SGB members understood school governance to be better understood by educators and their role to be more operational than strategic. DOI: 10.5901/mjss.2014.v5n3p454

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Participation of Parents in School Governance: A Case Study of Two Eastern Cape Schools: A View from Below

Partnership in education is a global phenomenon, which is relatively new in the South African context. This is especially so in African communities, which pre-1994 did not have legitimate representation in education issues. This paper problematizes the phenomenon of school- parent partnership. The paper acknowledges that parental representation in the selected schools is in line with the prescriptions of South African Schools Act (SASA) 84 of 1996. This inclusion only refers to their numerical representation. When it comes to participation, however the parents seem to have positioned themselves as outsiders, as have educators. As a result, parents mostly rely on and rubber stamp whatever the educators have already decided. This study used the qualitative research approach through structured and semi structured interviews and documentary analysis to investigate how the partnership between parent SGB members and educators unfolds in school governance. From the findings it emerged that parent SGB members were mere pseudo partners in matters of policy development and implementation in the selected schools. As the government has enacted some progressive pieces of legislation such as SASA, this paper is calling for communities, especially Black African one to regroup and reclaim their place in education as they did, when they reclaimed their political freedom from the minority white regime pre- 1994. DOI: 10.5901/mjss.2014.v5n16p427

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African Parents as Partners in School Governance in South Africa

Education district office support for teaching and learning in schools: the case of two districts in the Eastern Cape

There is no significant improvement in South African learner outcomes. This is particularly so in provinces such as the Eastern Cape where grade 12 results always lag behind those of other South African provinces, and literacy levels continue to plummet. This paper therefore investigated how Education Development Officers in Eastern Cape view the practice of school visits. Six Education Development Officers in two education districts were purposively selected. This study was premised on the qualitative research approach and semistructured interviews were used to collect data. The findings revealed that the purpose of Education Development Officers’ school visits was mainly to check if teachers performed their teaching duties. It also emerged from the data that visits to schools were mainly for the purpose of controlling policy implementation. This means that there was no coherent supportive strategy for school visits. This study recommends that the Department of Basic Education develop a framework...

The Views of Education Development Officers on Their Educational Leadership Practices

This study analysed the coordination and collaboration of teaching and learning support programmes in the Department of Education District offices. Support for teaching and learning is a universal practise and education local (district) offices including in South Africa, are tasked to support schools with the view of enhancing learner outcomes. However, there is no significant improvement on the quality of learner educational outcomes in the Eastern Cape. Five district officials (office and school based) were purposively selected in two Education Districts. These were Integrated Quality Management System (IQMS) Coordinators, Subject Advisors and Education Development Officers (EDOs) and School Management Team members and Principals. Qualitative research approach in which interviews and documentary analysis were used to collect data, served as a guide to this study. From the findings it emerged that district office based officials do not coordinate their teaching and learning support programmes. The data also revealed that EDOs’ Subject Advisors’ and IQMS Coordinators’ teaching and learning support programmes do not inform each other and in some instances these district officials send different signals to schools. This meant that different district offices apply different approaches when it comes to supporting teaching and learning in schools. The researcher recommends therefore that a coherent framework be developed where district officials coordinate jointly and centrally teaching and learning support programmes at district office level so as to avoid mixed messages sent to schools. DOI: 10.5901/mjss.2014.v5n23p1083

https://www.mcser.org/journal/index.php/mjss/article/download/4630/4494

M.P. Mavuso

Papers

Participation of Parents in School Governance: A Case Study of Two Eastern Cape Schools: A View from Below

African Parents as Partners in School Governance in South Africa

Education district office support for teaching and learning in schools: the case of two districts in the Eastern Cape

The Views of Education Development Officers on Their Educational Leadership Practices

Education District Office Coordination of Teaching and Learning Support Programmes in South Africa: Eastern Cape Perspective