The intention with this research was to investigate the challenges facing School Governing Bodies (SGBs) in historically disadvantaged schools with regard to their roles and responsibilities. The investigation departed from the premise of prescriptions of the South African Schools Act and other relevant legislation. From the literature review, it became clear that school governance would not be an easy task for schools, based on the precedence set by the apartheid school governance system. Indeed, it was found that SGBs in previously disadvantaged schools experienced numerous challenges. Decentralisation, stakeholder participation in school governance, SGB membership, determination of school policies requiring specialised knowledge and expertise, and policy-making and implementation were found to encapsulate most of the challenges facing SGBs in their roles and responsibilities. This research, being qualitative and phenomenological, used interviews to focus on some definitive school governance roles and responsibilities. Findings largely confirmed earlier research findings and included challenges such as a poor understanding of the school governance role of promoting the best interests of the school by school governors, the execution of roles and responsibilities being inhibited by poor training and poor capacity building, parent governors lacking knowledge and school governance skills, school governance functions requiring specialised knowledge and skills, a lack of trust, and the influence of suspicion and poor teamwork among school governors. The main recommendation relates to the review of the Schools Act in terms of specialised functions and who should perform them, and increasing the terms of office of school governors to derive maximum benefit from continuity before new members are elected and another cycle of capacity-building is needed. It is further recommended that the roles and responsibilities of school governors be well explained to stakeholders, even before nominations and elections are conducted, so that potential governors know exactly what is expected, and that continuous capacity-building becomes a regular feature at school level, including a school cluster-based programme addressing local school governance challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The current dissertation, Governing families: production of the student problem in school speech, is included in the study field which aims to disnaturalize the relations established between family and school social, historical and cultural constitutions that are used as strategies of the population s management. Based on the school speeches, coming mainly from the Register Book of SOE (Educational Orientation Service), the research points out some strategies performed at school, in order to control, to rule, to govern, to discipline and, to regulate the behavior of students and their families. Such analytical use was constituted from the perspective of Cultural Studies, with a Post-structural branch. The main conceptual tools adopted are the Foucalt s notions of discipline and govern power as well as the rule notion, employed by Edwald (1993). I showed, by means of the analysis of these speeches that the school utilizes the disciplinary instruments hierarchic surveillance, normalizing sanction and exams to govern and to discipline the behavior of its students and their family members. From this strategy, the school ends up producing problematic students, who have become the majority of those students. Another strategy noticed in the school speeches was the one of a risk management. It works from the detection of a risk factor and the actions taken to prevent and/or to manage the possible risks like school evasion, failure and poor school performance. Experts who act not only inside but also outside the school are involved in this process. They provide a scientific guarantee, identifying the risk factors and dealing with them. From the identification of these strategies performed in school, it was possible to perceive a to and fro movement with the family. It is called to school to manage the risk but it is also the target f this risk management. Thus, the family is ruled by the school, too. The speeches still show that this movement happens towards the order. The research proposes some discussions about this relation between the family and the school in our contemporary times. From these considerations it is possible to realize that the surveillance does not only occur for the student but also makes the family a constant object of surveillance. Therefore, the family is included in an increasing discursive net, that scans and fractionates the family relations and make of these space the local (locus) of exams and diagnosis of a conduct which are connected with the production of a supposed student s lack of function. / A presente Dissertação, Governamento das famílias: a produção do aluno problema no discurso escolar, insere-se no campo de estudos que pretendem desnaturalizar as relações estabelecidas entre a escola e a família - constituições sociais, históricas e culturais - que servem como