No abstract

No abstract

This article deals with the challenges in the implementation of education for all as experienced by principals in rural secondary schools in Mpumalanga. Interventions which have been implemented on national and provincial level to improve teaching and learning are not equally successful in schools countrywide. The central phenomenon of interest involved the determination of the management and leadership views of rural secondary school principals concerning their ability to ensure Education for All. A theoretical grounding of the situation was developed through a literature review. Interviews were conducted with principals in rural Mpumalanga to collect empirical data for the research. Two main aspects that emerged from the study, was the impact that change, tradition and culture have on teaching and learning in the rural secondary schools in Mpumalanga.

Educators are faced with the responsibility of ensuring that they broaden and update their knowledge so that they can cater for the social welfare of learners as well as for their academic needs. Therefore staff development plays a key role in the upgrading of educators' knowledge and skills. The aim of this article is to describe the current situation regarding staff development at primary schools in Tembisa, based on research done in this regard. In the research both quantitative and qualitative approaches were used in order to ensure data triangulation. During data collection the researchers came into contact with educators at primary schools in Tembisa. Questionnaires were distributed and individual interviews were conducted with some principals. Three main findings of the research was that staff development is not regarded as a priority in all the schools, schools are not supported financially by the Department of Education to allow staff to attend staff development programmes and some facilitators of staff development programmes are not well trained, which mean that educators attending workshops do not always benefit maximally in improving their knowledge and skills.

No abstract