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Exploring the experiences and challenges faced by school governing bodies in secondary schools in the province of KwaZulu NatalBaruth, Gayatri Devi 05 1900 (has links)
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
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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)
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Exploring the experiences and challenges faced by school governing bodies in secondary schools in the province of KwaZulu NatalBaruth, Gayatri Devi 05 1900 (has links)
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)
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Veranderende rol van die skoolhoof in die staatsondersteunde (Model C-) skool in die RSARossouw, J. P. (Johannes Petrus), 1953- 06 1900 (has links)
Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot
mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van
staatsondersteunde (Model C-) skole.
In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die
bestuur van die personeel en die gemeenskapsbetrokkenheid.
bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level.
In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement
of schools, namely the management of state-aided (Model C) schools,
are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have
been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement
The research concluded with the following findings: A participatory, transparent management style is the key to effective and
successful self-management of schools. Financial management has caused the biggest single change in the task of the
principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school.
The principal, management body and parents ought to ensure that a
partnership is developed in which there is openness, mutual trust and
collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively.
The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.
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Veranderende rol van die skoolhoof in die staatsondersteunde (Model C-) skool in die RSARossouw, J. P. (Johannes Petrus), 1953- 06 1900 (has links)
Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot
mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van
staatsondersteunde (Model C-) skole.
In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die
bestuur van die personeel en die gemeenskapsbetrokkenheid.
bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan
'n vennootskap waarin daar openheid, wedersydse vertroue en
hartlike samewerking voorkom. Die skoolhoof behoort ook, as
uitvoerende beampte, te help verseker dat die bestuursliggaam
eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level.
In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement
of schools, namely the management of state-aided (Model C) schools,
are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have
been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement
The research concluded with the following findings: A participatory, transparent management style is the key to effective and
successful self-management of schools. Financial management has caused the biggest single change in the task of the
principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school.
The principal, management body and parents ought to ensure that a
partnership is developed in which there is openness, mutual trust and
collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively.
The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.
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