Prof. Gawie Schlebusch
Prof. Schlebusch

DESIGNATION
Professor
QUALIFICATIONS
BCom; Higher Diploma in Education (HDE) - Postgraduate; BEd Hons: Educational Management, MEd; PhD; Diploma in Human Resource Management
PORTFOLIO
Prof Gawie Schlebusch is a full professor in the Department of Postgraduate Studies: Education at the Central University of Technology, Welkom Campus. Professor Schlebusch is renowned for his extensive contributions to educational management, language in education, and postgraduate supervision of Masters and Doctorate students.
He commenced his career in higher education as a part-time lecturer in 1991 at the previous Vista University, Welkom Campus. He was appointed as a full-time junior lecturer in 1992 at the same university. His academic journey is marked by a diverse educational foundation.
Professor Schlebusch has supervised 18 master’s students and promoted 17 doctorate students to successful completion of their research studies. The research topics of these students span blended learning, language in teaching and learning, human resource management, educational management, financial management in education, curriculum development, assessment in teaching and learning, and educational leadership.
Professor Schlebusch has a commendable record of research publications. He has authored and co-authored numerous academic articles, contributing significantly to the discourse on educational practices and policies. His work often addresses challenges and innovations in teaching and learning, particularly within the South African context. He has published 28 accredited articles in academic publications and co-authored a chapter in the book: Best practices of South African public-school leaders: A holistic legal-based practice of excellence. He has delivered academic papers at international conferences in countries such as Australia, the USA, Spain, Thailand, Bulgaria, Indonesia and Italy (amongst others).
He acted as external moderator for universities such as: Rhodes University; Tshwane University of Technology; Northwest University; University of Limpopo; Nelson Mandela University; University of Fort Hare and UNISA.
Professor Schlebusch was first Programme Head and then Head of Department in the Department of Postgraduate Studies Education at the Central University of Technology from 2008 to 2022.
AREAS OF EXPERTISE
Educational Management; Language in Education; Curriculum Studies; Commerce Studies in Education; Teaching and Learning
PUBLICATIONS
• Tshabalala, G., Schlebusch, G., & Makola, S. 2025. Quality assurance practices of internal examinations in selected Eswatini primary schools. Educational Challenges, 30(1), 247–261. https://doi.org/10.34142/2709-7986.2025.30.1.16
• Schlebusch, G & Pele, M. 2024. Multi-grade teaching and learning in rural South Africa. Revista de Educação PUC-Campinas, 29(2024), 29(e2412024)
• Fourie, M & Schlebusch, G. 2024. Cognitive psychology and the classroom: what teachers need
   to know. Journal of Educational Sciences & Psychology, XIV (LXXVI)(1/2024), 64–75. https://doi.org/ 10.51865/JESP.2024.1.08
• Schlebusch, G & Mokhampanyane, M. 2024. Financial management in South African public schools: Perspectives from principals.  Indonesian Journal of Educational Development (IJED), 5(1), 1-15. https://doi.org/10.59672/ijed.v5i1.3628
• Schlebusch, G & Schlebusch, L. 2024.  The influence of the progression policy on educators’ job satisfaction.  Social Sciences and Education Research Review, 11(1), 128 – 140.  https://doi.org/10.5281/zenodo  
• Tshabalala, G., Ndlovu, M., Makola, S., & Schlebusch, G. 2024. Implementing positive discipline in Eswatini primary schools: A qualitative study of principals' experiences. Issues in Educational Research, 34(1), 321-339.
• Schlebusch, G., Bhebhe, S., & Schlebusch, L. 2024.  Technology integration in teacher education practices in two southern African universities. Open Education Studies, 6(1), 1-11. https://doi.org/10.1515/edu-2022-0223
• Ndlovu, M., Schlebusch, G & Makola, S. 2023. A Framework for implementing positive learner discipline in public secondary schools from the context of the Mpumalanga province. Acta Educationis Generalis, 13(3), 114-147. 
