Litshani, N. F.Sinthumule, D. A.Makhwathana, R. M.Hon'wana, Xinyata Nhlazini Cartson2019-10-142019-10-142019-09-20Hon'wana, Xinyata Nhlazini Cartson (2019) An investigative research into merger of school programmes in the Department of Education in Vhembe District for the academic years 2010 to 2016, University of Venda, South Africa.<http://hdl.handle.net/11602/1453>.http://hdl.handle.net/11602/1453MEd (Educational Management)Department of Educational ManagementThe aim of this study was to investigate the merger of schools’ programmes in the Department of Basic Education (DBE) in Vhembe District for the academic years 2010 to 2016. When small schools are not merged, it is difficult for the Department of Basic Education to adequately allocate resources for effective and efficient teaching and learning. The study adopted Eisner’s Connoisseur Model of Enquiry as its theoretical framework. Besides the theoretical framework, the study also adopted a legal framework: SASA, Act No. 84 of 1996. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research design. Data was collected through interviews and document analysis. The population of the study was eighty-five (85) schools identified for merger in the Vhembe District. Purposive sampling was used to select nine (09) principals from the merging schools, three (03) Deputy Manager Governance officials from the identified circuits and one (01) district governance official in Vhembe District. Hence the sample of the study was thirteen (13) participants. Data was analysed thematically. The study revealed that most schools identified for merger were merged prematurely; that is, schools were merged before the provision of relevant infrastructure and resources in the merging centres and this caused the communities to reject mergers. The study recommends that proper consultation with relevant local structures like traditional leaders in particular is crucial to ensure that the merging of schools is implemented with minimal challenges. Correct interpretation, implementation of policies and effective monitoring of programmes should be ensured to advocate for school merging.1 online resource (xiii, 146 leaves)enUniversity of VendaMergerUCTDRationalisationRationalisation of schoolsResource mobilizationSchool twinning371.250968Basic education -- South Africa -- LimpopoBasic education -- CurriculaCombination of grades -- South Africa -- LimpopoDissertationHon'wana XNC. An investigative research into merger of school programmes in the Department of Education in Vhembe District for the academic years 2010 to 2016. []. , 2019 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1453Hon'wana, X. N. C. (2019). <i>An investigative research into merger of school programmes in the Department of Education in Vhembe District for the academic years 2010 to 2016</i>. (). . Retrieved from http://hdl.handle.net/11602/1453Hon'wana, Xinyata Nhlazini Cartson. <i>"An investigative research into merger of school programmes in the Department of Education in Vhembe District for the academic years 2010 to 2016."</i> ., , 2019. http://hdl.handle.net/11602/1453TY - Dissertation AU - Hon'wana, Xinyata Nhlazini Cartson AB - The aim of this study was to investigate the merger of schools’ programmes in the Department of Basic Education (DBE) in Vhembe District for the academic years 2010 to 2016. When small schools are not merged, it is difficult for the Department of Basic Education to adequately allocate resources for effective and efficient teaching and learning. The study adopted Eisner’s Connoisseur Model of Enquiry as its theoretical framework. Besides the theoretical framework, the study also adopted a legal framework: SASA, Act No. 84 of 1996. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research design. Data was collected through interviews and document analysis. The population of the study was eighty-five (85) schools identified for merger in the Vhembe District. Purposive sampling was used to select nine (09) principals from the merging schools, three (03) Deputy Manager Governance officials from the identified circuits and one (01) district governance official in Vhembe District. Hence the sample of the study was thirteen (13) participants. Data was analysed thematically. The study revealed that most schools identified for merger were merged prematurely; that is, schools were merged before the provision of relevant infrastructure and resources in the merging centres and this caused the communities to reject mergers. The study recommends that proper consultation with relevant local structures like traditional leaders in particular is crucial to ensure that the merging of schools is implemented with minimal challenges. Correct interpretation, implementation of policies and effective monitoring of programmes should be ensured to advocate for school merging. DA - 2019-09-20 DB - ResearchSpace DP - Univen KW - Merger KW - Rationalisation KW - Rationalisation of schools KW - Resource mobilization KW - School twinning LK - https://univendspace.univen.ac.za PY - 2019 T1 - An investigative research into merger of school programmes in the Department of Education in Vhembe District for the academic years 2010 to 2016 TI - An investigative research into merger of school programmes in the Department of Education in Vhembe District for the academic years 2010 to 2016 UR - http://hdl.handle.net/11602/1453 ER -