Summaries in Afrikaans and English / Text in Afrikaans / Deur die navorsing word aangetoon dat openbare skakeling en skoolbemarking wat huidig nog op 'n baie lae vlak in die Suid-Afrikaanse skoolwese funksioneer, 'n al grater noodsaaklikheid in Suid-Afrika gaan word. Die veranderings wat in die Suid-Afrikaanse onderwysstelsel beoog en aangebring word, met spesifieke verwysing na die desentralisering van die voorsiening, bestuur en beheer van die onderwys, het gelei tot die ontstaan van staatsondersteunde skole; 'n behoefte aan nuwe, bykomende bronne van finansiering vir die onderwys; en 'n behoefte aan toenemende ouer- en gemeenskapsbetrokkenheid by die onderwys. Dit het gelei tot 'n dringende behoefte aan verbeterde openbare betrekkinge en skoolbemarking. Met hierdie studie het die navorser gepoog om vas te stel waarom openbare skakeling en skoolbemarking in die nuwe Suid-Afrikaanse onderwysbestel noodsaaklik is; wat die aard van openbare skakeling en skoolbemarking is; wat die rol, funksies, terrein en werkswyses van openbare skakelbeamptes en skoolbemarkers in die staatsondersteunde skoal behels; en hoe die openbare skakeltaak van 'n skool gereel kan word en wat die eienskappe van die openbare skakel- en bemarkingsbeampte behoort te wees. Dit is gedoen ten einde te bepaal wat die opleiding van openbare skakelbeamptes en skoolbemarkers in Suid-Afrika behoort te behels en om 'n model op te stel vir, en strategie vas te stel waarvolgens die huidige situasie in Suid-Afrika ten beste en op die mees ekonomiese wyse aangepak kan word. Uit die ondersoek blyk dit dat die hantering van openbare skakeling en skoolbemarking in staatsondersteunde skole in SuidAfrika in die proaktiewe opbou, skepping·en handhawing van 'n vertrouensverhouding met al die belanghebbendes le. Dit behels onder meer dat die bestuursrade en bestuurskomitees van staats- ondersteunde skole die reg en mag het om besluite aangaande geordende, doelgerigte openbare skakeling en skoolbemarking te neem en dit tot voordeel van die skool aan te wend; en om besluite oor die aanstelling van beamptes en/of daarstelling van fasiliteite vir die opleiding van openbare skakel- en bemarkingsbeamptes te neern. Voorts beskik skole oor 'n ryk bron van mensepotensiaal vir openbare skakeling en skoolbemarking wat ontwikkel kan en behoort te word. / The results of this research show that public relations and school marketing which at present play a very low-key role in the South African school system, is going to become an absolute necessity in future. The changes planned and brought about in the South African education system, with special reference to the decentralisation of the supply, management and control of education, have resulted in * the inception of state-aided schools; * a need for new and additiona! financial resources for education; and * a need for increased parent and community participation in education. These, in turn, have led to a urgent need for improved public relations and marketing in schools. The aims of this study were to ascertain why public relations and the marketing of schools have become necessary in the new dispensation of education in South Africa; what the nature of public relations and marketing in schools comprises; what the role, function, area and work method of public relations and marketing officers in schools are; and how the public relations task can be organised and executed in a school and what characteristics the public relations and marketing officer should ideally have. This was done in order to ascertain what the training of public relations and marketing officers in South Africa should encompass and also to enable the researcher to draw up a model and strategies for the best and most economic way in which to rectify the current situation in South African education. It has emerged from this research that the handling of public relations and marketing in the state-aided school in South Africa lies in the proactive creation, development and maintenance of a trusting relationship between all interested parties. It also emerged that managing councils of state-aided school have the right and power to make decisions regarding ordered, purposeful public relations and marketing to the benefit of their schools; and decide about the appointment of officers and/or ,creation of facilities for the training of public relations and marketing officers. Furthermore, schools have a rich source of people potential for public relations and school marketing which can and should be developed. / Educational Leadership and Management / D. Ed. (Education Management)

