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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
41

Assessing the performance of school governing bodies of selected farm schools in the Limpopo Province

Segwapa, Makgato Phillip 30 September 2008 (has links)
This research was conducted in the Waterberg District with particular focus on the Nylstroom Circuit. The primary aim of this research was to assess the performance of farm school governing bodies in the Limpopo Province. The farm schools that were selected for this purpose were in the Nylstroom Circuit since it had a number of farm schools. The school governing body members such as the chairpersons, the principals and educators in the governing bodies of those farm schools participated in this study. The primary data collection method used in this research was semi-structured interviews. Participant observations were carried out on the sites before the interviews were conducted. Documents were analysed at the randomly selected schools. This research revealed that many farm school governing bodies cannot perform their duties because of various challenges such as poverty, illiteracy, lack of time off from work and the long distances that have to be travelled to meetings. In order for these farm schools to overcome these challenges, this research made a number of recommendations, based on the conclusions reached. / Educational Studies / (M.Ed. Educational Management))
42

An analysis of the nature of parental involvement in school governance.

Qonde, Gwebinkundla Felix January 2000 (has links)
The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either &quot / consumer market&quot / or &quot / citizen equity&quot / visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions.
43

Uma proposta de avaliaÃÃo da execuÃÃo orÃamentÃria do estado do CearÃ: a eficÃcia do gasto pÃblico por secretaria de governo / A proposed evaluation of budgetary execution in the state of CearÃ: the effectiveness of spending public by Secretary of Government

Isabelle Pinto CamarÃo Menezes 10 January 2014 (has links)
nÃo hà / Considerando a importÃncia da eficÃcia na gestÃo do OrÃamento PÃblico, objetivou-se verificar o perfil da execuÃÃo orÃamentÃria nas diversas secretarias do governo do Estado do Cearà entre 2008 e 2011, com o intuito de subsidiar os gestores pÃblicos em seu processo de tomada de decisÃo. Dados dos sistemas corporativos da Controladoria e Ouvidoria Geral do Estado, compreendendo os valores autorizados em Lei OrÃamentÃria e empenhados, foram combinados a modelos economÃtricos com dados em painel e quatro diferentes tÃcnicas de estimaÃÃo, para investigar o que se definiu como eficÃcia da execuÃÃo orÃamentÃria de um ÃrgÃo de governo. Os resultados das estimaÃÃes permitem inferir com elevado grau de robustez que: i) a expertise do ÃrgÃo na gestÃo dos recursos determina positivamente a eficÃcia nos exercÃcios subsequentes; ii) o nÃmero de constataÃÃes de auditoria à um obstÃculo à eficÃcia na execuÃÃo dos recursos e iii) a participaÃÃo dos convÃnios nÃo contribui com a elevaÃÃo da eficÃcia na gestÃo dos recursos autorizados Ãs secretarias. Em conjunto, os resultados sugerem que a transferÃncia de tecnologia entre os ÃrgÃos de governo se mostra como a principal estratÃgia a ser seguida pelos gestores pÃblicos estaduais. / Considering the importance of effectiveness management of the public budget, aimed to verify the profile of budget execution in the various departments of the Cearà State Government between 2008 and 2011, in order to subsidize public managers in their decision making process. Data from enterprise systems of the General Comptroller and Ombudsman of Cearà State, including amounts authorized and committed in Budget Law, were combined a econometric models with panel data and four different estimation techniques to investigate what was defined as efficient of budget execution at an organ of government. The estimation results allow us to infer with a high degree of robustness: i) the expertise of the Board in the management of resources positively determines the efficient in subsequent years, ii) the number of audit findings is an obstacle to the efficient enforcement resources and iii) the covenants participation does not contribute to increase the efficient in the management of resources committed to the departments. Together, the results suggest that technology transfer between government bodies shown as the main strategy to be followed by state public managers.
44

Investigation into the financial problems of School Governing Bodies in Mogoshi Circuit, Capricorn District Limpopo Provice of South Africa

Manamela, K P January 2014 (has links)
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.
45

The application of performance management in Section 21 secondary schools in Tshwane / Nicolaas Johannes Booyse

Booyse, Nicolaas Johannes January 2013 (has links)
Parents, together with the learners, are the customers and therefore major stakeholders of schools. The management of performance is vital for these stakeholders to ensure the most effective application of their resources. Therefore, this research on how SGBs and SMTs in Section 21 Schools apply performance management, at school level, to ensure effective management of the school and its resources was undertaken. Other key questions were: Which performance management tools do these schools use and what are the perceived benefits, gained by the application of performance management at school level? The research was supported by a detailed literature review covering education in South Africa, performance management and the available frameworks to evaluate the application of performance management and to gain a base for the analysis of the empirical data. Qualitative research was chosen as the preferred method of research since this was an exploratory study and qualitative research allowed key factors to emerge. Purposive sampling was used to select the participants in order to obtain insight into the application of performance management and participants‟ perspective of the benefits gained by applying performance management. Interviews were conducted with the principals and a parent representative of each of the SGBs at these schools. An interview guide was used to guide the interviews. The findings showed that all the schools under investigation made use of the Integrated Quality Management System. Participants however agreed that this system was not adequate and they needed to add their own performance management tools in order to maintain their current performance and position as prestigious schools. Although all participating schools were using some form of benchmarking, setting goals and targets, measuring learners‟ performance on all activities and measuring learners‟ behaviour, the findings also revealed that most of the schools did not implement a formal system covering all the dimensions of a school. It was evident from the findings that most of the participating schools benefitted from the application of performance management in the form of effective management and personnel development. Findings from the evaluation of the performance management systems revealed that the implementation of performance management systems is seldom carried through to the final stages and information is not always used to draft strategy in order to improve performance. It was concluded that SGBs and SMTs of the participating schools complied with some requirements indicated in literature to apply performance management systems. However most of the methods or systems are not fully implemented and there are many shortcomings. The findings suggested that the Integrated Quality Management System is reviewed by the Department of Basic Education. Furthermore, it also suggested that schools need to create formal procedures and policies in order to ensure the complete and effective application of performance management and establish a clear link between performance measures and the overall strategy of the school. The study also suggested that the schools‟ management have to design a performance management system, incorporating all the dimensions of their school and refrain from focusing only on incentives. / MCom (Management Accountancy), North-West University, Potchefstroom Campus, 2013
46

The application of performance management in Section 21 secondary schools in Tshwane / Nicolaas Johannes Booyse

Booyse, Nicolaas Johannes January 2013 (has links)
Parents, together with the learners, are the customers and therefore major stakeholders of schools. The management of performance is vital for these stakeholders to ensure the most effective application of their resources. Therefore, this research on how SGBs and SMTs in Section 21 Schools apply performance management, at school level, to ensure effective management of the school and its resources was undertaken. Other key questions were: Which performance management tools do these schools use and what are the perceived benefits, gained by the application of performance management at school level? The research was supported by a detailed literature review covering education in South Africa, performance management and the available frameworks to evaluate the application of performance management and to gain a base for the analysis of the empirical data. Qualitative research was chosen as the preferred method of research since this was an exploratory study and qualitative research allowed key factors to emerge. Purposive sampling was used to select the participants in order to obtain insight into the application of performance management and participants‟ perspective of the benefits gained by applying performance management. Interviews were conducted with the principals and a parent representative of each of the SGBs at these schools. An interview guide was used to guide the interviews. The findings showed that all the schools under investigation made use of the Integrated Quality Management System. Participants however agreed that this system was not adequate and they needed to add their own performance management tools in order to maintain their current performance and position as prestigious schools. Although all participating schools were using some form of benchmarking, setting goals and targets, measuring learners‟ performance on all activities and measuring learners‟ behaviour, the findings also revealed that most of the schools did not implement a formal system covering all the dimensions of a school. It was evident from the findings that most of the participating schools benefitted from the application of performance management in the form of effective management and personnel development. Findings from the evaluation of the performance management systems revealed that the implementation of performance management systems is seldom carried through to the final stages and information is not always used to draft strategy in order to improve performance. It was concluded that SGBs and SMTs of the participating schools complied with some requirements indicated in literature to apply performance management systems. However most of the methods or systems are not fully implemented and there are many shortcomings. The findings suggested that the Integrated Quality Management System is reviewed by the Department of Basic Education. Furthermore, it also suggested that schools need to create formal procedures and policies in order to ensure the complete and effective application of performance management and establish a clear link between performance measures and the overall strategy of the school. The study also suggested that the schools‟ management have to design a performance management system, incorporating all the dimensions of their school and refrain from focusing only on incentives. / MCom (Management Accountancy), North-West University, Potchefstroom Campus, 2013
47

An analysis of the nature of parental involvement in school governance.

Qonde, Gwebinkundla Felix January 2000 (has links)
The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either &quot / consumer market&quot / or &quot / citizen equity&quot / visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions.
48

Die rol van skoolbeheerliggame in die aanbeveling van prinsipale aanstellings : uitdagings vir plattelandse skole

Van der Colff, Jannie 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The democratic elections in South Africa in 1994 were followed by far-reaching changes. Legislation was changed to entrench the democratic principles of the young democracy and to involve South African communities in decision-making. For example, the South African Schools Act (84 of 1996) was introduced to promote democracy and to transform society. It merged the different pre-1994 education departments, to build an education system on a non-discriminatory basis, to protect the education rights of learners and to give parents more power in school governance. The introduction of school governing bodies with certain powers and responsibilities was a significant step towards the decentralisation of power in the South African school system. The aim of the study was to explore the role of school governing bodies in recommending candidates for appointment as school principals and to establish what challenges they experienced. A qualitative research design was used to answer the research question. Personal interviews were held with eight governing body members of two schools and a departmental official. Data was generated by semi-structured questions, enabling participants to share their experiences and perceptions of the recommendation process. The data was subsequently analysed and findings stated. The literature review in Chapter 2 revealed huge challenges for parents on governing bodies, especially in previously disadvantaged schools, with parents‟ illiteracy as a key factor. The school governing bodies that participated in the study were heavily dependent on the guidance of the departmental official. They moreover admitted that they were unable to carry out the recommendation process without the official‟s guidance. Secondly, the research findings showed that the governing body members had little knowledge of education policies and were inadequately trained. This study attempted to gain a deeper understanding of the school governing bodies‟ perspectives of their own abilities. Despite the challenges they experienced, they believed that they were able to fulfil their duties and that they did not need any schooling to serve on the school governing body. The results indicate that the literacy levels of members of school governing bodies nevertheless do play a role in their ability to carry out their duties and activities and that more intensive training is needed to enhance their capacity. / AFRIKAANSE OPSOMMING: Na die demokratiese verkiesing in 1994 het grootskaalse veranderinge in Suid-Afrika plaasgevind. Wetgewing is verander om gestalte te gee aan die demokratiese beginsels van die jong demokrasie en om die Suid-Afrikaanse gemeenskap te betrek in sekere besluitnemings. Die Suid-Afrikaanse Skolewet (84 van 1996) is byvoorbeeld ingestel om demokrasie te bevorder en om die Suid-Afrikaanse samelewing te transformeer. Dit het die verskillende onderwysdepartemente van voor 1994 verenig om die onderwysongelykhede van die verlede reg te stel, leerders se regte ten opsigte van opvoeding te beskerm en die ouergemeenskap groter inspraak in en deelname aan skoolbeheer te gee. Skoolbeheerliggame is ingestel met sekere magte en verantwoordelikhede. Die vestiging van skoolbeheerliggame verteenwoordig ʼn betekenisvolle desentralisasie van mag in die Suid-Afrikaanse skolestelsel. Hierdie navorsing het beoog om die rol wat skoolbeheerliggame speel in die aanbeveling van kandidate vir aanstelling as prinsipale in skole na te vors en vas te stel watter uitdagings hulle ervaar. Om die navorsingsvraag te beantwoord, is ‟n kwalitatiewe navorsingsontwerp gebruik. Data is verkry deur persoonlike onderhoude te voer met agt lede van twee skole se skoolbeheerliggame en een departementele amptenaar. Semi-gestruktureerde vrae het deelnemers in staat gestel om hul eie ervarings en persepsies van die aanbevelingsproses te beskryf. Daarna is die data ontleed en bevindings gemaak. Die literatuurstudie in hoofstuk 2 dui aan dat daar groot uitdagings is vir ouers op skoolbeheerliggame, veral in voorheen benadeelde skole, as gevolg van die ongeletterdheid van die ouers. Die skoolbeheerliggame in hierdie studie toon groot afhanklikheid van die hulp van die departementele amptenaar en erken selfs dat hulle nie die aanbevelingsproses sonder die hulp van dié amptenaar sou kon uitvoer nie. Tweedens is daar ook bevind dat die skoolbeheerliggame min kennis het van onderwyswetgewing en dat hul opleiding baie gebrekkig is. Hierdie studie het ook gepoog om ʼn dieper insig te verkry van die skoolbeheerliggame se perspektiewe van hul eie vermoëns. Ten spyte van die tekortkominge wat die lede van die skoolbeheerliggame ervaar, glo hulle dat hulle opgewasse is vir die taak en dat hulle geen skolastiese opleiding benodig om in ‟n skoolbeheerliggaam te dien nie. Die resultate toon egter dat die geletterdheidsvlakke van die lede van skoolbeheerliggame wel ʼn rol speel in die uitvoering van hul pligte en werksaamhede en dat meer intensiewe opleiding nodig is om hul kapasiteit te verhoog.
49

