While school-community partnership is highly encouraged in South Africa, schools and their communities seem reluctant to take up this opportunity to develop themselves and in the process improve learner attainment. This qualitative study located in the interpretivist paradigm adopts a case study research design that utilises semi-structured interviews, observation and document analysis to collect data. This study explores the nature of school-community partnership seeking to understand what makes school-community partnership work and how the said partnership sustains itself. The evidence is drawn from a study of one school-community partnership in deep rural KwaZulu-Natal. From inception, the democratic government of South Africa indicated that the business of running education was not the preserve of government- it took place at the confluence of the school governing body and the government. Despite an enabling legislative framework, most school-community partnerships in South Africa do not seem to be succeeding. However, there appears to be some success ‘stories’ in this regard. The study focuses on one such ‘story’. There does not seem to be sufficient knowledge about what makes school-community partnership successful. Such knowledge is necessary if more school-community partnerships are to add value to the communities in question. This study therefore seeks to address, in a small way, the question: What makes school-community partnership work and how does it sustain itself? The study seeks to understand the findings by utilising a two-pronged theoretical framework, namely, Epstein’s (1995) spheres of influence and the asset- based approach to organisation development. The study’s findings suggest that action as opposed to rhetoric forms one of the important ingredients of this partnership. Such action is driven by visionary leadership. Through action, both the school and community enjoy tangible benefits such as the generation of employment and growing crops for food. A broad-based community asset mapping has harnessed many ‘players’ thereby allowing a multi-faceted partnership to unfold. Learner attainment has been positively impacted by these interactions. This inward looking, inclusive process in turn sustains the school-community partnership. The study recommended that plans be put in place to ensure continuity after the current crop of visionary leaders departs. A systems based approach was suggested as an interim measure. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.