The area of school facilities maintenance as an integral component of schools' educational programmes is only beginning to receive attention in South Africa, through the publishing of Notice 1438 of 2008 of the National Education Policy, which is a call for comments on the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. This implies that, while it is a critical aspect of teaching and learning, school facilities maintenance has not been accorded a priority status. Numerous studies have indicated a strong correlation between the quality of school facilities and learner achievement and educator morale and job satisfaction. This study aimed at determining how a whole-school approach to facilities maintenance can be developed at schools by investigating the nature of school facilities maintenance and what the current school facilities maintenance practices are. An exploratory qualitative empirical research involving the use of ethnographic observation, photography and interviews was conducted. The study found that the current facilities maintenance practices at schools mainly comprised routine, corrective and emergency maintenance, which implies that facilities maintenance is not an integral component of the educational programmes. It also implies that schools need to implement a comprehensive and systematic process of facilities maintenance, which has a strong strategic dimension. A Whole-School Facilities Maintenance Model is thus proposed as a solution to this need. The model addresses schools' immediate facilities maintenance needs and long-term needs as it is accommodative of changes, both minor and major, as can be the case with the enactment of policy regarding school infrastructure management. This study contributes to the practice of school organisational development and management by customising strategic planning into school development planning and improvement. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

M.A. (Geography) / Please refer to full text to view abstract

This research study examined whether the physical resources in rural secondary schools are adequate and are managed properly by the school principals, for quality education to be achieved in the Eastern Cape Province. The dramatic changes in South Africa recognized that the future depends on an education system which develops the full potential of all learners. Although the Constitution of South Africa is advocating for equal education for all, there are disparities which are evident in the quality of the infrastructure, especially in remote rural areas where the fundamental requirements for effective education are lacking such as, water, electricity, sanitation and basic educational equipment. This shows that, although policy and legislative frameworks for transforming the education system have been put in place, managing the change is still a key challenge especially that of physical resources. Management of physical resources illustrates the problems facing principals by pointing to the lack of basic facilities in many rural secondary schools. In terms of the provision and management, many challenges remain, like most schools do not have adequate physical facilities. School buildings such as classrooms are inadequate or unsafe with no toilets, libraries, laboratories and many learners and teachers do not have learner teaching support materials (LTSMs). On the other hand, in terms of the Constitution, the Department of Education is responsible for bringing redress, equality and to upholding the Constitutional values such as shared decision-making, transparency, shared accountability and empowerment for equal partnership with other stakeholders. The physical resource management is one of the major responsibilities of principals. Their leadership is largely about ensuring that a clear and shared sense of direction is developed for both leadership and management. The school viii system meant that schools have moved nearer to the communities they serve and this has led to schools being more accountable to their communities. This study further investigated whether there is a significant correlation between the management of physical resources and quality education as well as the eradication of poverty in the rural secondary schools of the ECP. The proper execution of the management tasks of planning, organizing, leading, and controlling (POLC) by the principals have contributed extensively to the success of the schools. Therefore, this will mean that the act of managing physical resources through POLC and the process of working with or through SGBs, teachers, parents, learners, EDOs and the community at large to achieve set goals of education of relevance, excellence and quality education by effectively and efficiently using the physical resources in a school climate and environment that is collegial. The study showed that there is a link between management tasks (POLC) and collegial style of leadership in the school. The literature reviewed supported the view that the invitational style of leadership and collegiality increase the potential of a school to manage its physical resources economically, efficiently and effectively, particularly in a climate where the resource handlers take ownership of the school especially in remote rural settings. The 255 out of 300 subjects (85%) chosen to participate in this study were selected on the basis of their accessibility. Convenience sampling was used to conduct the study as this ensured that the population represented stakeholders that manage physical resources at schools, such as deputy principals, head of departments and teachers. Questionnaires were distributed, completed and collected personally. The questionnaires were analyzed and gaps such as the effects of lack of physical resources and how the learners’ profile were affected were reinforced by individual and group interviews that were semi-structured as ix well as participant observations from principals at O.R Tambo, Chris Hani and Amathole District Municipalities were conducted. It was deduced from the statistical data presented that there is a significant correlation between the principals’ management tasks and the quality of education. This shows that the more the principals blend properly planning, organizing, leading and control management tasks the more the physical resources will be managed better, that is, effectively, efficiently, economically and transparently and the less the bringing together of management tasks the less the meaningful management of physical resources will be. The study supported the hypothesis that a combination of management tasks performed by the principals positively influences the proper management of physical resources in rural secondary schools of ECP. The study rejects both null hypotheses that there is no significant correlation between planning, organising, leading and controlling as leadership functions of PRs and the quality of education in rural secondary schools of ECP as well as, that principals of rural secondary schools are not expected to possess adequate leadership knowledge and skills to effectively manage available PRs in their rural secondary schools. This study affirms the view that adequate physical resources are crucial as well as the appropriate management skills of principals for high quality education to be achieved in rural secondary schools. Without adequate physical resources, proper handling of the limited physical resources and the possession of management skills by principals, rural schools are less likely to succeed in their efforts to improve education.

