The introduction of school governing bodies provided the communities with an opportunity to play a significant role in the organisation and governance of the schools. This involvement of significant stakeholders is purported to oversee that schools offer education of high quality to the learners. However, school governance is a legal responsibility, which requires skills, knowledge and expertise to ensure that SGB members will be able to fulfil the concomitant legal duties. The aim of the study was to investigate the impact of SGBs' capacity on school governance in three rural schools in the Moretele District. The findings revealed that SGBs' knowledge and understanding of their roles and responsibilities, and the type of training they receive have a marked effect on their functionality. There is also a need to recruit SGB members with a particular level of education, knowledge, understanding and expertise to minimize the chances of failure. / Educational Studies / Thesis (M. Ed.)

Corporate governance has received considerable attention over the past few decades especially after several corporate scandals and global financial crises surfaced. It is a tool that ensures the wealth maximization interest of shareholders (Grove & Clouse, 2015; Gupta, 2015). Several studies on corporate governance have been made around the world, mostly in the context of developed nations. These have made significant contributions to the corporate governance literature and practice. However, there is scant research that addresses corporate governance issues in the context of emerging economies. In terms of applicability, it is important to view corporate governance not as a whole but in the context of specific fashion due to the economic, political, social and cultural differences among countries. In spite of the numerous studies in the subject and their contributions, a significant gap exists in our understanding of the relationship between corporate governance structure, process and board performances. Most of the prior studies focused on board structure giving much less emphasis to the board process- the missing link. By way of addressing the gap and providing a broader understanding of the relationship among the corporate governance variables, this study, among others, explored how board structure and board process influence the board performance in an emerging market economy context. Board performance has hardly been explored in this setting and this study tries to contribute to the existing literature by examining the antecedents of the boards‟ performance. The antecedents are positioned in the second order constructs that include the board structure and the board process. The antecedents with the board structure go beyond the usual variables of size, CEO duality and the outside/inside directors‟ ratio. A mixed method approach was used in the collection and analysis of the data. Both quantitative and qualitative data were collected from private and public banks‟ governing bodies and various groups of stakeholders. The quantitative data were mainly analyzed statistically using the Partial Least Square method of the Structural Equation Modeling. The qualitative data obtained from the survey and the interviews were thematically analyzed to identify important concerns. The findings from the quantitative data analysis showed that board structure has positive and significant influence on board process, board service and control v task performance. The findings also indicated a positive and significant relationship between board process and both board service and control task performance. Furthermore, the study revealed that board process mediates the relationships between board structure and both board service and control roles; it was also found that ownership type affects board performance but has no influence on company performance. The stakeholders‟ perceptions of various aspects of corporate governance practices, as beginners, were found out to be not bad. However, Ethiopia, like many emerging market economies, does not yet have a fully developed legal and regulatory system. Additionally, the enforcement capacities of the regulatory organ are at a nascent stage, and a private sector that is able to support effective corporate governance has yet to emerge. The nature of the Ethiopian banking corporate governance system can be characterized by a one tier system with a non-executive board of directors and ownership concentration. The boards of directors are also mainly control oriented rather than strategic or service oriented leaders. / Graduate School of Business Leadership (SBL) / D.B.L.

With the advent of democracy in South Africa, education has undergone major changes. One of these changes seeks to entrench democratic management and governance in schools. In terms of section 16 of the South African Schools Act of 1996 the governance of public school is vested in the governing body, but the professional management must be undertaken by the principal under the authority of the Head of Department. Parents are not involved in the teaching and learning domain. This study investigated the leadership role of the principal in the management and governance of the public schools in the Ekurhuleni East Education District (Gauteng Province). The data were obtained through a structured questionnaire and the stakeholder participation grid. Respondents were principals from the primary and secondary schools. It is recommended that consideration be given to the ongoing capacity building of the SGB's so that they give better, efficient and effective service. / Educational Studies / M.Ed. (Education Management)

In this study, a literature review and qualitative research design are used in an attempt to establish the obstacles to the effective governance of schools in previously disadvantaged communities. From the research, it emerges that the SGBs govern their schools intuitively. This is because they lack knowledge of how schools should be governed. Various strategies to build the governance capacity of these SGBs are formulated in this study to assist them to govern their schools effectively. Effective governance is an important instrument that can restore order, protect the rights of both learners and educators, prevent discipline problems amongst learners and establish the provision of quality education in these communities. / Teacher Education / M.Ed. (Education Management)

