This study investigated whether the funding of section 21 schools improves the quality of teaching and learning in six schools in the Mthatha Education District, in the Eastern Cape Province of South Africa. Despite the large funds that are pumped into schools by the Department of Education, the schools appear to be under resourced, underdeveloped and therefore underperforming. The researcher used the theories of school improvement to ground this study and to investigate whether the schools improve or not, and are offered support where necessary, as they are continuously being funded by the Department of Education. The study had these objectives: To investigate how the funds are spent by Section 21 schools in the Mthatha district of Education: to assess whether the SGB manages the spending of funds and whether there is any collaboration between the Principal and the SGB in financial issues and: to evaluate whether Procurement procedures are followed when purchasing. Systematic random sampling, amongst 6 schools, has been conducted. A questionnaire was administered to the school Principals, 2 Finance committe members, 1 Educator and 1 learner and SGB chairpersons from each of the 6 schools. Thus, both qualitative and quantitative methods of inquiry were used in this study. 3 Junior Secondary and 3 Senior Secondary schools were considered in the sample. The findings that emerged were a lack of capacity, on the part of SGBs to monitor recurrent allocations as stipulated in the South African Schools Act (No 84 of 1996). Another factor that emerged was that schools still need training and workshops on procurement procedures. Also evident was that there appeared to be little evidence of collaboration between principals and SGBs, especially in financial matters. Finally, recommendations and suggestions were made that schools need to be provided with a series of workshops on procurement procedures and policies. SGBs were to be capacitated so that they could be on board on financial management. The principals were to be encouraged to cooperate and be transparent on financial matters especially since, as stipulated in SASA, as an official of the Department of Education, the principal has a responsibility to advise the governing body when they issue instructions or act in a manner that contravenes departmental instructions or policy.

Masters in Public Administration - MPA / There is a growing body of literature on no-fee public schools in South Africa. The vision of this policy is to ensure that all citizens have equal access to quality basic education. This study, conducted an assessment of the funding-management strategies in three no-fees public primary schools within the Western Cape Education Department. This is vital as post-1996 the African National Congress embarked on the transformation of education in the country to ensure that all citizens have unfettered access to quality education as stipulated in the 1996 Constitution Section 29 (1) (a) which expresses that everyone has the right to basic education. This is also supported by the White Paper on Education, the School Act of 1996 and the policy document on School Fee Exemption and no-fee of Schools of 2007. As a follow-up to the no-fee policy, there was the creation of no- fees schools in Cape Town.

The purpose of this research was to investigate how no-fee schools spend public money.It investigated what the schools spend the money and how they do it. The research investigated how decisions of spending are taken by all the stakeholders at the schools. The research wanted to find out whether the public money in no-fee schools was wisely spent or not. The literature review found that education funding has been at the centre of political reforms since 1994 to address equality and equity. The introduction of no-fee schools was an attempt to increase accesstowards quality public education through provision of more resources. The research found evidence of non-compliance by schools in certain areas on how schools should use funds as provided by SASA. It was found that schools do not spend the public money according to the prescript guidelines. There was evidence of fruitless and unwise spending. The research found that the powers that were given to schools SGBs through SASA were sometimes usurped by school principals asa result of the void created by the SGBs. It was revealed that some schoolsissue fraudulent cheques. Despite the no fee policy, schools still charge certain compulsory fees. The research revealed that certain functionaries directly involved in the use of school money still lack proper financial training, knowledge and skills. Despite the allocation of resources through the no-fee schools policy to schools, there were findings of inefficient and fruitless spending. Some of the sampled no-fee schools showed non-compliance with the guidelines in regard to correct spending and accountability. The different roles and responsibilities of each component of the SGB need to be clarified. Officials need to assist in this regard. There is a need for continuous training by education officials of SGBs on the utilization of school money. There is a need for improved monitoring and supervision as money cannot be utilized without proper monitoring and supervision. Despite the reports that are given to stakeholders there are still complaints from parents that need to be fully addressed by SGBs. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

The new democratic government in South Africa introduced an education system that focused on quality and equality for all. The introduction of the new education system intended to remove inequality in the schooling system. The new education system was been accomplished through phasing out school fees and introducing a no-fee school policy. The aim of the no-fee school policy was to redress the imbalances of the past and to attract the poor and orphans to access education without paying mandatory fees (Wilderman, 2009:32). The no-fee policy came with interesting ideas for relieving pressure on both parents and learners. It attracted many learners who had dropped out of school in many years. This led to a dramatic increase of enrolment in no-fee schools. However, Borkum (2009:1) sees the disadvantages of the increased enrolment as overcrowding that reduces the quality of education, increases lawlessness in schools, and insufficient resources such as textbooks. The major challenges faced by these schools is the delay in releasing provincial funds, inadequate state funding, and loss of income from school funding. These make no-fee schools vulnerable, affecting quality of education and influences on the enrolment pattern of learners (Nsapato, 2007:2). Against this background, the study aimed to investigate factors influencing poor enrolment in a no-fee school in the foundation phase and to suggest strategies that could be used to overcome these challenges. The study adopted a qualitative research method and its design was a case study. Four educators were purposeful selected on the basis of three years teaching experience in a no-fee school in the foundation phase. Data collection strategies were semi-structured interviews and document analysis. Data analysis was done according to a systematic process of coding and categorising. Gathered data was categorised into constituent parts for coding purposes. Ethical issues considered were the following: permission to conduct the study, informed consent, confidentiality, and anonymity. Participants’ confidentiality and anonymity were maintained by using pseudonyms in the report. The voluntary nature of participation and the absence of punishment for withdrawal from the study were emphasised prior to commencement of the semi-structured interviews. The issue of trustworthiness in this study was considered through the following: credibility, transferability, dependability and confirmability. The data analysis from semi-structured interview revealed the following: the no-fee school policy has a negative impact on parents because parents were no longer involved themselves in the education of their children. The overburdened infrastructure has a negative effect on quality of education and the enrolment status, deterioration of quality of education in no-fee schools force parents to withdraw their children and register them to better schools, cooperation amongst stakeholders is necessary for the improvement of quality of education, teachers’ remuneration should also be improved and the maintenance of professionalism through discipline. Findings from document analysis revealed that poor enrolment in no fee school was caused by high rate of absenteeism in all registers. This compelled educators to withdrew learners’ from class registers hence poor enrolment figures in no fee schools. Staff meeting minutes revealed that enrolment of learners in no-fee schools could be improved through improvement of teaching and learning and the provision of adequate infrastructure and the reinforcement of the no-fee school policy packages such as the National School Nutrition Program in order to attract more vulnerable learners to these schools. Based on the findings, the following strategies are recommended for improving poor enrolment in no-fee schools: strengthening collaboration amongst the stakeholders in education; maintenance of discipline; enforcement of professionalism among teachers; continuous training of all stakeholders; and punctual disbursement of funds to no-fee schools. / Educational Leadership and Management / M. Ed. (Education Management)