Summaries in Afrikaans and English / Text in Afrikaans / Deur die navorsing word aangetoon dat openbare skakeling en skoolbemarking wat huidig nog op 'n baie lae vlak in die Suid-Afrikaanse skoolwese funksioneer, 'n al grater noodsaaklikheid in Suid-Afrika gaan word. Die veranderings wat in die Suid-Afrikaanse onderwysstelsel beoog en aangebring word, met spesifieke verwysing na die desentralisering van die voorsiening, bestuur en beheer van die onderwys, het gelei tot die ontstaan van staatsondersteunde skole; 'n behoefte aan nuwe, bykomende bronne van finansiering vir die onderwys; en 'n behoefte aan toenemende ouer- en gemeenskapsbetrokkenheid by die onderwys. Dit het gelei tot 'n dringende behoefte aan verbeterde openbare betrekkinge en skoolbemarking. Met hierdie studie het die navorser gepoog om vas te stel waarom openbare skakeling en skoolbemarking in die nuwe Suid-Afrikaanse onderwysbestel noodsaaklik is; wat die aard van openbare skakeling en skoolbemarking is; wat die rol, funksies, terrein en werkswyses van openbare skakelbeamptes en skoolbemarkers in die staatsondersteunde skoal behels; en hoe die openbare skakeltaak van 'n skool gereel kan word en wat die eienskappe van die openbare skakel- en bemarkingsbeampte behoort te wees. Dit is gedoen ten einde te bepaal wat die opleiding van openbare skakelbeamptes en skoolbemarkers in Suid-Afrika behoort te behels en om 'n model op te stel vir, en strategie vas te stel waarvolgens die huidige situasie in Suid-Afrika ten beste en op die mees ekonomiese wyse aangepak kan word. Uit die ondersoek blyk dit dat die hantering van openbare skakeling en skoolbemarking in staatsondersteunde skole in SuidAfrika in die proaktiewe opbou, skepping·en handhawing van 'n vertrouensverhouding met al die belanghebbendes le. Dit behels onder meer dat die bestuursrade en bestuurskomitees van staats- ondersteunde skole die reg en mag het om besluite aangaande geordende, doelgerigte openbare skakeling en skoolbemarking te neem en dit tot voordeel van die skool aan te wend; en om besluite oor die aanstelling van beamptes en/of daarstelling van fasiliteite vir die opleiding van openbare skakel- en bemarkingsbeamptes te neern. Voorts beskik skole oor 'n ryk bron van mensepotensiaal vir openbare skakeling en skoolbemarking wat ontwikkel kan en behoort te word. / The results of this research show that public relations and school marketing which at present play a very low-key role in the South African school system, is going to become an absolute necessity in future. The changes planned and brought about in the South African education system, with special reference to the decentralisation of the supply, management and control of education, have resulted in * the inception of state-aided schools; * a need for new and additiona! financial resources for education; and * a need for increased parent and community participation in education. These, in turn, have led to a urgent need for improved public relations and marketing in schools. The aims of this study were to ascertain why public relations and the marketing of schools have become necessary in the new dispensation of education in South Africa; what the nature of public relations and marketing in schools comprises; what the role, function, area and work method of public relations and marketing officers in schools are; and how the public relations task can be organised and executed in a school and what characteristics the public relations and marketing officer should ideally have. This was done in order to ascertain what the training of public relations and marketing officers in South Africa should encompass and also to enable the researcher to draw up a model and strategies for the best and most economic way in which to rectify the current situation in South African education. It has emerged from this research that the handling of public relations and marketing in the state-aided school in South Africa lies in the proactive creation, development and maintenance of a trusting relationship between all interested parties. It also emerged that managing councils of state-aided school have the right and power to make decisions regarding ordered, purposeful public relations and marketing to the benefit of their schools; and decide about the appointment of officers and/or ,creation of facilities for the training of public relations and marketing officers. Furthermore, schools have a rich source of people potential for public relations and school marketing which can and should be developed. / Educational Leadership and Management / D. Ed. (Education Management)

No description available.

The purpose of this study was to examine Financial Planning and Management in public schools in the Kwa Ndengezi Ward in Kwa Zulu Natal. According to the South African Schools’ Act No 84 of 1996, the School Governing Body (SGB) is responsible for Financial Planning and management in a public school. Each public school must establish the Finance Committee, composed of the chairperson of the School Governing Body, the principal, the treasurer and the finance officer. This committee reports to the SGB on regular basis. The investigation was based on thirty schools in their respective levels; eleven junior primary, six combined primary, seven senior primary and six high schools. The questionnaires were given to the school principals and the chairpersons of School Governing bodies. The most significant findings of the study were as follows: · 85% of schools were satisfied with the way in which they keep their accounting records although no school had a part time or full time bookkeeper. · 85 % of schools did not keep fixed assets registers. · 70% of schools did not conduct stock-taking on furniture and equipment. · 60% of schools did not keep petty cash. · 75% of schools were not satisfied with the conditions of buildings and furniture. · School fees are the main source of schools’ income. · 60% of school principals were not satisfied with the school financial management training they had. · 60% of chairpersons of governing bodies were satisfied about their working relationships with the school principals. Some of the recommendations from the research are as follows: 1. It is necessary for the schools to have persons with good understanding of finance in the finance committees. 2. It is necessary for schools to acquire school management computer software so that they are efficient. 3. It is important for school principals to upgrade their existing knowledge of financial management 4. In order to improve their financial planning and management skills. 5. Other recommendations include cash management, petty cash, working relationships between governing bodies and school principals, financial reporting, fixed asset management, stock management and fundraising. It is the responsibility of the department of education to provide support to the school governing bodies and principals in matters of governance and management. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