estratégias de gestão da população. Com base nos discursos que circulam na escola, provindos principalmente do Livro de Registros do SOE, a pesquisa aponta para as estratégias operacionalizadas na escola, no sentido de controlar, normalizar, governamentar, disciplinar e regular as condutas dos alunos e de suas famílias. Tal empreendimento analítico foi constituído a partir da perspectiva dos Estudos Culturais, de vertente Pós-Estruturalista. As principais ferramentas conceituais adotadas são as noções foucaultianas de poder disciplinar e governamento, bem como a noção de norma, empregada por Ewald (1993). Mostrei por meio da análise desses discursos que a escola utiliza os instrumentos disciplinares vigilância hierárquica, sanção normalizadora e exame para governamentar e disciplinar a conduta dos alunos e seus familiares. A partir dessa estratégia, a escola acaba produzindo alunos problema , que são cada vez em maior número. Outra estratégia percebida nos discursos que circulam na escola foi a do gerenciamento do risco. Ela funciona a partir da detecção de um fator de risco. Disso decorrem ações que visam a prevenção e/ou o gerenciamento dos possíveis riscos evasão, reprovação, fracasso escolar. Nesse processo, estão envolvidos experts, que atuam tanto dentro quanto fora da escola. Eles dão uma caução científica, identificando fatores de risco, bem como tratando tais fatores. A partir da identificação dessas estratégias operacionalizadas pela escola, foi possível perceber um movimento de mão dupla com a família. Ela é chamada à escola para gerenciar o risco, mas também é alvo desse gerenciamento. Desse modo, a família também é governada pela escola. Os discursos mostram ainda que esse movimento se dá na busca da ordem. A pesquisa propõe também algumas problematizações sobre esta relação entre a família e a escola na contemporaneidade. A partir dessas considerações, é possível perceber que a vigilância não se remete somente ao aluno, mas busca, também, tornar a família um objeto constante do olhar. Ocorre assim a inscrição da família em uma crescente rede discursiva que esquadrinha e retalha as relações familiares. Nesse sentido, esses espaços tornam-se o locus de exames e diagnósticos de condutas que estariam implicadas na produção de uma suposta disfuncionalidade do comportamento do aluno.

O regulador de velocidade tem a função principal de atuar no sentido de aumentar ou diminuir a potência gerada pela turbina quando a velocidade ou freqüência se afasta do valor de referência. Em função da demanda do sistema, o sistema regulador da turbina atua sobre a posição das pás do distribuidor controlando a abertura e conseqüentemente a vazão que chega ao rotor, gerando apenas a energia elétrica necessária para o consumo. O presente trabalho tem como objetivo desenvolver um método para diagnosticar falhas em reguladores de velocidade de turbinas hidráulicas. Baseando-se nas ferramentas de confiabilidade selecionou-se os componentes críticos do sistema para elaborar políticas de manutenção que visam obter maior disponibilidade do sistema. Este trabalho apresenta uma metodologia com as seqüências das atividades que permitem fazer uma análise detalhada e confiável, pois são utilizadas numa ordem lógica e organizada, de forma que o método seja desenvolvido corretamente. A metodologia proposta utiliza as ferramentas de análise de confiabilidade como: Análise de Modos e Efeitos de Falha (FMEA) e Análise de Árvore de Falhas (FTA). O FMEA parte da definição das funções dos sistemas e subsistemas analisados, verificando em seguida as falhas que afetam cada função e todos os modos de falha que levam a cada falha. O FTA é basicamente um método dedutivo que visa identificar as causas ou combinações de causas que possam levar ao evento topo definido. / The speed governing system has the primary function of acting to increase or decrease the power generated by the turbine when the speed or frequency deviation from reference value. According to the system demand, the speed governing system turbine operates on the position of the blades of the distributor controlling the opening and therefore the flow that reaches the rotor, generating only the power required for consumption. This work aims at to develop a method to diagnose faults in speed governing system of hydraulic turbines. The tools of reliability selected critical components of the system to develop policies aimed at keeping achieve greater system availability. This work presents a methodology with a sequence of activities allowing one to make a detailed and reliable analysis, because they are used in a logical order and organized so that the model is developed properly. The proposed methodology uses tools such as reliability analysis: Analysis of Failure Modes and Effects (FMEA) and Fault Tree Analysis (FTA). The FMEA part of the definition of the functions of systems and subsystems analyzed, then verifying that the flaws affect every function and all modes of failure that led to each failure. The FTA is basically a deductive method that aims at identifying the causes of combinations of causes that could lead to top event defined.

