Ed. D.

This study investigated the challenges experienced by school governing bodies in the implementation of the code of conduct for learners. A case study was conducted in two secondary schools from the Mafukuzela-Gandhi circuit in the Pinetown Region of KwaZulu-Natal. The aims of this study was to find out how SGBs implement the code of conduct for learners at their schools; what challenges SGBs experienced in the implementation of the code of conduct for learners and why SGBs are regarded as the most important structure to implement the code of conduct for learners. This qualitative study was set in the interpretivist paradigm. The research tools compromises of semi-structured interviews, documents analysis and observations. The two theories which underpin this study are democratic school governance theory and discipline theory. A review of international and local literature around issues of discipline revealed that some of the challenges of learner discipline encountered by South African Schools were being experienced world-wide. The findings of this research were a revelation to me. I had the privilege of experiencing first-hand what secondary schools educators, managers and parents encountered and dealt with on a daily basis. It is evident that learner misdemeanor is on the increase; educator’s teaching time is being consumed in dealing with disciplinary issues; educators are becoming frustrated and demoralised; the tribunal hearing are not regarded as an effective structure by learners; parental involvement is lacking and parents seem to have abdicated the responsibility of their children’s behaviour and education to the school and SGB parents play a limited role in the activities of the school due to their incapacity and lack of empowerment. Some of the recommendations based on the findings are that schools must involve all stakeholders in the formulation of the policy. The contents and procedures outlined in the policy must be communicated to all stakeholders and there must be consistency in its application. SGBs must formulate innovative strategies to engage parents to actively participate in the activities of the school. The Department of Education must fulfill its obligation to capacitate parent and other stakeholders on the SGB. An empowered SGB will make a greater contribution to the governance of schools. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.

Pour réglementer les activités de navigation civile internationale, aérienne et maritime, les États ont choisi d’agir au moyen de deux institutions spécialisées du système des Nations Unies. L’Organisation de l’aviation civile internationale (OACI) et l’Organisation maritime internationale (OMI) ont été investies du pouvoir de superviser l’élaboration de règles techniques applicables à ces matières. De façon générale, les règles adoptées par ces Organisations doivent, pour prendre effet, être acceptées par les États, sous diverses formes (tacites ou expresses, collectives, voire individuelles). Leur application est tributaire d’actes unilatéraux des États, qui agissent parfois collectivement, étant souvent amiablement contrôlés par l’OACI ou l’OMI. Derrière une apparente clarté, se dissimulent des zones d’ombre. Outre, la situation des tiers et des personnes privées, et les rapports entre l’ordre international et les ordres juridiques étatiques, la nature de ces institutions normatives interroge. Y voir des autorités normatives agissant sur le fondement de pouvoirs constitués serait, en effet, ignorer le jeu incessant de la volonté des États, qui, partout là où il étire les pouvoirs de l’institution, montre l’irréductible liberté contractuelle et constituante de ces mêmes États. Le degré de centralisation de ces systèmes s’effacerait sous le constat que leur effectivité repose sur la volonté même de leurs sujets, plus ou moins tenue par des nécessités techniques, ce qui n’est pas sans conséquences pratiques. / In order to regulate the international civil navigation (air and maritime), the States have chosen to act through two specialized United Nations agencies. Hence they confered the International Civil Aviaton Organization (ICAO) and the International Maritime Organization (IMO) the power to oversee the elaboration of technical rules relevant to this field. In general, the rules adopted by these organizations require various forms of States acceptance to be effective (i.e. express or implied, collective or individual forms). Their implementation depends on unilateral acts of States, that can sometimes act sometimes collectively. And the States are often amicably controlled by the ICAO or the IMO. Behind the apparent clarity, lay some gray areas. Beyond the situation of third and private individuals, and the relationship between international order and national legal systems, one can wonder about the nature of these normative institutions. These could be perceived as normative authorities acting on the basis of an established power. However, this interpretation would ignore the incessant game of States’ will. Whenever the will of the States stretches the power of the institution, the irreducible constituent and contractual freedom of the States appears. The degree of centralization of these systems would be blurred by the observation that their effectiveness depends on the willingness itself of their subjects, which is more or less held by technical necessities, and that would not be without practical consequences.