| dc.description.abstract | The era of change in South Africa has created a new basis for state policy towards the provision of public schooling. Reform initiatives supported by the South African Schools Act (1996) emphasize the need for democratic and participative management at school level, a necessary shift from the rigid, authoritarian and bureaucratic values of the previous system. This paper discusses different aspects of school improvement, and their importance for the development and effectiveness of schools at local level. It suggests that schools need to become more pro-active, responsible and take more control over their actions. The school is widely regarded as the primary unit of change, and as an organization needs to be self-determining, and equipped to deal with its changing environment. Crucial to this is the capacity to respond to the contributions and needs of its stakeholders. In discussing the case study included in this paper, the focus is placed on the initiative taken by a high school from a previously disadvantaged community in the Western Cape (S .A) , to enhance its pedagogical role in society. It evaluates the processes followed by the school in its quest towards school improvement at local level. This research qualitively explores the contributions made by educators in attempting School Development Planning (SOP) as a means to bring about positive change at their school. By means of Action Research (AR), an analysis of the school is developed in the context of its reality. As a response to external and internal pressures for change, educators with the guidance of the researcher, participated as co-researchers in developing: a vision and mission statement for the school; identifying priorities for the school; conducting a reality check; propose objectives with relevant outcomes and initiating possible act ion plans for implementation by the school. The paper concludes by arguing that the success of school improvement efforts lie within the capacity and support that exist at local school level. It is suggested that education authorities at provincial, and in particular the newly established Educational Management and Development Centers (EMDC's), fast track initiatives that will focus on School Development Planning as a means to bring about school improvement at local school level. Areas needed for development identified in this study include: planning; collaboration and participation; image and standing in the community; morale and working conditions of educators; culture of learning; and parent and community involvement. Finally it is recommended that continued research (both qualitative and quantitative) be undertaken in an attempt to obtain a greater understanding of developmental needs of schools in terms of authentic improvement. | en_US |