The main aim of the study is to determine the views of teachers in the East London district on the influence of quintile-based school categorization on the culture of teaching and learning in No Fee Schools (NFS). The study is motivated by the high rate of underperformance registered by the NFS despite the huge amount of support and intervention directed to them. The study is located in the interpretive paradigm and hence used, was a qualitative approach and case study design. Purposive sampling technique was followed to identify participants. Twelve (12) teachers from three research sites, which are NFS, participated in the study. Data was gathered through observations, document analysis and one-on-one semi-structured interviews, respectively. In each school, a principal, a School Management Team (SMT) member and two Grade 12 teachers were interviewed as participants in order to enrich the study. The study is underpinned by the Social Identity Theory (SIT) which is guided by the pursuit of evaluative positive social identity through positive intergroup distinctiveness, which is, in turn, motivated by the need for positive self-esteem (Tafjel & Tunner in 1979). Thus, according to Hogg (2006), social identity is motivated by self-enhancement and uncertainty reduction, which causes groups to strive to be both better than and distinct from other groups. This theory afforded the researcher the opportunity to understand how teachers’ personal identity and professional identities are influenced by the categorisation status of their schools as well as by their associates. This study revealed that the no fee categorisation status seems to affect the teacher identity and their professional identities which in turn appears to affect the culture of teaching and learning in NFS. This is indicated by data that some of the teachers in NFS seem to be in denial or feel rejected whilst some are proud and embracing teaching in these disadvantaged schools. The study further reveals inadequacy of the funding systems to address lack of resources in NFS means teaches have to provide for these in one way or another. One of the main findings of this study is that various strategies used by the NFS in trying to enhance the culture of teaching and learning in their schools produces differentiated results depending on teacher’s attitudes, commitment, determination and hard work. The study also reveals that teachers from the same communities as the schools in which they work are more dedicated and willing to go an extra mile to plough back. In addition to this, teachers from similar environments seem to be driven by their backgrounds to help and support destitute learners. Amongst the strategies used in schools, matric revision camp, cell phone policy and parenting of learners by teachers are the most effective in terms of enhancing culture of teaching and learning thereby improving matric results. Moreover, the study further divulges that some of the teachers in NFS are committed, motivated and hardworking despite the contextual factors found in these schools. Furthermore, learners in these schools tend to mirror their teacher’s positive attitudes, hard work and determination towards their work which in turn they apply in their own studies. The study concludes with the findings that the teachers in underperforming NFS have to prove their worth to their associates in affluent schools or high performing NFS. Structural committees used at school levels have a positive contribution in the effective implementation of the intervention and support programs directed at NFS.

The objective of this research was to evaluate the district office budgeting process of the Department of Education, Port Elizabeth District, in terms of the Batho Pele principles. The aim of district offices is to satisfy the most basic education needs of people in their respective areas of jurisdiction. Improving service delivery is one of government’s eight priorities as set out in the White Paper on the transformation of the Public Service (South African Government, 1995: 4). The initiative to improve service delivery is called Batho Pele. The main research question to be addressed by this research is: Does the Department of Education experience any problems with its budgeting process to address service delivery? Through a literature survey and empirical study, various conclusions were reached and recommendations made. The bulk of education expenditure takes place within education districts but the controlling, forecasting and budgeting of expenditure takes place at the Provincial Head Office. Most high schools surveyed experience problems with the current funding policy of the Department of Education. The relative poverty of the community around the school impacts negatively on the parent’s ability to support the school. iv The budgeting process of the Department of Education should follow a bottom-up approach to budgeting. Therefore, the district office budget should be informed by the needs of the school and the provincial budget be informed by the district office budget. The management and administrative capacity at the district office need to be developed to ensure effective budgeting.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management) at the Durban Institute of Technology, 2003. / The provincial education departments in South Africa pay the salaries of educators who are appointed by them. A school governing body pays for all other routine expenses incurred in the operation of a school and the employment of staff. Staff not employed by the provincial education department are paid from its school fund, which is subsidised by the state. This subsidy is based on the Norms and Standards for School Funding (South African Schools' Act No. 84 of 1996), which was implemented in January 2000. It provides for the poorest of schools (numbering approximately 40 % of all public school in Kwazulu-Natal) to receive 60 % of the funds allocated for the operational needs of the schools in Kwazulu-Natal. / M

