Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2005. / In this dissertation I critically explore school governance in relation to a liberal conception of deliberative democracy incorporating an argument for democratic citizenship. The notion of decentralisation and representative democracy informed collective decision making with the advent of South Africa’s constitutional democracy. This emphasis on participatory democracy aims to enhance nation building/citizenship as South Africa endeavours to sever its ties with its Apartheid past. Entrenched in the practice of representative democracy particularly in the context of schools is educational governance implemented through School Governing Bodies (SGBs). I argue that the legitimate learner and parent voices seem to be excluded from SGB practices – a notion which reinforces the presence of weak democratic practices. My concern is that SGBs in disadvantaged communities do not necessarily adhere to the tenets of democracy as accentuated in the Constitution of South Africa, incorporating the Bill of Rights and the South African Schools Act (SASA of 1996). A weak form of democratic practice seems to manifest itself when the SASA and the implementation thereof are inconsistent with each other, resulting in school governance practices operating in a manner contrary to what the Act purports. The promotion of democracy customarily involves protecting the legitimate (individual and community) interests of all. It is in this context that this dissertation attempts to find a route towards stronger democratic practices, therefore endorsing some of the principles of the South African Constitution, the Bill of Rights and the SASA. I argue that SGB practices seem to undermine these legitimate interests thus posing a dilemma for democracy. In addition current SGBs do not seemingly establish conditions according to which deliberative democratic practices can be achieved. And, unless SGBs also connect deliberative practices with citizenship as well as to “experiencing what is Other”, it would remain weakly democratic. For deliberative practices to happen I propose that conditions ought to be established whereby reasonableness and the incorporation of “the Other”, that is, learners and parents need to be included through pedagogic attentiveness – what can epistemologically referred to as “witnessing the “unknowability of the Other”, can counter such a weak democracy. In other words by including the marginalised voices that are seemingly excluded from SGBs, the potential to move towards strong democratic practices shall be enhanced.

« L'École au centre de la vie de la " communauté " ». La politique éducative sud-africaine a fait de ce slogan un moteur pour remédier aux inégalités scolaires héritées de l'apartheid au moyen de la gestion décentralisée des écoles. Mais comment répondre à cette injonction dans un pays où la notion de « communauté » est associée à la politique d'apartheid et où, à l'ère démocratique, les clivages sociaux et spatiaux restent forts ? Cette recherche déconstruit d'abord la notion de « communauté » et propose une analyse sous l'angle du lien social pour la dissocier de son contenu idéologique. À partir de l'étude ethnographique d'une bourgade rurale du KwaZulu-Natal, « racialement » et socialement mixte, elle explore les liens sociaux à l’œuvre. Après avoir mis en évidence l'existence d'un quasi-marché scolaire, la thèse montre, à travers les stratégies des écoles et les pratiques des parents, comment l'École vient consolider, maintenir ou fragiliser le lien social et œuvrer ou pas à « faire communauté ». / "Schools as centres of community life". The South African educational policy has used this motto as a driving force to reduce educational inequalities inherited from the apartheid era by decentralising governance at school level. In a country where the idea of "community" is linked to apartheid and where social and spatial cleavages remain strong in the democratic era, to what extent is it possible to achieve this goal? This research first deconstructs the notion of "community" and presents an analysis structured around the notion of social link, thus dissociating the concept of "community" from its ideological content. Based on an ethnographic study conducted in a "racially" and socially mixed rural town in KwaZulu-Natal, this research explores the social links at work. The thesis first reveals the emergence of a quasi-market situation among schools and then looks at schools' strategies and parental practices to show how the school system strengthens, maintains or weakens the social link and contributes or not to "fostering a sense of community".

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.)

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)

