A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Comparative and Science Education at the University of Zululand, 2018 / In the Manual: Guidelines for capacity building of school governing body members, South Africa (2015:12), “research indicates that most of the newly elected SGB members do not have the necessary capabilities to govern schools at the required level”. This view is corroborated by Pamillis (2005:23)’s assertion that “a common obstacle to democratic functioning of schools governing bodies in South Africa is the lack of capacity among many SGB members who may have not only insufficient knowledge of the legal requirements and rights of SGBs, but also lack the necessary education and skills to manage the school’s finances and business dealings and over above these deficiencies the SGB members may lack adequate support systems from the educational bureaucracy. Arguably, it is in light of these possible deficiencies that the South African Schools Act requires provincial departments of education to provide capacity-building programmes for governing bodies. Thus, as a consequence of this lack of the requisite capabilities, “experiences with decentralisation in education are somewhat mixed and often disappointing” (Azfar et al., 2001:8). This prevailing situation in respect of the lack of requisite governance skills is accounted for by the fact that “in South Africa a form of decentralisation has evolved that is strong in terms of devolution, but weak in terms of managing the disparate and often discriminatory proclivities and tendencies within local sites” (Azfar et al., 2001:8). What transpires from this is that “decentralisation South Africas not necessarily promote allocative efficiency […]” (Azfar et al., 2001:8). Thus, Azfar et al., (2001:8) view in this regard is that “whether decentralisation in fact improves or harms public sector performance appears to depend on formal institutional arrangements, as well as their interaction with social practices which influence the implementation of decentralised governance.” It is against this backdrop, therefore, that van Wyk (2007:137) argues that “in ceding power to the local site, the model in use in South Africa has failed to take account of diversity at the local level.” It is worth noting though that despite the failure cited by van Wyk, decentralisation as a pragmatic governance strategy is not dismissed willy-nilly. This view is corroborated by van Wyk’s (2007:137) argument that “the shift to decentralised school governance and management requires SGB members to develop a wide range of skills and capacity to deal with the complex issues and tasks they are expected to fulfil”. Thus, as a response to this predicament, “teachers often mentioned the necessity of providing appropriate training for school governors, particularly the parent representatives” (Van Wyk, 2007:137). Arguably, “skills deficit among SGB members weaken the effective functioning of SGBs (Van Wyk, 2007:135). The situation under discussion is exacerbated by and large by the fact that “there is a lack of accountability and possible participation problems in the relationship between schools and their governing bodies” (Transparency, 31). In the context of this study it is noted that “although the South African schools Act envisioned a system where schools would be community owned and controlled […]”, it is regrettable that “communities still perceive schools as belonging to government and teachers” (Transparency,31). Thus, in light of the numerous challenges cited above as being contributory factors on the seeming ineffectiveness of decentralisation in the education sector, this study sought to establish how best decentralised governance in schools could be harnessed notwithstanding its attendant constraining factors.

Orientador: Marina Sangoi de Oliveira Ilha / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-04T11:15:45Z (GMT). No. of bitstreams: 1 Ywashima_LaisAparecida_M.pdf: 4111482 bytes, checksum: 8b37c02d441b73933d2437667f623e43 (MD5) Previous issue date: 2005 / Resumo: O volume de água consumido em uma edificação, constante na conta de água, pode ser dividido em duas parcelas: o uso propriamente dito e o desperdício. O desperdício pode ocorrer tanto pela ocorrência de vazamentos como pelo mau uso desse insumo nas diferentes atividades realizadas. Em edificações escolares públicas, é freqüente o uso não racional desse insumo, uma vez que os usuários não são os responsáveis diretos pelo pagamento da conta de água. Inserido nesse contexto, o presente trabalho apresenta a metodologia e os resultados obtidos em uma investigação de campo realizada com o objetivo de identificar a forma de realização das diferentes atividades que envolvem o uso da água em uma amostra de escolas da rede pública de Campinas, com a indicação dos ambientes responsáveis pelas maiores parcelas do consumo e a proposição de uma metodologia para a avaliação qualitativa da percepção dos usuários para o uso racional de água nessa tipologia de edificação. Além disso, tendo em vista que uma das ações para a implementação do uso racional consiste na instalação de tecnologias economizadoras nos pontos de consumo de água e que o fator motivador para a implementação desse tipo de intervenção é, na maioria das vezes, de ordem financeira, apresenta-se um método para a avaliação econômica dos investimentos necessários para tanto / Abstract: The water consumption, which is printed in water bills can be divided in two parts: the use itself and waste. The waste is usually due to leaking events or bad use of tap water in several daily activities. In public schools buildings, it¿s often the irrational use of water due the user is not directly responsible for paying the water bill. In this context, the present research presents the methodology and results obtained in a field survey that was done to identify different ways of water use in a sample of public schools from Campinas, Sao Paulo, and it also be done the identification of which environments are responsible for higher portions of the water consumption and the proposition of a methodology to evaluate the users perception for the rational use of water at this building type. Moreover, one of the alternatives to achieve the rational use of water is the installation of water saving technologies at consumption points and the motivator reason to the implementation of these devices it is, normally, financial issues, then, this work shows a method to evaluate economic feasibility of the essential investments to do it / Mestrado / Edificações / Mestre em Engenharia Civil