The rights and responsibilities of parents are viewed very seriously in South Africa in that they are emphasised by the Act of Parliament. The South African Schools Act, No 84 of 1996, places the governance of every school in the hands of parents. The parents are in this way required to perform their roles within the orbit of this Act of parliament. This study is therefore directed at analysing the Schools Act and those sections of the law are discussed which have a direct bearing on the responsibilities and the rights of parents when involved with the school. A comparison is drawn between the national determinants of yesteryears regulating parental involvement as well as the new paradigm statutes regulating parental involvement in the school system. The findings of the literature study led to the empirical study. A questionnaire on this study comprising 46 items was developed. The subjects of this study were made up of 150 parents in the Lichtenburg District of the Department of Education in the North-West Province. The results of 137 respondents were statistically analysed. The study revealed that parents lack knowledge on the statutes relating to their involvement in the schools. Also, there are no measures taken by the schools to capacitate the parents to understand and apply the laws correctly. Finally, parents are not performing their roles adequately as is expected by the law. The findings of this study led to the recommendations on how parents could be helped to do what the law requires. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

The rights and responsibilities of parents are viewed very seriously in South Africa in that they are emphasised by the Act of Parliament. The South African Schools Act, No 84 of 1996, places the governance of every school in the hands of parents. The parents are in this way required to perform their roles within the orbit of this Act of parliament. This study is therefore directed at analysing the Schools Act and those sections of the law are discussed which have a direct bearing on the responsibilities and the rights of parents when involved with the school. A comparison is drawn between the national determinants of yesteryears regulating parental involvement as well as the new paradigm statutes regulating parental involvement in the school system. The findings of the literature study led to the empirical study. A questionnaire on this study comprising 46 items was developed. The subjects of this study were made up of 150 parents in the Lichtenburg District of the Department of Education in the North-West Province. The results of 137 respondents were statistically analysed. The study revealed that parents lack knowledge on the statutes relating to their involvement in the schools. Also, there are no measures taken by the schools to capacitate the parents to understand and apply the laws correctly. Finally, parents are not performing their roles adequately as is expected by the law. The findings of this study led to the recommendations on how parents could be helped to do what the law requires. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Magister Educationis - MEd

The purpose of this study was to explore and understand school-based teacher unionism by conducting an empirical analysis of the views and experiences of stakeholder groups in a Gauteng district. Participants saw the role of teacher unions at school level as being the protection of their members. Principals and SGB members and some SMT members thought school based unions protected teachers from being disciplined. Defending of teachers or members was seen as one of the most important roles of teacher unions. This was seen as important because it will ensure that the rights of teachers are not trampled upon especially by school principals. While school principals recognised the rights of union members to join union and the right of unions to organise in the schools they thought that they were unduly and wrongly defending bad teachers. This article also argues that principals were never adequately trained on how to manage union existence at schools. Most participants thought that the role, responsibility and right of teacher unions at school level could not be overlooked. However they still felt that this was emphasised over the rights of other stakeholder groups in the schools especially the learners. Principal and teacher participants, most notably SADTU members, expressed dissatisfaction with their union and did not seem to think that it plays a constructive role in schools. It is argued in this article that teachers’ unions play a role in schools and that this role is either positive or negative. This article is based on my research of school based teacher unionism in one Gauteng district. / Dissertation (MEd)--University of Pretoria, 2013. / Education Management and Policy Studies / unrestricted

The awarding of section twenty-one status to schools is seen as part of the democratisation of education in South Africa. The aim of this study is to determine the impact that the allocation of section-twenty one powers has on the functioning of School Governing Bodies in rural section 21 schools. A case study involving three schools; a moving school, stationary school and a promenading school was conducted. The SGB members in these schools were interviewed to elicit information and get their viewpoints. Non-participatory observation was also conducted to add on the information gathered from the respondents. Other stakeholders involved in education were also interviewed, for instance the Chairperson of the National Association of School Governing Bodies and the Section 21 co-ordinator. It has emerged from the findings of the study that many SGBs are not coping with the allocated functions thrust upon them because of lack of skills and involvement. This results in the bulk of the SGB duties being performed by the principal or educators. / Dissertation (MEd (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

The need to transform education from its apartheid past resulted in the introduction of school governing bodies (SGBs). SGBs are democratic structures that allow for stakeholder participation in school matters in line with the demands of the Constitution of the Republic of South Africa. Section 21 of the South African Schools Act (SASA) (84 of 1996) stipulates specific functions for SGBs. These functions are allocated only on the basis of significant growth in the performance of an SGB. SGBs must apply to be allocated these functions, after satisfying themselves first that they can self–manage their school, and after the MEC has certified the said performance. Schools in the Mpumalanga province were all allocated these functions simultaneously without applying for them. One of the functions that SGBs perform is the establishment and administration of school funds. Because schools are state institutions, SGBs are expected by law to be accountable for the funds they manage. They must account to all stakeholders who contribute to the school fund. To be able to administer the funds, as well as to give proper accountability thereof, SGBs need to have particular financial management and accounting skills. The aim of this study was to investigate the extent to which SGBs are able to account to stakeholders for the school funds they manage. The study further investigated whether the kind of accountability given to parents and the state is “hard” or “soft”. A case study involving three schools: a rural school, a semi-urban school and an urban school, was conducted. SGB members of these schools and officials from the department of education were interviewed for information and also to solicit their opinion on current financial accountability processes. An analysis of official SGB documents was also conducted to strengthen the information gathered through interviews. It has emerged from the findings of the study that some SGBs in Mpumalanga are still experiencing difficulties in following the correct procedures in giving a financial account to parents and the state. There is an indication from the study that capacity to handle finances is still a big challenge for schools that are not in the rich quintile. / Dissertation (MEd (Education Management))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below

AFRIKAANS: Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid vir skoolfinansies drasties verander deur die instelling van selfbestuur by skole. Daar bestaan tans groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en skoolbeheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Sommige skole se begrotings het sedert 1994 van `n paar honderd duisend rand tot `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas bykomende bestuurverantwoordelikhede op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie bykomende finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief uit te voer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om die vertrekpunte waarbinne skoolfinansies bestuur en beheer word, te bepaal, asook om aan die hand van kontrole- en beheermaatreëls te bepaal of begrotings aangewend word om onderrig en leer in openbare skole te bevorder. ENGLISH: Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self-management of schools, accountability for schoolfinances has changed dramatically. Some schools’ budgets have increased from a few hundred thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body; these developments increase the principal’s managerial responsibilities. Principals and school governing body members are often not qualified to shoulder this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to identify the principles for the control and management of schools’ finances and also to establish whether budgets are managed in such a way that instruction and learning in public schools are propagated. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted