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4 results on '"Aaron Nhlapo"'

1. Exploring Program Delivery in the Further Education and Training Phase of South African Secondary Schools amidst the COVID-19 Pandemic: Challenges, Mitigation Strategies and Transformative Approaches

Author

Louise Fullard, Charl Wolhuter, Aaron Nhlapo, and Hennie Steyn

Abstract

This paper investigates the challenges, mitigation strategies and transformative approaches in educational programme delivery in South African education amidst the adverse influence of the pandemic in schools' Further Education and Training phase with a focus on the integration of technology-enhanced effective teaching and learning; using data obtained from interviews of a data-rich sample of the school management team and teachers of five schools. The noteworthy contribution of this paper to knowledge in the context of Comparative and International Education pertains to transformative strategies for technology-enhanced programme delivery in education. This paper's final objective is to link the explored findings of challenges, trends and innovations in the South African education system to the theme of this book focusing on the different worlds common education challenges. Furthermore, the findings emphasised the need for innovation and transformation toward a technology-enhanced education environment, especially in the Fifth Industrial Revolution milieu. In addition, this paper presented noteworthy recommendations for educational stakeholders and future research. [For the complete Volume 22 proceedings, see ED656158.]

Published
2024

2. The leadership role of the principal in fostering sustainable maintenance of school facilities

Author

Velaphi Aaron Nhlapo

Subjects
facilities, facilities maintenance, leadership, learning environment, policy, principal, school, strategy, Education (General), L7-991, Special aspects of education, LC8-6691
Abstract

The purpose of the study reported on here was to explore the extent to which the role of the principal as ex officio member of the School Governing Body (SGB) facilitated or hindered the development of strategies that are effective and sustainable for the maintenance of school facilities. The rationale for this study was that the South African Schools Act No. 84 (Republic of South Africa, 1996a) regards the maintenance of school facilities as a school governance function and hence under the legal purview of the SGB. This view could limit the role of the principal concerning this aspect of school management. For this research project, semi-structured interviews were conducted with school principals from primary and secondary schools drawn from both historically disadvantaged and privileged schools in one school district in South Africa. It was found that the principal’s role is compromised, especially concerning the development of effective and sustainable facility maintenance strategies, as SGBs are inclined to give due consideration to this aspect. The nature of the benefit of the maintenance of school facilities is intricate and is not understood by school stakeholders. As a result, the overall maintenance of school facilities receives less attention and leads to difficulty in defending the cost-benefit ratio thereof against equally competing priorities. We, therefore, recommend that a whole-school approach be embarked upon. The leadership role of the principal may have to be at the centre of this strategy for the maintenance of school facilities.

Published
2020
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3. The role of principals in school health promotion in South Africa: a qualitative study

Author

Velaphi Aaron Nhlapo, Siphokazi Kwatubana, and Nomsa Moteetee

Subjects
business.industry, media_common.quotation_subject, 05 social sciences, Public Health, Environmental and Occupational Health, 050301 education, Public relations, Education, 03 medical and health sciences, 0302 clinical medicine, Promotion (rank), Political science, 030212 general & internal medicine, Intersectoral Collaboration, School health, business, 0503 education, Qualitative research, media_common
Abstract

PurposeSchool principals are presumed to be pillars of school health promotion implementation. Their understanding of their role could enhance school health promotion. This study aims to investigate how principals understood their role in school health promotion.Design/methodology/approachIn this study, semi-structured interviews were conducted with six school principals who participated and completed the first cycle of the Continuous Professional Teacher Development programme that was offered by the South African Council of Educators. Snowball sampling was used to sample participants.FindingsThe findings of this study showed that principals did not differentiate between concepts of health-promoting schools and school health promotion, the meaning was the same for them. They focused on any health improvement within the schools, regardless of its conceptual nature. The second finding pertains to the role of the principal as a manager, while the third was on expedition of collaborations and partnerships.Research limitations/implicationsThis research was limited to school principals who completed the Continuous Professional Teacher Development programme. It, therefore, does not include perceptions of other principals.Originality/valueThe study findings suggest that despite inability of schools in poor communities to implement effective school health programmes, the principals of the sampled schools were aware of their roles. This is positive, as the efforts to enhance health promotion initiatives would focus on developing and empowering principals to improve their performance.

Published
2021

4. Principals' views on challenges of their school governance roles

Author

Velaphi Aaron Nhlapo, Mgadla Isaac Xaba, 10066276 - Xaba, Mgadla Isaac, and 10881182 - Nhlapo, Velaphi Aaron

Subjects
Governance, Participatory governance, Democratic governance, business.industry, Corporate governance, School governance, Context (language use), Bona fide member, Public relations, Focus group, Education, Ex officio member, Political science, Accountability, Educational management, Governor, business, Mutual responsibility
Abstract

This article explores principals’ views regarding governance challenges they experience at schools. We conducted focus group interviews with primary and secondary school principals, purposely and conveniently selected from township schools in two Gauteng Province’s districts. We found that principals were challenged mostly by having to balance their roles as ex officio school governing body members and their roles as bona fide members of school governing bodies (SGBs). Other challenges found were confirmatory of other school governors’ views as reported in numerous studies, related to among others, the specialist nature of governance functions, poor training of school governors, difficulties associated with governor recruitment and unwillingness of parents to serve as governors. There is therefore a need for a re-clarification of the principals’ roles, in terms of both their ex officio and bona fide SGB membership with regard to governance in the context of the functioning of the schools. This should include a review of the governing body structure, the re-allocation of specialist functions, customized and needs-based training of school governors and aspects relating to the general functioning of SGBs. http://dx.doi.org/10.1080/18146627.2014.934996 http://www.tandfonline.com/action/showCitFormats?doi=10.1080/18146627.2014.934996

Published
2014

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