Assessing the performance of school governing bodies of selected farm schools in the Limpopo Province

Segwapa, Makgato Phillip 30 September 2008 (has links)
This research was conducted in the Waterberg District with particular focus on the Nylstroom Circuit. The primary aim of this research was to assess the performance of farm school governing bodies in the Limpopo Province. The farm schools that were selected for this purpose were in the Nylstroom Circuit since it had a number of farm schools. The school governing body members such as the chairpersons, the principals and educators in the governing bodies of those farm schools participated in this study. The primary data collection method used in this research was semi-structured interviews. Participant observations were carried out on the sites before the interviews were conducted. Documents were analysed at the randomly selected schools. This research revealed that many farm school governing bodies cannot perform their duties because of various challenges such as poverty, illiteracy, lack of time off from work and the long distances that have to be travelled to meetings. In order for these farm schools to overcome these challenges, this research made a number of recommendations, based on the conclusions reached. / Educational Studies / (M.Ed. Educational Management))
50

Parental involvement in the governance of secondary school in Eritrea: Current trends and future possibilities

Sebhat, Kidanemariam Menghistu January 2003 (has links)
Magister Educationis - MEd / This study was designed to investigate the current policies and practices of secondary school governance in Eritrea. There is a basic need to investigate the nature of parental involvement in school governance, particularly in relation to policies enshrined in the Parent Teacher Association (PTA) guidelines. The study examined the parents' commitment to execute their school governance role properly and to determine their capacity to fulfil their responsibilities with respect to the powers and functions vested in them. Education was merely the domain of the school and parents were discouraged from interfering in matters of school governance, therefore parental participation has been very limited. Thus, the focus of the study was to investigate the prevailing problems that curtail parental involvement and identify appropriate strategies for improving and strengthening school governance. / South Africa

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