• Schlebusch, L, Schlebusch, G & Matjeane, L. 2023.  Fostering resilience in South African township primary school teachers.  International Journal of Learning, Teaching and Educational Research, 22(5), 58-73.  https://doi.org/10.26803/ijlter.22.5.3
• Bhebhe, S, Schlebusch, L & Schlebusch, G. 2023. Sustaining the integration of technology pedagogies in higher education after the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 22(2), 1-19.  https://doi.org/10.26803/ijlter.22.2.1
• Fourie, M & Schlebusch, G. 2023.  A cognitive stance to enhance learner information processing ability in the classroom: Structural Equation Modelling approach.  Journal of Advocacy, Research and Education, 10(1), 18-31. https://doi.org/10.13187/jare.2023.1.18
• Schlebusch G, Mokhampanyane M & Mahlatsi M. 2022.  Socio-Economic aspects as a measuring tool in learner performance. International Journal of Social Sciences & Educational Studies, 9(3), 291-304.
• Tshatshu, UJ, Segalo, L & Schlebusch G. 2022.  Learner truancy In South African township public high schools: A management perspective.  Journal of Positive School Psychology, 6(11), 1824-1830.
• Schlebusch, G & Schlebusch, L. 2022.  Impact of school management teams on educator job satisfaction.  International Journal of Social Sciences & Educational Studies, 9(4), 24-40.
• Mahlatsi M, Mokhampanyane, M & Schlebusch G. 2022.  The role of school management teams in the education of learners from disadvantaged socioeconomic background in South Africa.  Proceedings of ADVED 2022- 8th International Conference on Advances in Education, Istanbul, Turkey 10-12 October 2022.
• Schlebusch, GJ, Makola, S & Ndlovu, M. 2022. Positive learner discipline for public secondary schools. International Journal of Innovation, Creativity and Change, 16(1), 285-303.
• Fourie M & Schlebusch G. 2022.  Information processing ability and its implications for teaching and learning.  International e-Journal of Educational Studies (IEJES), 6(12), 110-123.
• Schlebusch, GJ, Makola, S & Ndlovu, M. 2022. Learner indiscipline in public secondary schools. International Journal of Innovation, Creativity and Change, 16(1), 1-20.
• Makola, S, Ndlovu, M & Schlebusch, G. 2022. Educators’ perceptions on positive learner discipline at selected public secondary schools in the Mpumalanga province of South Africa.  Proceedings of INTED2022 Conference 7th-8th March 2022.
• Mokhampanyane M & Schlebusch G. 2021. Factors affecting first year accounting students’ performance at a South African university of technology. International Journal of Innovation, Creativity and Change, 15(1), 19-29.
• Modise, MA, Schlebusch, GJ & Schlebusch, CL. 2021. Examination of the effect of English language to limited English proficiency accounting learners in South Africa. International Journal of Innovation, Creativity and Change, 15(10), 1049-1063.
• Fourie, M & Schlebusch, GJ. 2021. Exploring grade repetition in South African schools and its relation to learning and cognition. International Journal of Innovation, Creativity and Change, 15(11), 177-186.
• Modise, A. M., Schlebusch, G. & Schlebusch, L. 2020. Engagement of stakeholders in improving the performance of LEP accounting learners in rural setting South Africa. In Niwat Srisawasdi (Ed). Proceedings of the 13th International Conference on Educational Research Conference Faculty of Education, Thailand, Khon Kaen University pp. 367 - 373. ISBN (e-book)): 978-616-438-513-9.
• Schlebusch G. 2020 Collaborative leadership and sustained learner academic performance in secondary schools: A blaming game? Africa Education Review, 17(3), 74-89, https://doi.org/10.1080/18146627.2019.1635498.
• Modise MA, Schlebusch G & Schlebusch L. 2016. Using code-switching as a strategy to LEP Grade 10 Accounting learners in South Africa. Refereed Conference proceedings, International Conference on Science and Social Sciences. Khon Khan University, Thailand. ISBN: 978-974-8223-79-7.
• Schlebusch G & Mokhatle B. 2016. Strategic planning in rural schools in the Motheo district. International Journal of Educational Sciences, 13(3), 342-348.
• Schlebusch G and Kgati E. 2016. Human resource development for office-based educators. Journal of Social Sciences, 47(2), 177-184.
• Schlebusch GJ & Thobedi MA. 2005. Linking English First Additional Language teaching and learning with outcomes-based education: What is really happening? Journal for Language Teaching, 39(2), 306-319.
