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.

<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.

Doctor Educationis / 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. / South Africa

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Comparative and Science Education at the University of Zululand, 2018 / In the Manual: Guidelines for capacity building of school governing body members, South Africa (2015:12), “research indicates that most of the newly elected SGB members do not have the necessary capabilities to govern schools at the required level”. This view is corroborated by Pamillis (2005:23)’s assertion that “a common obstacle to democratic functioning of schools governing bodies in South Africa is the lack of capacity among many SGB members who may have not only insufficient knowledge of the legal requirements and rights of SGBs, but also lack the necessary education and skills to manage the school’s finances and business dealings and over above these deficiencies the SGB members may lack adequate support systems from the educational bureaucracy. Arguably, it is in light of these possible deficiencies that the South African Schools Act requires provincial departments of education to provide capacity-building programmes for governing bodies. Thus, as a consequence of this lack of the requisite capabilities, “experiences with decentralisation in education are somewhat mixed and often disappointing” (Azfar et al., 2001:8). This prevailing situation in respect of the lack of requisite governance skills is accounted for by the fact that “in South Africa a form of decentralisation has evolved that is strong in terms of devolution, but weak in terms of managing the disparate and often discriminatory proclivities and tendencies within local sites” (Azfar et al., 2001:8). What transpires from this is that “decentralisation South Africas not necessarily promote allocative efficiency […]” (Azfar et al., 2001:8). Thus, Azfar et al., (2001:8) view in this regard is that “whether decentralisation in fact improves or harms public sector performance appears to depend on formal institutional arrangements, as well as their interaction with social practices which influence the implementation of decentralised governance.” It is against this backdrop, therefore, that van Wyk (2007:137) argues that “in ceding power to the local site, the model in use in South Africa has failed to take account of diversity at the local level.” It is worth noting though that despite the failure cited by van Wyk, decentralisation as a pragmatic governance strategy is not dismissed willy-nilly. This view is corroborated by van Wyk’s (2007:137) argument that “the shift to decentralised school governance and management requires SGB members to develop a wide range of skills and capacity to deal with the complex issues and tasks they are expected to fulfil”. Thus, as a response to this predicament, “teachers often mentioned the necessity of providing appropriate training for school governors, particularly the parent representatives” (Van Wyk, 2007:137). Arguably, “skills deficit among SGB members weaken the effective functioning of SGBs (Van Wyk, 2007:135). The situation under discussion is exacerbated by and large by the fact that “there is a lack of accountability and possible participation problems in the relationship between schools and their governing bodies” (Transparency, 31). In the context of this study it is noted that “although the South African schools Act envisioned a system where schools would be community owned and controlled […]”, it is regrettable that “communities still perceive schools as belonging to government and teachers” (Transparency,31). Thus, in light of the numerous challenges cited above as being contributory factors on the seeming ineffectiveness of decentralisation in the education sector, this study sought to establish how best decentralised governance in schools could be harnessed notwithstanding its attendant constraining factors.

Student No :9712664T MEd School of Education Faculty of Humanities / After the establishment of the first democratic government in South Africa, the Education Ministry committed itself to transforming the education system through developing new policies and legislation aimed at achieving equitable access to education and improving the quality of education. One of the school reform policies is the South African Schools Act (SASA), which is aimed at democratising and improving school education. It does so by devolving responsibilities and powers on schools, thereby promoting more democratic governance of schools by school governing bodies (SGBs), which are comprised of parents, educators, non-teaching staff and learners. The main thrust of this study was to investigate the factors that explain how different rural schools in Bolobedu district (Limpopo Province) interpret and implement the newly-granted SGB powers and responsibilities regarding school finances and budgeting. Four schools, two primary, one junior secondary and one senior secondary, were sampled. At some of them SGBs appeared to be doing well, while at others the SGBs appeared to be overwhelmed by the new task of managing school finances and budgeting. The research instruments used in carrying out this study were interview schedules, documentary data analysis and non-participant observation of SGB meetings. Interviews were conducted with educators, principals, parents and learners (members of SGBs and nonmembers). Triangulation of data is essential for the validity and reliability of a study. This study is regarded as valid and reliable, as there was strong correlation among the responses to most of the questions posed. The interviewees participated willingly in the study and showed complete understanding of the questions. The major deduction from this study is that not all SGBs in disadvantaged rural areas are unable to execute their duties and responsibilities regarding school finances and budgeting, despite being dominated by illiterate parents who have not had the administrative and financial experience to oversee school affairs. The findings indicated that some poorly resourced SGBs were able to execute their duties and responsibilities regarding school finances and budgeting, though there were some constraints. The following factors that assisted and undermined the capacity of schools to assume their financial powers effectively were identified: • School-Community relationship; • SGB capacity; • Internal social capital; and • Leadership strategies.