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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Foundations Of Education at the University Of Zululand, 2018 / This study was about the role awareness of school governing bodies in the recruitment of teachers in UMkhanyakude District. The objectives of this study were: to determine the role of the school governing bodies in the recruitment of teachers in the UMkhanyakude District, to establish whether the school governing bodies in UMkhanyakude are able to perform the task of teacher recruitment and to determine the type of challenges UMkhanyakude District SGBs encounter when recruiting teachers. This was a qualitative research study exploring how SGBs in UMkhanyakude perform their duties regarding teacher recruitment and selection. Purposive sampling was chosen. The SGBs were a target group from 10 schools that were sampled and 10 participants participated. Data collected revealed that there are many challenges the SGBs face in teacher recruitment and selection. The challenge of selecting appropriate teachers was seen as the root cause of all other problems encountered in this critical function SGBs are entrusted with. SGBs were able to point out areas of development like: the role each constituency has to play in the interview committee, the code of conduct for educators, training on recruitment requirements and the human relations and communication. Some of the recommendations made included that the District must provide tailor-make continuous training based on needs and demand. The study also recommends translation of recruitment documents to help them understand. It was also recommended that the appointment of principals should be delegated to the district and not to SGBs. Newly appointed teachers should serve on probation before their permanent posts are confirmed. It was recommended that similar research should be undertaken with a bigger sample and it should be expanded to embrace other districts to increase validity and reliability of results.

Since the new dispensation, all stakeholders in the school are expected to play an active role in the governance of schools. It is not the responsibility of government alone to see that schools are up and running. Parents, educators, non-teaching staff, learners (in Secondary Schools) and the community must also share their ideas on how the school is to be administered. This study has focused on the knowledge that the School Governing Bodies (SGB's) should posses in relation to legislations and the application of the knowledge make an impact in the administration and management of the school in the Klerksdorp-area. For schools to function effectively, the School Governing Bodies need to know that the Constitution (Act 108 of 1996) is the supreme law that has an impact in all education legislations, policies and regulations. Therefore, whatever school policy is to be developed should take cognizance of the Constitution. Central to the study is the SGBs' understanding of their roles and functions as stipulated in the Schools Act, (Act 84 of 1996) to avoid conflict of interest and administer the school efficiently and effectively. It is expected that the SGBs should transfer their knowledge into action by formulating policies that govern the school. By formulating school policies the SGB will then be able to have an influence since clear directions will be stipulated in the school policy on how the school is to be managed and administered. School Governing Bodies, as governors of the school are also accountable to people that elected them. It is their responsibility to provide feedback to their constituency and to inform them on the progress made. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2007.

The UKSG was a government-funded initiative that provided a high-quality, multi-sport event for the UK s elite young athletes of school age over a six-year period. At time of investigation, the event addressed six objectives (both developmental and operational in focus) through eight Olympic sports. Operational targets ensured that athletes were selected to compete at the UKSG. Developmental targets were indirectly linked to the event and made use of the UKSG profile to drive forward other youth related projects, such as the National Competition Framework (NCF). This study explored the outcomes of these objectives, whilst understanding the relationship between the Youth Sport Trust (YST) and eight sports, and locating the implementation of the UKSG within a broader analysis of the policy process for youth / school sport. The study utilized various policy process and implementation concepts to support analysis of findings. In particular, bottom-up and top-down theories of policy implementation and the advocacy coalition framework, policy networks and multiple streams approaches proved particularly useful as heuristic devices or useful points of comparison in the analysis of stages of policy process. The findings from the three case study sports (supported by the data collected from the five other investigated sports) made for interesting conclusions in relation to the three research questions: 1). What are the key impacts of the UKSG on the competition structures of the eight sports? 2). What is the relationship between the key organisations involved in the UKSG and the NCF? And 3). What is the perceived role of each of the organisations involved in the UKSG and the NCF? Through investigating the eight sports approach to the six UKSG objectives, empirical evidence was collected that related specifically to the sport s approach to youth competition and their newly established NCF (objectives two and three). Evidence identified these objectives as the most challenging of the six to address, due to the looseness of their definition and scope for reinterpretation across and within the sport organisations. With this flexibility came differences in inter-organisational power (between home country NGBs and School Sport Associations) and therefore policy implementation. This inevitably led to mismatches in policy expectations of the YST and policy outcomes delivered by the sports. The study moves on to reveal that the six UKSG objectives proved capable of challenging, and in some cases, changing NGB behavior, albeit through several different implementation approaches. In particular, the UKSG was a programme that supported the positive development of home country NGB and School Sport Association communication and working practices.