This study investigated the rationale behind a district superintendent's decision to hire a facilities manager to perform the facilities management function. Two main research questions guided this study: (a) If hiring a facilities manager is not an option, how can smaller school district superintendents maximize utilization of resources in facilities management? (b) What is the rationale behind a school district superintendent's decision to hire a facilities manager? In order to achieve this purpose, a qualitative approach was utilized to collect opinions and data from smaller school district superintendents. A group of school administrators, ten school district superintendents and one director of facilities planning participated in the interviews. The interviews conducted were a combination of one-on-one and a focus group interview. Triangulation, both data and methodological, was employed to validate raw interview data. All interviews were video and audio taped to record both spoken and non-verbal responses. The findings of the study indicate that the facilities management function or the n----- facilities manager position was viable and was growing into an even more important 0-------~ ' ~ function. The need for educating the school board of trustees, the final decision maker in a school district, was clearly expressed by the majority of the superintendents interviewed. The need for more awareness of the facilities management function on the part of the superintendents was also clearly stated. The superintendents recognize the need and the importance of the facilities management function. They also understand the benefits associated with the establishment of a fully integrated facilities management department in the school district. The interview results revealed that for smaller school districts, the school superintendents always think of the facilities manager function to be directly connected only to construction activities, thus, a cyclical need rather than an integral part of a centralized school district operation performing the nine major functional areas of facilities management as outlined by the International Facilities Management Association (IFMA).

Thesis(MPA.) -- University of Limpopo, 2022 / Schools depend on the funds allocated by the government, parents and to an extent donation from Non-Governmental Organisations (NGO). According to the Public Finance Management Act, 1999 (Act 1 of 1999), all public institutions must utilise funds in an effective, efficient and transparent manner. Schools as one of the public institutions are therefore expected to meet the expectations. To ensure compliance and smooth administration of public finances in schools, the government developed rules, legislations and policies as guiding tools in the administration of finances. In the school setup it is the responsibility of the school governing bodies guided by the principals to ensure proper and lawful usage of funds (South African Schools Act, 1996, Act 84 of 1996). Furthermore, South African Schools Act, 1996(Act 84 of 1996), stipulates that the responsibilities and the accountability of the finances rest on the shoulders of the Finance Committee. It is therefore necessary for the Finance Committees to have the necessary competencies in financial management and administration. The study aimed at investigating the competency of the Finance Committees in administering the financial resources in Phokoane Circuit schools. The study was guided by the Professionalism Theory to address the research problem. Professionalism theory also assisted in the methodology used to collect and analyse data to obtain trustworthy findings. The study is a qualitative research enquiry in nature. The study employed qualitative research methods in which data was collected through interviews and document study. Four no- fee schools were sampled. The treasurer, finance officer, SGB Chairperson and Deputy Chairperson of each sampled school constituted the participants of the study. The study revealed lack of knowledge and skills in financial administration, non compliance of the legislation frameworks and the financial policies, insufficient accountability; control and monitoring of finances, lack of teamwork, incompetence of Finance Committees members, insufficient financial resources and overlapping of responsibilities between the principals and Finance Committees in schools. Based on these findings the study recommends that in-depth training of Finance Committee be undertaken, Finance Committee members are developed in financial legislative frameworks and policies. Furthermore, the study recommends that the Finance Committee be developed on programmes in accounting, monitoring and control of finances. Additionally, the study also recommends that teamwork on the financial activities be enhanced and that financial resources in schools be adequately available. Through the development of members of Finance Committee the overlapping responsibilities between the principals and the committee will be avoided.