Globally, there are numerous debates on what constitutes an effective school. Parents strive to choose what they regard as the best school for the education of their children. Historically, school effectiveness is a phenomenon associated with learner attainment. Yet, school effectiveness is measured and conceptualized differently throughout the world. The aim of this research was to determine and define the factors contributing to the effectiveness of secondary schools in the Free State Province of South Africa. A case study was conducted on six schools selected in the Free State Province. Data were collected qualitatively by means of semi-structured and focus-group interviews with principals, SMTs, teachers, SGBs, learning facilitators and school-management and -governance developers. A documentary analysis was carried out to triangulate data from interviews. The data collected were triangulated and supported by an extensive literature review on school effectiveness and improvement. In particular, the literature review encompassed the policy context of school effectiveness in South Africa, definitions of the concept of school effectiveness, models of school effectiveness, methods of evaluating school effectiveness, the relationship between school effectiveness and school improvement, change and school improvement, approaches to school improvement and the characteristics of effective schools. The legislative framework for both teacher and school evaluations is highlighted and their effectiveness critically reviewed with reference to current investigations in the field. These empirical investigations, which, form part of this larger qualitative research project, show that effective schools exhibited high learner attainment, effective teaching and learning, as well as a highly effective leadership and management. Management, leadership and administration, curriculum, school governance and VI school support structures were confirmed as very instrumental as far as school effectiveness and improvement are concerned. Furthermore the study indicates that the current policies are not enhancing school effectiveness and improvement, thus the study recommends the index of school effectiveness and improvement (ISE&I). The Index of School Effectiveness and Improvement, which is a document that schools can use to review and enhance their effectiveness, is a model developed in the course of this study to assist schools in improving their effectiveness. Unlike the WSE review, which takes place every five years, the index suggests a continuous and regular review process by schools carried out by all stakeholders. In conclusion, an overview of the challenges identified by this research project, as well as the aspects in need of further research, is highlighted. / Educational Leadership and Management / D. Ed. (Education Management)

The aim of the study was to investigate the experiences and challenges of the SGBs in secondary schools in KwaZulu-Natal. The research study focused mainly on the following key areas: the handling of learner discipline, the management of school finances, the formulation of the admissions policy and finally, the appointment of staff. The South African Schools Act promulgated in 1994 was committed to ensuring democracy in education through the active involvement of all stakeholders such as parents, learners (in secondary schools), educators and principal in the decision-making processes in schools. However, the evolution of school governance within the South African context during the past sixteen years has gone through many challenges in its determination to create an equitable society. Many School Governing Boards (SGBs), especially those in rural and previously disadvantaged schools do not adhere to the practices stipulated within the South African School Act of 1996 and as a result fail in their mandate. The empirical approach, namely qualitative research was successful in obtaining information from participants about the challenges they faced in school governance. The study revealed that SGBs faced immediate challenges and were not adequately capacitated to handle these challenges. Findings on learner discipline included cases such as stabbings, bullying, theft, alcohol and substance abuse, gang fights, school violence and learner fights. Findings on the handling school finances included cases such as the misappropriation of funds and the lack of proper financial planning. The adoption of discriminatory admissions practices by schools was also evident. In particular, cases of discrimination against age, religion and the use of admission tests were reported. A high level of corruption, nepotism, personal preferences and the abuse of power was common in the staff appointments vii made by the SGBs were also reported. Finally, the study made a number of recommendations with regard to the research findings for all stakeholders in South African education to consider. / Educational Leadership and Management / D. Ed. (Education Management)

The study focused on the role of the School Governing Body (SGB) in the management of conflict in schools. The investigation was done in one of the secondary schools in Gauteng Province. Causes of conflict and the challenges facing the SGB, teachers, learners and parents have been discussed. Types and nature of conflict have been listed and discussed including the resolutions and management of conflict. A literature review provided a conceptual framework and covered definitions of conflict, conflict management strategies, conflict resolution, governance and qualities required for a successful SGB in governing conflict in a secondary school. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with the SGB. Finally a synopsis of findings and recommendations was made to assist the policy makers, departmental officials, SGBs, principals, teachers and parents in proper management of conflict in secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

No description available.

