| Summary: | A dissertation submitted to the University of the Witwatersrand
in fulfillment of the requirements for the degree of Master of Education
Johannesburg, 2018 === This study explored the initiation phase of the Kagiso-Shanduka Trust (KST) whole-schooldevelopment
model, which is implemented in Fezile Dabi (FD) education district in the Free
State Province, South Africa. The research was conceptualised and conducted between 2015
and 2016. I employed a qualitative research methodology and case-study approach to collect
data to answer my research questions. The data sources emerged from interviews conducted
with five participants who I purposively selected. They are executive members from KST and
a senior official from Fezile Dabi District in the Free State Department of Education. I
interviewed each participant separately at their places of work. The study identifies the nature
of processes and the factors that influenced the adoption of the KST W-SD model. I used the
concepts of engagement and mobilisation to unpack the processes and the factors in the
initiation phase of the KST W-SD model because they are key concepts that provides
descriptive data. These data point out the direction and intensity the change is taking and
determine the sustainability elements in the initiation of a change project. Engagement and
mobilisation are conscious efforts that bring about insights on the totality of a change project
and the adaptations instituted in the initiation phase of a change project. The following findings
emerged from the study: 1) there are conditions that gave rise to the need for the model, 2)the
model was conceptualised by each organisation individually (KT and FS), then in a dual
partnership (KST) and in a tripartite (PPP) through stakeholder engagement and mobilisation,
3) the descriptions fits the conceptualisation, 4)stakeholder engagement and mobilisation
created awareness, interest, problem solving opportunities and ownership during interactions
of partners, 5) the model was consequently consolidated with six elements, 6) the model
elements are integrated and provide a comprehensive package for whole school development,
and 7) the model is a product of investment on organisational capacities and capabilities
developed over a period of time as well as shared interest and purpose. It is recommended that
more research involving private, public partnerships be conducted more frequently on current
educational innovation models. === MT 2018
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