The purpose of this study was to gather responses from key Virginia Special Olympics' volunteers about their perceptions of several issues and concerns relating to the realignment of their current geographical areas of service. The study was done in two parts. Part one consisted of a survey which was sent to 222 key volunteers and three paid staff members. Of the 218 surveys which were able to be delivered, 170, or 78%, were completed and returned. Part two was a personal interview with each of the current twenty-one Area Coordinators. The results of the survey indicated that most volunteers attended on the average 3.5 meetings per month and averaged between 16 and 30 miles of travel per trip (one way). Most respondents felt that their areas' current budget was adequate to provide training programs and area games. They felt that changing the area boundaries would not adversely affect the support of the sponsors. The great majority of volunteers spend between $5.00 and $20.00 a month and few ask for reimbursement from Virginia Special Olympics. Most respondents felt that there were few problems between local, area, and state programs. A large majority of the respondents felt that there was a need for full-time paid Area Coordinators because most areas have between 76 and 225 participants and the duties of an Area Coordinator are considerable. The majority of the respondents said that their involvement would remain the same no matter what size their area was and that their current boundaries did not need to be realigned at this time. When the Area Coordinators were interviewed, they substantiated the results of the survey. However, three felt that their area really needed to be changed. only The rest felt that the current area boundaries were adequate for the present. At the Board of Directors meeting held June 22, 1985, the evaluator made a presentation of the findings of the surveys and interviews. After a lengthy discussion the Board voted to make changes in eight areas and to add four new areas. / Ed. D.

P.L. 101-476 (IDEA) mandates the educational inclusion of students with disabilities in the least restrictive environment. Leaders in the field of special education support the inclusion of students with disabilities in neighborhood schools, and many school divisions now indicate that they are using an inclusive model. In such programs appropriate inclusion of students is to take place in school and community recreation programs, academics, art, music, industrial arts, consumer and homemaking education, vocational education, physical education, at meals and recess. Education is to take place in the school the child would attend if he or she was not disabled. Educational technology must be provided to increase, maintain, or improve the functional capabilities of children with disabilities. If schools are to follow these statutes, then total school and program accessibility must be addressed. Research and development methods used in this study include: (1) a survey of school divisions in Virginia to determine: size of division, disabilities categories in the division, if an inclusive model is being used in the division’s elementary schools, existence of a written policy on inclusion; (2) development of the Elementary Accessibility Checklist; (3) review of the instrument by experts in school facilities and elementary curriculum; (4) field testing of the Elementary Accessibility Checklist in six elementary schools in Virginia (small, medium, large divisions using an inclusive model and small medium, large division not using an inclusive model); (5) final review of the instrument by expert panel and participating school principals; (6) final revision of the Elementary Accessibility Checklist. The results of this study should provide an indication of the number of school divisions in Virginia using an inclusive model in elementary schools, and the number of divisions that support the inclusive model with written policy. The accessibility checklists developed will be useful to all elementary schools to determine their level of accessibility, suggest needed modifications in school facilities and programs. / Ed. D.

published_or_final_version / Architecture / Master / Master of Architecture

The thesis deals with school maturity, stage of psychological evolution in the preschool and the early school age. The solution will view parents of future pupils from three primary schools Kladno on school readiness and the onset of schooling and in this sense, the results of the survey are compared. The theoretical part will solve the view of a child under school age from various angles, his cognitive development, socialization and the other. Furthermore, I will deal with school maturity and readiness, cognitive, somatic and emotional level of development of the child at the onset of schooling. Three elementary schools, where research was conducted, will be presented in detail .The practical part analyzes the survey, carried out on the day of enrollment in the first grade of Primary School in Kladno, C. Bouda 1188 of 2011, which I repeated three years later and expanded research on Elementary School Kladno, Vašatova and Primary School Kladno, Vodárenská. By gaining survey results from three of parents interested in education of future first-graders is created.

published_or_final_version / Real Estate and Construction / Doctoral / Doctor of Philosophy