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dc.contributor.advisorPillay, Kriben.
dc.creatorMbambo, Phumzile.
dc.date.accessioned2017-02-02T07:23:40Z
dc.date.available2017-02-02T07:23:40Z
dc.date.created2010
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10413/13995
dc.descriptionMaster of Commerce in Leadership and Management. University of KwaZulu-Natal, Westville 2010.en_US
dc.description.abstractSouth Africa’s Education System is beset with inequalities. These inequalities are what can be termed disparities in the education system of South Africa. These disparities are mainly the result of the country’s old apartheid political system. The new democratic political system had to come up with programmes of redress by introducing intervention programmes. The programmes were introduced with the aim of bringing about equality in the education system. Evidence of the disparities can be seen by comparing ex model C schools and previously disadvantaged schools. The study reviews the disparities that exist between an ex model c school and a previously disadvantaged school, particularly in the area of organisation and management systems. The review of the disparities is done with the aim of creating a model of intervention for a distressing problem situation identified by a previously disadvantaged school, which has not been addressed by the Department of Education’s intervention programmes. A model of intervention will be created using a systems tool, Soft Systems Methodology. A model of intervention is created to ensure that interventions are implemented and that the school’s organisation and management systems are empowered in tools that they can use to deal with various other problem situations.en_US
dc.language.isoen_ZAen_US
dc.subjectEducational equalization.en_US
dc.subjectEducation--South Africa.en_US
dc.subjectSchool integration--South Africa.en_US
dc.subjectTheses--Leadership and management.en_US
dc.titleUse of systems tools in the creation of an intervention programme that deals with educational disparities.en_US
dc.typeThesisen_US


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