The objective of this study was to find out how a course in School Financial Management should be designed and presented in order to bring about an improvement in the practice of school financial management in disadvantaged schools in the Eastern Cape Province of South Africa. The study was conducted in the interpretive and critical theory paradigms, and employed a qualitative empirical approach. The focus of the research was two cohorts of school leaders taking part in the Advanced Certificate in Education: School Management and Leadership programme at the Nelson Mandela Metropolitan University in Port Elizabeth. The researcher presented a course in Financial Management to both of these cohorts, and employed an action research method in her research, introducing the insights and lessons learned from teaching the first cohort in the design and teaching of the second cohort. Data were collected in various ways, including written assignments of students, class discussions, personal interviews and document analyses. More data were collected during school visits at which the researcher observed the level of financial practice at schools, and could also, from the one-to-one interactions with the students, identify the issues that were still problematic to them. Another aspect of the data gathering process was the detailed analysis of the section on Financial Management in the ACE study material provided by the Department of Education. This enabled the researcher to compare her study material and teaching approach to that of the Department’s study material, so as to ascertain which content and methods of teaching were best suited to bringing about an improvement in practice. The study’s main findings were that designers of such programmes in Financial Management should focus on basic Accounting principles and avoid an overload of content of issues which are “good to know”, but do not contribute to the understanding of Accounting principles necessary for the drawing up of financial statements. The method of teaching should predominantly be an interactive approach based on adult learning principles, with enough time for students to complete certain assignments and activities with feedback by the lecturer. The role v of mentors and of the lecturer visiting schools was emphasised as one of the key ways to assist participants in implementing what they had learned. The most important recommendations emanating from the study were the suggestion that the Department of Education should play a bigger formational role in providing feedback to schools on the financial statements submitted to the Department by these schools, the rethinking of the Department of Education’s module on Financial Management in the ACE for School Principals, and the development of a follow-up course in which all the additional aspects of School Financial Management could be included.

Thesis (MPA.) -- University of Limpopo, 2014 / The South African Schools Act (SASA), 1996 (Act No. 84 of 1996) mandates the establishment of School Governing Bodies (SGBs), whose important roles include the management of school funds. This role includes planning, reviewing, controlling and approving the school budget in accordance with the school's needs. The SGB is ultimately required to account to the Department of Education (DoE), parents and the community for the public funds they manage. However, schools fail to execute this legal mandate effectively and efficiently. Both quantitative and qualitative research methods were employed to complement each other in an attempt to investigate the problems experienced by school governing bodies in executing their financial management functions. Questionnaires, focus group interviews and document reviews were used to gather data. It emerged from the findings of the study that school governors in Mogoshi Circuit are also facing serious financial management problems. Financial management and financial accountability - the sine qua none of effective and efficient management of school finances, pose a challenge. The study found, for example, that the majority of governors in rural areas are elderly people, who are mostly either illiterate or semi-illiterate and lack the capacity to execute their governance roles efficiently and effectively. A once-off or hit and run unaccredited training, which is often provided to the elected SGB members, is relatively not helpful. This inhibits financial accountability. To this end, the study proposed substantial recommendations, which, if implemented, could bring a resolve to the problems and challenges posed.

This thesis is concerned with the implications of the new South African education system based on the South African Schools Act, No. 84 of 1996 for educational performance and learners' enrolment in public schools. Central to the argument are the unfavourable consequences of the charging of school fees at public schools for learners from poor families. This is analysed based on a survey conducted in the Durban Metropolitan area between September and November 1998. As a legacy of apartheid education, inequalities between population groups are still evident (Chapter 1). One of the aims of the Act is the redress of past inequalities and permission to charge fees at public schools is seen as a measure to supplement the resources provided by the State (Chapter 2). Implications of school fees for school finance and redress of past inequalities between ex-departments are often discussed. However, little attention has been given to the impact of charging fees on learners' enrolment, which is the main focus of this thesis. There is a contradiction between permitting the charging of fees at public schools and the insistence on compulsory attendance in the Act. Given the financial constraints of South African schools, most schools are likely to adopt school fees. There may be many learners who may not be able to afford fees. Although the Act provides measures to prevent poor learners from being refused admission, it is questionable whether the measures provided by the Act function properly in practice. There would be poor learners who are effectively excluded from advantaged schools which charge high school fees. Past inequalities would not necessarily be redressed under the new system. As a result ofthe implementation ofthe Act, a kind of semi-privatisation within the public school sector could be introduced (Chapter 3). Analysis based on the research in Durban supports these hypotheses to some degree (Chapter 4). Recent incidents regarding the refusal by some public schools to admit learners on the basis of the parents' inability to pay school fees indicate the importance of this issue. Equal access to a basic education cannot be guaranteed under the current situation. Chapter 5 presents an alternative to the current system. If the State provided all public schools with the minimum operation costs necessary to run daily activities, the school would be able to substitute voluntary contributions for school fees. One possible way to release resources for this purpose is a reduction in personnel expenditure, including an acceptance of much higher pupil/teacher ratios. Although this is a controversial issue, it is inevitable for any society to seek a more productive system if it faces financial constraints. / Thesis (M.T.R.P.)-University of Natal, Durban, 1999.