The South African Schools Act No. 84 of 1996 mandated the establishment of the democratically elected School Governing Body (SGB). The SGB’s mandate was to ensure the smooth running of the school, quality education and parental involvement in learners’ academic achievement. The study examined the effect of school governance and parental involvement in raising Grade 12 academic achievement in rural schools. A qualitative investigation at three schools in the Mkhuhlu circuit, Bohlabela District in Mpumalanga was done. Data were collected by means of in-depth interviews with one principal, one teacher, one SGB member, three Grade 12 learners and three parents at each of the three participating schools and document analysis was done as a method of collecting data. The findings of the study revealed that SGBs and parents are not aware of their importance on the learners’ education. The study recommends that SGBs and parents be empowered by principals in order for them to execute their roles effectively. / Umthetho wezikole waseNingizimu Afrika Nombolo 84 wango 1996 wagunyaza ukusungulwa kwekomiti lesikole (SGB) elikhethwe ngokwentando yeningi. Lomthetho ugunyaze lelikomiti lesikole ukuthi lenze isiqiniseko sokuthi isikole sihamba ngokwendlela, imfundo isezingeni eliphezulu kanye nokubandakanya abazali ukuze imiphumela yesikole ibe phezulu. Lolucwaningo luhlole umphumela wokubandakanya ikomiti lesikole kanye nabazali emfundweni yezingane ukuphakamisa imiphumela yebanga leshumi ezikoleni zasemakhaya esifundazweni saseMpumalanga. Lolucwaningo lwenziwe ezikoleni ezintathu zesifunda saseMkhuhlu eBohlabela. Uphenyo nzulu lwenziwe kuthishanhloko oyedwa, uthisha oyedwa, ilunga lekomiti lesikole elilodwa, abafundi bebanga leshumi abathathu kanye nabazali abathathu kwase kuhlaziywa nezincwadi zesikole. Imiphumela yalolucwaningo ikhombise ukuthi amakomiti ezikole kanye nabazali abanalo ulwazi oluphelele ngokubaluleka kwabo emfundweni yezingane. Izincomo ezenziwe ezokuthi othishanhloko kufanele baqeqeshe amakomiti ezikole kanye nabazali ukuze benze umsebenzi wabo ngempumelelo. / Mulayo wa Afrika Tshipembe nomboro 84 wa 1996 wo nea maanda u tewa ha komiti dza u langula matshimbidzele a zwikolo (SGB) yo khethwaho nga lutamo lwa vhathu vhanzhi. Ndivho ya komiti iyi ndi u langulwa ha zwikolo nga ndila kwao, pfunzo ya maimo a ntha na u dzhenelela ha vhabebi kha ubvelela ha vhagudiswa kha mishumo ya tshikolo. Tsedzuluso ino yo sedzulusa ndeme ya komiti ya u langula matshimbidzele a zwikolo na u dzhenelela ha vhabebi kha u khwinisa mvelelo dza murole wa vhufumi na vhuvhili kha zwikolo dza mahayani. Tsedzuluso iyi yo itwa kha zwikolo zwiraru kha dzingu la Mkhuhlu, Tshitirikini tsha Bohlabela, vunduni la Mpumalanga. Mawanwa a tsedzuluso iyi o kuvhanganywa uya nga mbudziso dza vhudzivha na thoho ya tshikolo, mudededzi muthi, murado muthi wa komiti ya matshimbidzele a tshikolo, vhagudiswa vhararu na vhabebi vhararu kha tshinwe na tshinwe tsha zwikolo zwo bulwaho afho ntha, na tsedzuluso ya manwalwa. Mawanwa ayi tsedzuluso a sumbedza uri SGB na vhabebi avhana nzhele nga vhuthogwa havho kha pfunzo ya vhagudiswa. Tsedzuluso ino i themendela uri SGB na vhabebi vha maandafhadzwe nga thoho ya tshikolo hu u itela uri vha kone u ita mushumo wavho nga ndila kwao / Educational Management and Leadership / M. Ed. (Education Management)

In a democratic South Africa, a variety of factors are necessary to ensure effective school governance and management. One of these factors is shared decision-making (SDM). SDM is a process of making decisions in a collaborative manner at the school level. Those responsible for implementing a decision must be actively and legitimately involved in making the decision. In South African schools today, SDM is no longer an option. The new framework of SDM is embedded in the South African Schools Act (Act 84 of 1996). According to the Act, parents, learners and teachers should be given the opportunity of participating in decisions on educational matters. In this study, the researcher set out to investigate and explore effective decision-making of secondary school principals in the Thabo Mofutsanayana Education District (THMOED) of the Free State Province. In an endeavour to realize that end, an open-ended questionnaire, individual and focus group interviews were used to collect data. The main aim was to find out how teachers, learners, parents and principals experienced decision-making in their schools. The main findings of this research were that, decisions-making practices in the secondary schools in the THMOED still adhered to pre-democratic formal lines of authority. In other words, the locus of control and decision-making powers resided mainly with the principals, with minimum participation of other stakeholders. Consequently, there were dissatisfactions and concerns raised by the participants. The concerns were directed at the management and included lack of communication, lack of transparency, unacceptable disciplinary procedures, autocratic leadership styles and centralized decision-making. According to the findings, it would appear that democratic models of governance were insufficiently used or overlooked by the principals. Concerns raised by the respondents were a clear indication that much needed to be done to change the mind-set of the principals. / Educational Studies / D.Ed (Education Management)