This study explored school choice and school commuting in the town of Ladybrand in the Free State Province. A mixed research method (survey and qualitative interviews) was used. Grade 8 parents from all three public secondary schools in Ladybrand were surveyed. Members of the School Governing Bodies (SGB) and School Management Teams (SMT) were also interviewed. The study found that all three schools are dominated by Black African children, although Ladybrand High (a fee-charging, former Model C, whites-only school), had a multiracial learner profile. Most Black African learners in Ladybrand High came from lower to middle-class working homes in the neighbouring township. Lesotho nationals were also enrolled in this school. Most Ladybrand High learners had parents who are married, financially resourced, educated, and working in skilled or professional jobs. In terms of Lereng Secondary and Sehlabeng Secondary School (both no-fee township schools), most learners hail from poorly educated, single-parent homes, where the parents are either working in semi-skilled or unskilled jobs or are unemployed. None were from Lesotho. Their financial status is weak. These parents said they selected the school based on proximity and low cost, whereas quality of education drove enrolment in Ladybrand High. Thus, the schools in the Ladybrand area demonstrate that class segregation has replaced apartheid race segregation. Learners from Ladybrand High commute using a variety of transport modes, while learners in township schools either use a subsidised government bus or walk – in some cases long distances if they live on neighbouring farms. The township schools complained of poor learner discipline and feeling unsafe due to local gang activities, both of which negatively impact on the functioning of the schools. This was not the case with Ladybrand High. While all the schools offer extra lessons, the two township schools hold extensive extra-lesson sessions and matriculation study camps. / Environmental Sciences / M. Sc. (Environmental Management)

Seventeen years after the passing and enactment of the South African Schools Act (SASA), Act 84 of 1996 which regulates the establishment of democratically elected school governing bodies (SGB) and which contains directives on how to organise and manage school funds, SGBs are still struggling to understand their roles and responsibilities. This study is aimed at investigating the perceptions of school governing body members as regards to their financial management roles in selected no-fee schools in the Maraba Circuit of the Limpopo Province, South Africa. The study used a qualitative research design within the interpretive paradigm. In addition, decentralisation theory served as the theoretical framework for the study. A sample comprising 22 participants from six selected no-fee schools was purposefully selected to act as the research participants. Semi-structured interviews and document analyses of official documents were conducted in order to collect the requisite data. The research participants included school principals, SGB chairpersons, treasurers and finance officers. The data collected was qualitatively analysed through coding and categorisation. The study revealed that the perceptions, experience and understanding of their financial management roles of SGB members often differ. In addition the study discloses that many of the participants lacked competency. In other words they lacked the proper knowledge and skills required to manage their school funds effectively. It would appear that their lack of the proper knowledge and skills was related primarily to their literacy levels and lack of training. The study concluded with the recommendations that SGB members be empowered through continuous and effective training to enable them to understand and fulfill their financial management roles. / Educational Leadership and Management / M. Ed. (Education Management)

Seventeen years after the passing and enactment of the South African Schools Act (SASA), Act 84 of 1996 which regulates the establishment of democratically elected school governing bodies (SGB) and which contains directives on how to organise and manage school funds, SGBs are still struggling to understand their roles and responsibilities. This study is aimed at investigating the perceptions of school governing body members as regards to their financial management roles in selected no-fee schools in the Maraba Circuit of the Limpopo Province, South Africa. The study used a qualitative research design within the interpretive paradigm. In addition, decentralisation theory served as the theoretical framework for the study. A sample comprising 22 participants from six selected no-fee schools was purposefully selected to act as the research participants. Semi-structured interviews and document analyses of official documents were conducted in order to collect the requisite data. The research participants included school principals, SGB chairpersons, treasurers and finance officers. The data collected was qualitatively analysed through coding and categorisation. The study revealed that the perceptions, experience and understanding of their financial management roles of SGB members often differ. In addition the study discloses that many of the participants lacked competency. In other words they lacked the proper knowledge and skills required to manage their school funds effectively. It would appear that their lack of the proper knowledge and skills was related primarily to their literacy levels and lack of training. The study concluded with the recommendations that SGB members be empowered through continuous and effective training to enable them to understand and fulfill their financial management roles. / Educational Leadership and Management / M. Ed. (Education Management)