Decentralization of governance is one of the many reforms that has been undertaken by the Department of Education in the Republic of South Africa since the attainment of democracy in 1994. The concept of decentralisation originates from the belief that the state alone cannot control schools, but should share its power with other stakeholders, particularly those closer to the school, on a partnership basis (Marishane, 1999:78). The South African Schools Act (SASA) No 84 of 1996 mandates the establishment of democratic structures of school governance in all schools (RSA, 1996a, section 16). According to the South African Schools Act No 84 of 1996, School Governing Bodies have been mandated to be responsible for the recommendation of teachers for appointment through interviews. This study was conducted in the Libode District in the Eastern Cape. Libode is composed of rural villages which are characterised by poverty, a high rate of unemployment and illiteracy. Many schools in the Libode district of education are experiencing problems emanating from the recruitment of teachers carried out by the SGBs. Interviews conducted by the SGBs are more often than not nullified and the selection and interview processes have to be repeated. They (SGBs) fail to defend their recommendations with valid facts when challenged by union representatives or by candidates themselves. The major concern of this study is to investigate the stakeholders' perceptions of the involvement of school governing bodies in the appointment of teachers in Libode district. A qualitative approach was employed for this research study. Purposive sampling was used for sampling the schools from which interviewees were selected. There were 14 respondents in the sample. Three (3) school principals , three teachers, three (3) teacher candidates, one SADTU teacher, one NAPTOSA teacher, two (2) SGB parents from the parent component and two (2) circuit managers were interviewed. The case study research design was employed to explore the perceptions of the stakeholders regarding teacher appointments. This research employed three data collection techniques, namely semi-structured interviews, documents analysis and observations. The main findings of this study reveal that the involvement, or participation, of the SGBs (parent components) in the recruitment of teachers is the source of conflict and disputes. The SGBs lack capacity, capacity to draft criteria for shortlisting qualified teachers, and capacity to conduct interviews properly and fairly. Findings suggest that problems still exist around SGBs' knowledge of Policies and Acts that enshrine procedures pertaining to teacher recruitment. In conclusion, from the findings, it appears premature for the system to mandate this professional function of teacher recruitment to the office of the SGBs.

Proper control and management of a school is the difference between a functional and a dis-functional school. The importance of a good relationship between a principal and the governing body, for the proper functioning of a school, cannot be emphasized enough. This relationship can often be impaired by interference from the department of education acting as the principal’s employer. The principal will receive one assignment from the department and another assignment from the governing body, contrary to the assignment of the department. Section 16(2) of the Schools Act stipulates that a governing body stands in a position of trust towards the school. This provision also applies to the principal, as a member of the governing body. The principal can thus receive conflicting assignments from the department and the governing body because their interests differ. Section 23(1) of the Constitution states that “Everyone has the right to fair labour practice”. The Constitution does not define “fair labour practice”. The definition that applied when the Constitution was written, was the definition contained in the Labour Relations Act 1991. It can be argued that the legislature had this definition in mind when section 23(1) was drafted. Should the definition be accepted one can argue that the department is placing the principal in an intolerable work situation, because in terms of legislation, the principal is expected to give effect to two conflicting commands. The principal will either give effect to the department`s wishes out of fear for a disciplinary hearing should he not obey his employer, which goes against his obligation in terms of section 16(2), or he will choose to act in accordance with section 16(2) and place the interests of the school above the interests of the department and disregard his duty as an employee of the department. In both these situations the employment relationship between the principal and department will be affected adversely and constitute an unfair labour practice and an infringement of the principal’s right in terms of section 23 of the Constitution. This dissertation sets out the different functions and roles of the parties involved in education. As in any relationship, conflict is inevitable, and the relationship between the Department of Education, the school principal and the school governing body is no different. The different causes of these conflict situations are discussed and possible solutions suggested. This research study represents just one of many approaches to this subject, but sheds some light on various obstacles in the education system that have not previously existed, while offering a platform for further research and solutions. / Dissertation (LLM)--University of Pretoria, 2013. / Private Law / unrestricted