Thesis (Ph. D. (Curriculum Studies)) -- University of Limpopo, 2019 / The aim of this study was to investigate knowledge, attitudes and practices of primary school children towards healthy diet in Dikgale Village, Limpopo Province, South Africa. This study was an intervention study at eight primary schools in Dikgale Village. The study used both qualitative and quantitative research where mixed methods research design. A total of 324 participants consisting of Grades 6 and 7 males and females was purposively selected. These participants were divided into experiment and control group after pre-test but before the intervention. This study used a 27-item questionnaire which covered, knowledge on healthy diet, attitudes, practices, subjective norm and self-efficacy questions as well as focus group interviews. The main findings of the study comprise the following: (i) Learners in the experiment condition did not reflect more health-related practices (F(1.315)=0.20; p>887), i.e., when considering co-variables and changes in health attitude, subjective norm and self-efficacy; and (ii) After intervention, there was a significant increase (F(1.315)=115.72; p<0.001) in health-related knowledge on the experiment group, i.e., when considering co-variables and changes in health attitude, subjective norm and self-efficacy. In addition to this significant increase, 58.3% of the differences between both groups seemed related to the intervention with regard to changes in knowledge acquisition. However, there was no significant increase on both health knowledge and health practices on the control group. The results suggested that, even if there can be changes in knowledge due to intervention, healthy practices may be difficult to change mainly because knowledge alone cannot decrease the prevalence of health-related conditions. As a result, this study suggest that the curriculum should cover Food knowledge practice so as to persuade learners to practice healthy diet. Also, School Management Teams (SMTs) and School Governing Bodies (SGBs) should play their role in emphasizing the importance of Food-Based Dietary Guidelines in schools. Future interventions are therefore encouraged to include a moderate intensity intervention by trained professionals and feasibility of involving educators, SGBs and SMTs, particularly in policy adherence. Therefore, this study proposed a healthy food intervention strategy incorporating the Theory of Planned Behaviour in order to justify the knowledge, attitude and practices of children in healthy diet. Intervention should adopt the Training Partnership Model wherein children, parents, educators are trained by health professional on adherence to healthy diet. / Vlaamse Interuniversitaire Raad (VLIR)

Philosophiae Doctor - PhD / This study was initiated while the researcher was still an educator at' a secondary school in Cape' Town, South Africa. This was the period of the mid-1990s soon after the first democratically elected government assumed power in -South Africa: During this period of transition, large-scale reforms were expected on', the, education- front. Educational management and specifically school management were an integral part of these reforms. In terms of school management the idea of parents taking. on a greater .role was receiving wide support. School governing bodies (SGBs) comprising various constituencies and with greater powers were supposed to be the instrument spearheading change in school management. .This study traverses three levels of policy development: national, provincial and local (that is, school). It seeks to understand how school governance policy is developed and implemented using the principle of contestation to guide the analysis. The following questions guided the research: What were the contestations which led to the development of school governance policy at national level? How was provincial school governance policy developed from national policy and what were the areas of contention between the two? • What were the contestations resulting from implementation of school governance policy at the school level? At all three levels the discussion of the contestations was limited to the powers and functions of SGBs. By shedding more light on the above questions, it was hoped that the nature of policy contestation would become clearer. This in turn could enhance the study of policy This study was primarily qualitative in orientation with the principal means of data-gathering being: documentary analysis, semi-structured interviews and observation. Documents produced at the national and provincial levels (Acts, Bills, Reports, White Papers and so forth) as well as submissions made by various organizations from different sectors in society were carefully analysed using specific criteria. Other documents analysed included circulars from the provincial education department, documents discussed Within the school governing body selected for the study, and articles from newspaper publications. Interviews were conducted with key informants at national, provincial and school levels. At the school level, observation of five governing body meetings were undertaken analysis and development. This study revealed that the key issues in SGB functioning that formed the focus for contestation were: the charging of school fees; the':·employment of additional staff; admission-; language-; religious observance policy;". and relative powers of the MEe/HOD/SGBs. One of the greatest immediate challenges facing the majority of school governing bodies in South Africa is the lack of capacity in terms of material, financial and human resources. This study provides recommendations about how to address some of these challenges, and also identifies some important areas for future research.

Thesis (M.Dev.) -- University of Limpopo, 2017 / The study focused on the participation of public schools in LED. Public schools are viewed as the corner-stone of community development. They are institutions which are based within the community to cater for their needs. The South African School Act 84 of 1996 section 36, subsection (1) authorizes a governing body of public schools to take all reasonable measures within its means to supplement the resources supplied by the state in order to improve the quality of education provided by the school to all learners at the school. The purpose of this study was to explore the feasibility of using school assets as a means to access the untapped potential of public schools to serve as basis of LED. The objective of the study was to determine activities that public schools can engage in to enhance LED opportunities. Quantitative, qualitative and explorative researches were used.

This research focuses on problems encountered by School Governing Bodies (SGBs) in executing their financial task in four schools situated in the Ramotse Area, Hammanskraal, north-east of the city of Tshwane. The research methodology, which was employed, can be described as qualitative, exploratory and descriptive by nature. Data was collected by means of two focus group interviews, one involving the chairpersons of SGBs and the other involving the managers of the same schools. An analysis of the data has revealed a number of financially related problems, which SGBs in the Ramotse Area experience, amongst other things that parents fail to meet their financial obligations and subsidies tend to arrive late. The most important recommendation made is that SGBs should be trained both better and more frequently. / Educational Studies / M. Ed. (Education Management)

Despite educational legislation and school reforms to promote improved performance and quality education, underperformance among secondary school learners is still the norm in the rural schools of KwaZulu-Natal (KZN). This dissertation investigates the problem of learner underachievement by means of a literature study and an empirical inquiry. The former provides an overview of the provisions for and problems of rural schooling in both an international and local context and it is followed by a discussion of learner assessment and learner achievement in the South African education system, with specific reference to KZN's schooling system and the problem of learner underachievement. The empirical inquiry investigates the experience of learner achievement in four rural schools in KZN and makes use of qualitative data gathered during individual and focus group interviews conducted with a small sample of underachieving learners and their parents, educators and school managers. Based on these findings, recommendations for improvement are made. / Comparative Education / M.A. (Comparative Education)

The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management)