• Schlebusch GJ. 2004. Limited English proficiency (LEP) learners in the science classroom. Interim, 3(1), 203-211.
• Schlebusch GJ & Oosthuizen M. 2004. The Seven (Plus One) Principles of Good Practice Applied in Blended Learning. Interim, 3(1), 194-202.
• Schlebusch GJ & Thobedi MA. 2004. Outcomes-based education in the English second language classroom in South Africa. The Qualitative Report, 9(1), 35-48. http://www.nova.edu/ ssss//QR/QR9-1/index.html
• Schlebusch GJ. 2002. Level of English proficiency needed for academic success – a barrier to learning? Refereed Conference Proceedings. Southern African Society for Education: Technikon Pretoria.
• Schlebusch GJ. 2002. Cognition and the language of learning: An Economics perspective. The Qualitative Report, 7(3). www.nova.edu/ssss//QR/QR7-3/schlebusch.html
• Schlebusch GJ. 2001. Limited English proficiency in secondary school education – forgotten learners? Refereed Conference Proceedings. World Education Fellowship, Sun City.
BOOK(S) OR CHAPTER(S) IN BOOK(S)
• Oosthuizen M & Schlebusch G. 2005. Verken RTT: Rekenaartoepassings-tegnologie, Graad 10 Leerderhandleiding. Hennenman: Rekenaarforum. ISBN: 1-920062-04-1.
• Mpolokeng TE & Schlebusch GJ. 2021. Fundraising in no-fee public schools. In: Mollo, N & De Groof, J (Eds), Best Practices of South African Public School Leaders: A holistic legal-based practice of excellence. Cape Town: Juta.  ISBN: 978 485 38433
PRESENTED CONFERENCES, SEMINARS, WORKSHOPS
• Schlebusch, G. 2024.  Teaching strategies for rural multi- grade classrooms in the Free State province of South Africa.  ATEE Spring Conference 2024 // Bergamo May 29th – June 1st, 2024.
• Bhebhe, S, Schlebusch, L & Schlebusch, G. 2023. University lecturers' experiences with technology integration into teacher education post COVID-19 pandemic. Education and New Developments (END) International Conference, Lisbon Portugal, 24-26 June 2023.
• Tshabalala, G. Ndlovu, M, Makola, S and Schlebusch, G. 2023. Experiences of Eswatini school principals in the implementation of positive discipline in schools.  African Development and Education Research Association (ADERA) Conference.  21-22 June 2023, The Bethel Court Vineyard Hotel, Eswatini.
• Bhebhe, S, Schlebusch, L & Schlebusch, G. 2023. Training higher education staff for digital technology integration in two southern African universities.  African Development and Education Research Association (ADERA) Conference.  21-22 June 2023, The Bethel Court Vineyard Hotel, Eswatini.
• Ndlovu, M, Makola, S & Schlebusch, G. 2023.  A framework for positive learner discipline in public schools in the Mpumalanga province of South Africa. Teacher Education and Inter-disciplinary Research Conference, Namibia. 10-14 April 2023.
• Bhebhe, S., Schlebusch, L., & Schlebusch, G. 2023. Plans for integrating technology into teacher education in two Southern African higher education institutions. 8th Annual International Conference on Scholarship of Teaching and Learning (SoTL) in Higher Education. 5-6 October 2023. Central University of Technology.
• Makola, S., Ndlovu, M & Schlebusch, G. 2022. Educators’ perceptions on positive learner discipline at selected public secondary schools in the Mpumalanga province of South Africa. Presented at the 16th Annual International Technology, Education and Development Conference (INTED2022), Virtual, 7-8 March, 2022.
• Makola, S., Ndlovu, M. & Schlebusch, G. 2022. Protecting school children’s rights and identities: Upholding social cohesion by implementing meaningful positive learner discipline. Presented at a Roundtable Discussion Conference, University of South Africa, 28 March, 2022.
• Bhebhe, S., Schlebusch, L., & Schlebusch, G. 2022. In-service student teachers’ e-learning experiences for technological pedagogy sustainability after the COVID-19 pandemic: A case of a university in the Manzini region of Eswatini.  Virtual Teaching and Learning Conference, Center for Innovation in Learning and Teaching (CILT), 17-18 August 2022. Central University of Technology.