The purpose of this study is to investigate policies regarding second home planning in the Swedish municipalities. To do so content analysis was conducted on the regulation document called översiktsplan (translated into English layout plan, land-use plan or sketch plan) of all 290 Swedish municipalities. The ´översiktsplan´ is a document containing directions, policies, guidelines and recommendations for land use in the municipality. Swedish law dictates that all municipalities must have such a document.   This study addresses the phenomenon second homes and second home tourism in the perspective of the destination, in this study represented by the Swedish municipalities regulation document called översiktsplan. Previous research has been taken into account, both concerning Sweden, the Nordic countries and countries in different parts of the world, to describe the phenomenon. The study aims to describe municipality´s characteristics and to analyse the geographical placement of the municipality. This is done by plotting a map over Sweden with the municipalities classified depending on their degree of policies regarding second homes. Then, a comparison with the Swedish Association of Local Authorities and Regions classification of Swedish municipalities 2017 was made to analyse the characteristics of municipalities having policies for second homes.   Of the 290 (100 %) Swedish municipalities there are 217 (74,8 %) that have made policies and preparations regarding second homes and these directions are shown in the översiktsplan. The result shows a clear pattern within the Swedish municipalities regarding directions, policies, guidelines and recommendations concerning second homes. Municipalities containing a minor urban area that accommodate less than 40 000 inhabitants and geographically placed nearby an urban area containing more than 40 000 inhabitants, nearby a ski resort or by the shoreline do have a higher preparation and planning regarding second homes.

This ethnography draws upon fieldwork experiences in South Manchester, England. The central theme is an exploration of the everyday relatedness of mothering practices, class, space and belonging. I examine mothering as practiced in both the politics of state intervention and through the mundane experiences of women living in a specific social space: the Wythenshawe Council Estate.This research explores how support programs for raising children and a specific home-visiting volunteer project to support mothers promote the production and reproduction of a particular kind of moral citizen (individualised, autonomous, and disciplined selves). I argue that volunteering schemes come to play a key role as government technology. Women volunteers who live in the community in which they volunteer (indigenous experts) come to act as a model for other local women, who are usually defined by the authorities (professional experts), as lacking the right kind of knowledge The volunteers are thus challenged to enhance and empower their neighbors and friends. However, this transmission does not occur in a linear fashion, but in quite subversive ways. While local women are actively involved in the use and appropriation of the resources provided by these programs, at the same time, they resist and transform them according to their own needs and desires.I also argue that mothering functions as metaphor and metonym for the imagined nation-state. The experience of living on the Estate is not just a physical act, but a permanent negotiation of who you are as a person in the defined social space of the Estate. I learned what it means to belong to Wythenshawe through its spatiality, but I also learnt a particular mode of belonging through my own racial and class background. My experiences of being a Latin-American ethnographer living on the Estate, whose population is mostly white and living on low income, significantly shaped my fieldwork experiences

Masters in Public Administration - MPA / In Wallacedene, the researcher became aware that minimum parental participation in school activities had reached alarming standards. This is related to learner performance which is of concern to educators, principals and education department officials. Parents are expected to perform certain roles in the governance of schools for the improvement of the quality of education in public schools. Parents are not honouring their obligatory responsibility of participation as required in terms of the public schools governing legislation. The research focused on parental involvement in primary schools in Wallacedene examining both the nature and extent of parental involvement in school governance. This study followed the qualitative approach to determine if parents are involved in school activities and governance. Questionnaires, interviews and document analysis were utilized for data gathering. Participants were members of the School Governing Bodies (SGB) of the three primary schools in the Wallacedene area. From the data gathered, the findings of the study indicated that parents in the townships of the Wallacedene area are not involved in school activities and governance. Issues of skills deficiency, low literacy levels, language barriers and socio-economic conditions seem to limit parental involvement in school governance. This study proposes possible recommendations to assist the school-based personnel and parents in developing and maintaining stronger and greater participation in school governance.