Organisational sustainability is associated with the concept of organisational development, which emanates from the resources and capabilities that the organisation has in place. Sustainable organisations possess a strategic system, which is reliant on sustainable resources, and good capabilities that lead to strategic success. This study sets out the extent to which the Egyptian National Olympic Committee (ENOC) and its members the National Federations (NFs) are able to create organisational sustainability. The purpose of this research is to empirically study organisational sustainability and to provide insight into its creation within NFs. It has used a mixed-methods strategy that involved two phases. The first, a thematic analysis, identified the characteristics of the sustainable National Federation. It was undertaken by carrying out semi-structured interviews with ENOC and NF board members, experts, and NF consultants to generate the benchmarks or the requirements needed for sustainable National Federations. The second phase used the Readiness Assessment Tool (RAT) (Robinson and Minikin, 2011) in investigating the organisational development pillars based on the resources and capabilities of the Egyptian NFs (organisations that are responsible for developing the overarching performance of the ENOC). The findings indicated that the NFs included in this study need to develop further in terms of resources and capabilities in order to improve their readiness for sustainability. At their current levels of development, they do not exhibit the necessary or sufficient characteristics to become sustainable sports organisations. In other words, the research reveals that the NFs under investigation are not sufficiently developed to establish organisational sustainability due to their limited resources and low levels of capabilities. The study contributes to the body of knowledge by providing a better understanding of organisational sustainability in NFs. In addition, it creates the characteristics, or the requirements needed for a sustainable NF. Furthermore, it offers the first evidence to suggest that Egyptian NFs need more improvements in terms of resources and capabilities to create a strong sports system leading to sustainable success.

<p>This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.</p>

<p>This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.</p>

Since the new dispensation, all stakeholders in the school are expected to play an active role in the governance of schools. It is not the responsibility of government alone to see that schools are up and running. Parents, educators, non-teaching staff, learners (in Secondary Schools) and the community must also share their ideas on how the school is to be administered. This study has focused on the knowledge that the School Governing Bodies (SGB's) should posses in relation to legislations and the application of the knowledge make an impact in the administration and management of the school in the Klerksdorp-area. For schools to function effectively, the School Governing Bodies need to know that the Constitution (Act 108 of 1996) is the supreme law that has an impact in all education legislations, policies and regulations. Therefore, whatever school policy is to be developed should take cognizance of the Constitution. Central to the study is the SGBs' understanding of their roles and functions as stipulated in the Schools Act, (Act 84 of 1996) to avoid conflict of interest and administer the school efficiently and effectively. It is expected that the SGBs should transfer their knowledge into action by formulating policies that govern the school. By formulating school policies the SGB will then be able to have an influence since clear directions will be stipulated in the school policy on how the school is to be managed and administered. School Governing Bodies, as governors of the school are also accountable to people that elected them. It is their responsibility to provide feedback to their constituency and to inform them on the progress made. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2007.

This study set to investigate how School Governing Bodies (SGBs) currently execute financial accountability. This is because schools are funded mostly from public funds, and are directed to be accountable to stakeholders by the South African Schools Act No. 84 of 1996 and the Public Finance Management Act No. 1 of 1999. This means that school financial accountability is a legal requirement in terms of the laws relating to school governance and public finance management. Financial accountability, entails reporting to stakeholders in terms of how funds have been expended in relation to the mandate given to the school's accounting officer. In the case of schools, this combines the school principal and the SGB. This implies the implementation of financial accountability elements namely, financial planning, controlling, monitoring and reporting. The empirical research quantitatively used the questionnaire and qualitatively used interviews to investigate how SGBs practiced financial accountability. While the quantitative survey revealed that SGBs were financially accountable, the interviews provided insight into the phenomenon, which indicated gaps in school financial accountability namely: lack of capacity to perform financial accountability functions; poor monitoring of schools' financial management and accountability performances, both by Departmental officials and schools themselves; poor adherence to policy prescriptions as provided for in the South African Schools Act and the Public Finance Management Act. It is therefore recommended that SGBs should explore simplification of financial accountability language to suit the parents' level of understanding; principals and educators need capacity -building to be able to handle communication with parents who are not educated; Departmental officials constantly to monitor and support schools in their financial accountability processes; and that Departmental Units should establish information 'feeding' channels so as to identify needs for development and support across the units, so as to intervene timely in areas needing intervention, and principals need to establish peer - assistance networks at local level so as to learn from examples of good practices from their colleagues. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study set to investigate how School Governing Bodies (SGBs) currently execute financial accountability. This is because schools are funded mostly from public funds, and are directed to be accountable to stakeholders by the South African Schools Act No. 84 of 1996 and the Public Finance Management Act No. 1 of 1999. This means that school financial accountability is a legal requirement in terms of the laws relating to school governance and public finance management. Financial accountability, entails reporting to stakeholders in terms of how funds have been expended in relation to the mandate given to the school's accounting officer. In the case of schools, this combines the school principal and the SGB. This implies the implementation of financial accountability elements namely, financial planning, controlling, monitoring and reporting. The empirical research quantitatively used the questionnaire and qualitatively used interviews to investigate how SGBs practiced financial accountability. While the quantitative survey revealed that SGBs were financially accountable, the interviews provided insight into the phenomenon, which indicated gaps in school financial accountability namely: lack of capacity to perform financial accountability functions; poor monitoring of schools' financial management and accountability performances, both by Departmental officials and schools themselves; poor adherence to policy prescriptions as provided for in the South African Schools Act and the Public Finance Management Act. It is therefore recommended that SGBs should explore simplification of financial accountability language to suit the parents' level of understanding; principals and educators need capacity -building to be able to handle communication with parents who are not educated; Departmental officials constantly to monitor and support schools in their financial accountability processes; and that Departmental Units should establish information 'feeding' channels so as to identify needs for development and support across the units, so as to intervene timely in areas needing intervention, and principals need to establish peer - assistance networks at local level so as to learn from examples of good practices from their colleagues. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.