El sistema de seguridad debe ser flexible y admitir alternativas en todos los

Education Management and Development Centres (EMDCs) were initiated in early 2001 to replace the former nine Area Offices. EMDCs are centres where schools can come for further education and training on new approaches to teaching. These centres were developed in an attempt to bring Head Office closer to schools and to assist schools to become learning organisations.

1.9 SUMMARY

This chapter has highlighted the focus of the inquiry and what approaches will be used in this investigation. It also gave a brief explanation on each research method and how these different approaches will contribute to the investigation. To undertake an investigation, one has to be clear about its purpose. Conducting a research inquiry involves many considerations. Consequently, this inquiry will involve a reflection on

the WCED‟s practice that will require clarification of prevailing assumptions and criteria as well as the consistency between such principles and prevailing practice.

I have presented different concepts and theories that I will be using in conducting this research inquiry. However, it should be noted that while these theories are made available by researchers, they do not provide “scientifically verified” ideas. Rather, these theories are given as interpretations, which can only be accepted by the user based on his/her “self-understanding.”

The point is to reflect on one‟s own practices and modify them based on self- reflection. The same applies to research methodology. The conscientious selection of a particular methodology already indicates your preferred technique for collecting and analysing data. There is therefore no exclusive method or theory prescribed to adequately provide answers to a research problem. However, I contend that a theory that ascribes to interpretation with an emancipatory outcome is the most appropriate one to explain and analyse educational transformation in the Western Cape. Moreover, a critical perspective is more likely to lead to self-reflection and may possibly encourage a more emancipatory interest in school development in the Western Cape.

It is sometimes in the combination of more than one method or theory that one can gain greater clarity on a particular research inquiry. As Pratt and Swann (2003:182) put it: “The advancement of knowledge depends on disagreement.” Hence the combination of approaches in this investigation focuses on “a critical (critical theory) hermeneutical (based on understanding) inquiry into schools as learning organisations (empirical analysis).

The underlying aim of this dissertation is to investigate the WCED‟s education service delivery practice to ascertain whether its model is adequate to contribute towards schools becoming learning organisations. I shall critically examine the WCED‟s choice of service delivery model and whether it is suitable to attain their desired objectives. To do this, I shall make use of the different approaches mentioned above to determine whether their choice of model will assist schools to become learning organisations.

Simply put, this inquiry examines whether the WCED‟s educational service delivery practice and policy are compatible with its objectives. This includes an investigation into its educational policies and practices and systems of accountability.

1.10 PROGRAMME OF STUDY

To fulfil one of the main goals of this inquiry Chapter Two provides a detailed analysis of a learning organisation, the important features and aspect of a learning organisation as well as identifying the framework of the learning process within the organisation. In doing so, I analyse the concept of organisations and institutions. I then construct the constitutive meanings that inform a learning organisation. The chapter also identifies the role players and highlights the contribution they make in the development of a learning organisation. It then investigates which factors contribute to the establishment of a learning organisation and what factors hinder its development. In doing this, I shall review the literature on the characteristics of a learning organisation. I look at the conceptual flaws and then conclude with whether it is worthwhile pursuing the establishment of a learning organisation.

Chapter Three provides a detailed policy analysis of the WCED‟s service delivery model and how these policies relate to the constitutive meanings constructed in the previous chapter. I will then ascertain how these policies contribute towards schools becoming learning organisations. Often the success of policies is evaluated in terms of whether they have been effectively implemented. I shall specifically look at whatever implementation gaps exist between policy documents and how they manifest in the workplace. The chapter also identifies the role players and highlights the contribution they make in the development of schools as learning organisations. It then investigates which factors contribute to the establishment of a learning organisation and what factors hinders its development.

Chapter Four provides a narrative account of interviews conducted with senior management team members at Head Office, EMDC directors, Circuit Teams, school principals, teachers and student councils. Once the data were collected, they were codified against the five constitutive meanings that where constructed from the literature review in Chapter Three as well as the WCED policy documents. The

interviews will focus mainly on the service provision agenda of the WCED and how the WCED service delivery model contributes towards schools becoming learning organisations.

It is my contention that the no service provision model is completely without flaws and that even the WCED‟s model should be subjected to scrutiny. I hope that through the triangulation of interview data, policy documents and the constitutive meanings conceptual flaws be highlighted and new themes would emerge. My rationale for looking into the WCED‟s service provision agenda is to ascertain whether their current service provision model is sufficient to develop schools into learning organisations as intended in its foundation.

In Chapter Five I aim to provide outline the key points derived from the conclusion of my study. In this chapter I reflect on my journey through this inquiry. After reflecting on policy documents in relation to how they were implemented in reality, I conclude with my final remarks on whether or not EMDCs are effective and efficient service deliverers. I also consider whether the idea of a learning organisation is worth pursuing and, if so, what are the appropriate ways of establishing learning organisations.

CHAPTER 2