• Schlebusch, G & Mpolokeng T. 2021. Fundraising in no-fee public schools.  Education and Human Rights in Diversity Research Unit Virtual Symposium. North-West University, 14-15 September 2021.
• Modise, A. M., Schlebusch, G. & Schlebusch, L. 2020. Engagement of stakeholders in improving the performance of LEP accounting learners in rural setting South Africa. In Niwat Srisawasdi (Ed). Proceedings of the 13th International Conference on Educational Research Conference Faculty of Education, Thailand, Khon Kaen University pp. 367 - 373. ISBN (e-book)): 978-616-438-513-9.
• Schlebusch, G. 2019.  Fundraising as a tool to generate income for Section 21 no-fee schools in South Africa.  18th ICTEL 2019 – International Conference on Teaching, Education & Learning, 17-18 September, Jakarta, Indonesia.
• Schlebusch, G. 2019.  Leadership for continued learner academic performance in secondary schools in the Free State province. 18th ICTEL 2019 – International Conference on Teaching, Education & Learning, 17-18 September, Jakarta, Indonesia.
• Schlebusch, G, Schlebusch, L & Modise, M. 2019. English as the language of learning for limited English proficiency (LEP) Grade 10 Accounting learners. International Seminar on Language, Education and Culture (ISoLEC), 14-15 September 2019, Malang, Indonesia.
• Schlebusch, G. 2018. Collaborative leadership and sustained learner academic performance at secondary schools: A blaming game? Bulgarian Comparative Education Society (BCES): XVI Annual International Conference, Golden Sands, Varna, Bulgaria 11-15 June 2018.
• Modise MA, Schlebusch, G & Schlebusch L. 2017. Challenges faced by limited English proficiency (LEP) Accounting learners: Accounting teachers’ perspectives. SASE 44th Annual International Conference, Gabarone, Botswana. 4-6 October 2017.
• Mokhampanyane M & Schlebusch G. 2017. Factors contributing to poor academic performance of first year accounting students at Central University of Technology, Free State Province. SASE 44th Annual International Conference, Gabarone, Botswana. 4-6 October 2017.
• Modise MA, Schlebusch, G & Schlebusch L. 2016. Using code switching as a strategy for LEP Grade 10 Accounting learners in South Africa. 6th International Conference on Sciences and Social Sciences. 22-23 September 2016. Thailand. Refereed Conference Proceedings (ISBN 978-974-8223-79-7).
• Schlebusch G. 2009. Functional lesson designs for Senior Phase (Grade 7- 9) Economics learners with limited English proficiency. 16th International Conference on Learning. University of Barcelona, Spain. 1-4 July 2009.
• Schlebusch G & Oosthuizen M. 2003. Implementing principles of good practice in blended learning. TechLearn Conference, Orlando, United States of America. 2-5 November 2003.
• Schlebusch GJ. 2001. Limited English proficiency in secondary school education- forgotten learners? 41st International World Education Fellowship Conference, Sun City, South Africa. 23-27 April 2001.
• Schlebusch G. 2000. Limited English proficient Economics learners in South Africa. 5th ALARPM International Conference, Ballarat University, Victoria, Australia, 10-13 September 2000.
• Schlebusch, G & Bitzer, A. 1998. Equity in South African senior secondary schools - fact or fantasy? Intertwinement of distance education and contact education as possible solution. 10th World Congress of Comparative Education (WCCE). Cape Town, University of Cape Town. 12-17 July 1998.
• Schlebusch GJ. 1997. Limited English proficiency in the classroom. Kenton-at-the-Gap Conference, Hermanus. 31 October - 2 November 1997.
• Schlebusch GJ. 1996. The role of the head of department in secondary schools. Management for the New Millennium Conference. 19-21 August 1996. Pretoria, Vista University Distance Education campus.
• Freeman H & Schlebusch G. 1993. Managing education assessment practices in a multi-campus university. Department of Education and Culture Conference, Vanderbijlpark, 4-6 October 1993.
EXTERNAL PROFILES
LinkedIn
ResearchGate
Google Scholar

Contact Us
  • Prof. Schlebusch
  • Tel: +(0)57 910 3572
  • gschlebu@cut.ac.za