A thesis submitted in fulfilment of the requirements for the degree of DOCTOR of EDUCATION in the department of Educational Psychology in the FACULTY OF EDUCATION at the UNlVERSITY OF ZULULAND, 1998. / This study involves an investigation of governing bodies' perspectives on a culture of teaching and learning. An attempt was made to determine if governing bodies are adequately trained to play a meaningful role in the re-establishment of a culture of teaching and learning at schools. The literature study discloses that education in South Africa is going through a crisis. It is common knowledge that the culture of teaching and learning has almost disappeared in its entirety in many schools. Schools are characterised by an anti-academic attitude by teachers as well as pupils. Many parents seem to be helpless when confronted with problems related to their children's schooling. Their only hope rests in governing bodies' and principals' initiatives to re-establish a culture of teaching and learning. Governing bodies and principals therefore have a vital role to play in creating a culture of teaching and learning. In the interest of the education of children, they need to work in concert with each other. Their working together is a collaborative act, marked by cooperation and support for each other. The investigation proved that governing bodies have not been adequately trained to deal with problems associated with the culture of teaching and learning. Despite the South African Schools Act, 1996 (Act No.84 of 1996) ushering in a new era of parental involvement in school governance, parents were not systematically empowered to deal with their new responsibilities. The failure of the Department of Education to embark on a meaningful capacity-building programme for school governors has inhibited governing bodies' contribution towards education. For the purpose of the empirical investigation a self-structured questionnaire for parent governors was utilised. The questionnaires that were completed by parent governors were analysed and thereafter the data that was obtained was processed and analysed. This study has confirmed that governing bodies were not adequately trained to play a meaningful role in the re-establishment of a culture of teaching and learning at schools. In addition to the empirical survey, personal interviews with members of governing bodies were conducted. In conclusion a summary was presented and based on the findings of this study, the following are some of the recommendations that were made: * All governing bodies should develop and enforce a code of conduct which will provide a set of guidelines to regulate the behaviour of pupils so that a disciplined and purposeful environment is established at schools to facilitate effective teaching and learning. * All teachers should be governed by a code of conduct that will prohibit unprofessional behaviour. * Governing bodies should offer incentives to principals and teachers who introduce innovative ideas and methods to promote the culture of teaching and learning. * Through structured education programmes governing bodies must prepare parents to assume responsibility for the education of their children.

This research was conducted in the Sekhukhune District in Limpopo Province with a particular focus on the Department of Education's Malokela circuit. The main purpose of this study was to probe how school governing body (SGB) stakeholders work collaboratively to manage school finances and implement finance policy effectively in the public schools of Limpopo Province. The following research question was used to investigate the problem: How collaboratively do school governing bodies (SGBs) govern the financial affairs of public primary schools in the Malokela Circuit of Limpopo Province? It is in the interest of schools and their learners that SGB stakeholders work collaboratively to effectively manage school finances and properly implement finance policies. The identified problem was investigated by means of a qualitative research approach, using semi-structured interviews with a purposive sample from two selected public primary schools in the Malokela Circuit in Limpopo Province. The qualitative research approach was considered suitable because the study was intended to be an exploratory one aimed at gaining a better understanding of a phenomenon. The case study was used as a research design; it was assumed to be more appropriate for this research because it helped the researcher understand how people interact with, and relate to, one another. The research findings revealed that governing bodies in public primary schools are faced with many problems which, among others, include levels of education of stakeholders, especially parents, and their lack of knowledge and the skills needed to execute their duties when they are required to perform their roles and carry out their responsibilities in managing school finances. In order for public schools to meet these challenges successfully, this research makes a number of recommendations based on conclusions reached from findings. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted