Thesis (MPA)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Following significant changes in legislation since the enactment of The Constitution of South Africa, 1996, and also accelerated by the ratification of the South African School Act of 1996, the array of services delegated to schools has placed an ever greater responsibility on school governing bodies and principals. Key to those responsibilities is the capacity to manage school finances. Although the South African Schools Act gives schools freedom to exercise their authority in managing school finances, along with this goes the responsibility to maintain with due regard proper accountability and control over the expenditure of public funds. This investigative research study looked at the extent to which the financial management systems employed in schools in utilizing Section 21 funding comply with relevant legislative and policy framework. In terms of financial management, schools are divided into two categories. There are Section 20 schools whose budget is centralized and managed by the Department of Education. Then there are Section 21 schools whose budget is decentralized to schools and these schools have sovereignty in managing their financial resources in compliance with relevant legislation, policies and procedures. A non-empirical study was undertaken which reviewed and analyzed literature on a financial management legislative framework as well as systems and procedures of financial management applicable to public institutions in general and those that relate specifically to schools. Subsequent to that, an empirical investigation was conducted. A questionnaire was issued to 72 principals who formed the sample of the study. The sample represented 21.3% of the total number of Section 21 Schools in the district of Mthatha. The questionnaire was administered to solicit the extent to which principals understand and apply the legislation, policies and procedures that underpin financial management systems in schools. Focus group interviews were held with school finance committees. These discussions were used to collect a wider range of information and insight on how schools manage financial resources. A qualitative financial documentary analysis was conducted in four schools. To achieve a holistic understanding of the research problem in-depth interviews were also conducted with district officials. The study revealed that, there is indeed a noteworthy divergence between the directives of the applicable financial policies and financial management practices in the majority of schools. The most critical deviations identified include, absence of clear policy directives on procurement procedures and financial controls, poor financial recording and lack of clarity on the roles and responsibilities of different financial structures. The key recommendation of the study is the establishment of an internal audit unit within the district which will serve as a basis of the fiscal oversight processes for schools. Since this unit will work closely with schools, this will advance significant improvements in financial accountability, systems of internal control in school and general financial administration processes. This unit will advance ongoing support in the form of training, monitoring and mentoring of the governing bodies and principals to inculcate strong financial leadership in schools. / AFRIKAANSE OPSOMMING: As gevolg van betekenisvolle verandering in wetgewing sedert die promulgasie van die S.A. Grondwet in 1996, en bespoedig deur die bekragtiging van die Suid-Afrikaanse Skolewet van 1996, word ’n uiteenlopende verskeidenheid bevoegdhede tans aan skole toegewys. Dit plaas toenemende verantwoordelikheid in die hande van beheerliggame en skoolhoofde. Aan die kern hiervan lê die bevoegdheid om skoolfinansies te bestuur. Alhoewel die Suid-Afrikaanse Skolewet vryheid aan skole verleen om hulle gedelegeerde mag betreffende finansies na goeddunke uit te oefen, gaan dit gepaard met verantwoordelikheid om omsigtigheid aan die dag te lê en aanspreeklikheid vir die aanwending van openbare fondse te aanvaar. Hierdie ondersoekende studie het nagevors in watter mate die finansiële bestuurstelsel wat skole gebruik om Seksie 21-befondsing te benut, voldoen aan die vereistes van die relevante wetgewing en voorgeskrewe beleidsraamwerk. Skole word, volgens finansiële bestuursreëls, in twee kategorieë verdeel. Daar is Seksie 20-skole, wie se begrotings gesentraliseer en deur die Departement van Onderwys bestuur word. Daar is ook Seksie 21-skole wie se begrotings gedesentraliseer is. Laasgenoemde skole besit dus die volwaardige reg om hul finansiële hulpbronne self te bestuur; solank dit voldoen aan voorgeskrewe wetgewing, beleid en prosedure. ’n Nie-empiriese studie is onderneem om die toepaslike literatuur oor finansiële bestuur en die betrokke wetgewingsraamwerk in oënskou te neem. Verder is die sisteme en finansiële bestuursprosedures wat betrekking het op openbare instellings in die algemeen, en op skole in die besonder, ook ondersoek. Hierna is ’n empierise ondersoek gedoen. ’n Vraelys is aan 72 skoolhoofde, die monster vir die ondersoek, gerig. Dié monster het 21.3% van die totale aantal Seksie 21-skole in die Mthatha-distrik verteenwoordig. Die vraelys was sodanig saamgestel en geadministreer dat dit die nodige inligting sou bekom om te kan bepaal tot watter mate skoolhoofde wetgewing, beleid en prosedure, wat finansiële bestuurstelsels in skole ondersteun, verstaan en toepas. Gefokusde groep-onderhoude is met skole se finanskomitees gevoer. Hierdie besprekings is aangewend om ’n wyer reeks inligting en insigte te bekom oor hoe skole hulle finasiele hulpbronne bestuur. ’n Kwalitatiewe dokumentêre analise van vier skole se finansiële state is uitgevoer. Om ’n meer omvattende begrip van die navorsingsproblematiek te bekom, is in diepte onderhoude, op ’n een-tot-een basis, ook met distriksamptenare gevoer. Dit het aangedui dat daar inderdaad, by ’n meerderheid skole, ten opsigte van die voorgeskrewe finansiële beleid en bestuur, noemenswaardig uiteenlopende toepassing van riglyne was. Die mees kritieke afwykings geïdentifiseer, sluit in: gebrek aan duidelike beleidsriglyne oor aanskaffingsprosedure en finansiële beheer, swak boekhouding en onduidelikheid oor die verpligtings en verantwoordelikhede van die verskillende finansiële strukture. Die studie se sleutelaanbeveling is dat ’n interne ouditeenheid vir die distrik tot stand gebring moet word. Dit sal die ruggraat vorm vir die fiskale toesighoudingsproses vir die betrokke skole. Aangesien hierdie ouditeenheid nou saam met skole sal werk, sal dit tot betekenisvolle verbetering van interne finansiële beheerstelsels van skole lei en beter algemene finansiële beheer en administratiewe aanspreeklikheid tot gevolg hê. Hierdie eenheid sal deurlopend, deur middel van opleiding, monitering en mentorskap aan bestuursliggame en skoolhoofde, ondersteuning verleen. Sodoende sal ’n kultuur van sterk finansiële leierskap in skole gevestig word.

The implementation of the South African Schools Act (Act 84 of 1996) has placed additional financial management responsibilities on school principals and school governing bodies. Financial management has created several challenges for school principals and members of school governing bodies who do not have the necessary financial knowledge, skill and expertise to perform this function. This research was undertaken primarily to determine how principals and members of school governing bodies, in public primary schools, implement financial policy. The research is supported by a detailed literature study covering financial policy, the budget process, approaches to budgeting, the advantages of a budget system and requirements for effective financial control. In order to determine the financial management practices at public primary schools a questionnaire was designed and administered amongst twenty five public primary schools in the Ekurhuleni South District of the Gauteng Department of Education. The findings suggest that there is a need for schools to communicate resolutions adopted at parents’ meetings and other consultative procedures to parents of learners and in this way ensure the dissemination of pertinent information. There is a need for early intervention by schools concerning outstanding school fees to prevent the exacerbation of the problem. Educational institutions should prepare their budgets on the basis of their main objectives and policies in order to ensure an efficient allocation of funds. / Education / M. Ed. (Education Management)

Occupational Health and Safety focuses on the well-being of individuals or groups of people in the workplace. Barnett-Schuster (2008:1) states that Occupational Health and Safety is a concept compiled from many different disciplines. Among others, it includes: biological hazards, physical hazards, chemical hazards, mechanical/electrical hazards and psycho-social hazards. The employer has to understand that Occupational Health and Safety should follow a holistic approach. Occupational Health and Safety is a Constitutional imperative – a command, - not a request. Chapter 2 of the Constitution of South Africa no. 108 of 1996, The Bill of Rights provides protection to such an extent that human dignity may remain intact. Therefore, compliance with Occupational Health and Safety legislation is of cardinal value to any organization or business. An organization or business can also improve their financial standing and public image by complying with Occupational Health and Safety legislation. Occupational Health and Safety in the workplace is guided by the Occupational Health and Safety Act of South Africa no. 85 of 1993, which was implemented in 1994. The Occupational Health and Safety Act further aims to present clear explanations on concepts related to Health and Safety and enables both employers and employees to gain an understanding of their distinct responsibilities. Occupational Health and Safety is a concept that has been around for decades – especially focusing on the mining sector of South Africa. Occupational Health and Safety is observed in the South African technical schools. Statistics from the Children’s Institute show that 350 000 of these children are currently not attending school. In most cases, many parents/guardians do not take the time to assess the safety of their children at school before enrolling their child. This assessment should not only be looking at security measures applied in the school, but if and how true Occupational Health and Safety measures are in place. Occupational Health and Safety (OHS) is measures put in place so that learners/children are free from risk, injury, disease or harm. The lack of Occupational Health and Safety in South African schools is in direct conflict with the Constitution of South Africa. As stated earlier, Occupational Health and Safety is a Constitutional imperative which is the responsibility and the right of each individual in South Africa. The lack of Occupational Health and Safety in South African schools is a human rights issue based on the dignity of children. The lack of Occupational Health and Safety in South African schools can be seen as a policy flaw. This study intends to create a holistic view of the managing and implementing Occupational Health and Safety in the South African school environment. Occupational Health and Safety is an integral part of teaching and learning. The research problem addressed in this study is: “How School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools?”. The main aim of the research is to investigate how School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools. By exploring Occupational Health and Safety in South African schools, this study would strive to obtain clarity on whether enough is being done to ensure the health and safety of learners in the school environment by means to explore the current Occupational Health and Safety management in the South African schools, identify the guidance provided on the Occupational Health and Safety implementation policy, investigate provisions for continual assessment of the process of the Occupational Health and Safety policy and provide recommendations for the lack of Occupational Health and Safety in South African schools. / Educational Leadership and Management / M. Ed. (Education Management)

Occupational Health and Safety focuses on the well-being of individuals or groups of people in the workplace. Barnett-Schuster (2008:1) states that Occupational Health and Safety is a concept compiled from many different disciplines. Among others, it includes: biological hazards, physical hazards, chemical hazards, mechanical/electrical hazards and psycho-social hazards. The employer has to understand that Occupational Health and Safety should follow a holistic approach. Occupational Health and Safety is a Constitutional imperative – a command, - not a request. Chapter 2 of the Constitution of South Africa no. 108 of 1996, The Bill of Rights provides protection to such an extent that human dignity may remain intact. Therefore, compliance with Occupational Health and Safety legislation is of cardinal value to any organization or business. An organization or business can also improve their financial standing and public image by complying with Occupational Health and Safety legislation. Occupational Health and Safety in the workplace is guided by the Occupational Health and Safety Act of South Africa no. 85 of 1993, which was implemented in 1994. The Occupational Health and Safety Act further aims to present clear explanations on concepts related to Health and Safety and enables both employers and employees to gain an understanding of their distinct responsibilities. Occupational Health and Safety is a concept that has been around for decades – especially focusing on the mining sector of South Africa. Occupational Health and Safety is observed in the South African technical schools. Statistics from the Children’s Institute show that 350 000 of these children are currently not attending school. In most cases, many parents/guardians do not take the time to assess the safety of their children at school before enrolling their child. This assessment should not only be looking at security measures applied in the school, but if and how true Occupational Health and Safety measures are in place. Occupational Health and Safety (OHS) is measures put in place so that learners/children are free from risk, injury, disease or harm. The lack of Occupational Health and Safety in South African schools is in direct conflict with the Constitution of South Africa. As stated earlier, Occupational Health and Safety is a Constitutional imperative which is the responsibility and the right of each individual in South Africa. The lack of Occupational Health and Safety in South African schools is a human rights issue based on the dignity of children. The lack of Occupational Health and Safety in South African schools can be seen as a policy flaw. This study intends to create a holistic view of the managing and implementing Occupational Health and Safety in the South African school environment. Occupational Health and Safety is an integral part of teaching and learning. The research problem addressed in this study is: “How School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools?”. The main aim of the research is to investigate how School Management Teams (SMT) experience, manage and implement Occupational Health and Safety policies in South African schools. By exploring Occupational Health and Safety in South African schools, this study would strive to obtain clarity on whether enough is being done to ensure the health and safety of learners in the school environment by means to explore the current Occupational Health and Safety management in the South African schools, identify the guidance provided on the Occupational Health and Safety implementation policy, investigate provisions for continual assessment of the process of the Occupational Health and Safety policy and provide recommendations for the lack of Occupational Health and Safety in South African schools. / Educational Leadership and Management / M. Ed. (Education Management)

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)

Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere. The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago. While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems. This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities. A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded. Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. / Educational Studies / Thesis (D. Ed.)

Thesis (MEd)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: Prior to 1994, the school principal in conjunction with the Department of Education used to be responsible for the control and management of school finances. With the establishment of the South African Schools Act 84 of 1996, however, the liability in respect of finance has changed dramatically as self-management took effect in schools. With the Minister of Education’s announcement of no-fee schools in poor communities (quintiles 1–3) in 2006, parents’ obligation to pay school fees fell away. Together with the aforementioned policy and decentralisation, through which power, control and management have shifted from the national to the local level, schools have started to bear a heavier financial burden as well. However, principals and governing body members have often not been trained to cope with this. The purpose of this study was to determine the impact of the no-fees policy on the financial control and management of rural schools in the West Coast-Winelands education district (circuits 1, 2 and 3). The data for the research were firstly gathered by means of a literature review, after which an exploratory study was conducted in 20 rural no-fee schools in the abovementioned education district by way of questionnaires. The school principals and chairpersons of school governing bodies each received a questionnaire. They were afforded two weeks to complete it. The researcher personally analysed the data, based on which certain findings and recommendations are made at the end of the study. / AFRIKAANSE OPSOMMING: Voor 1994 was die skoolhoof in samewerking met die Departement verantwoordelik vir die beheer en bestuur van skoolfinansies. Met die instelling van die Suid-Afrikaanse Skolewet 84 van 1996 het die aanspreeklikheid ten opsigte van finansies egter drasties verander, deurdat selfbestuur by skole in werking gestel is. Met die Minister van Onderwys se aankondiging in 2006 van geenskoolfondsskole in arm gemeenskappe (kwintiel 1–3), het ouers se verpligting om skoolgeld te betaal verval. Tesame met voormelde beleid en desentralisasie, waardeur mag, bestuur en beheer vanaf nasionale na plaaslike vlak verskuif is, het skole nou ʼn groter finansiёle las begin dra. Tog is skoolhoofde en beheerliggaamlede dikwels nie opgelei om hierdie finansiёle las te dra nie. Die doel van hierdie studie was om die invloed van die geenskoolfondsbeleid op die finansiёle beheer en bestuur van landelike skole in die Weskus-Wynland-onderwysdistrik (kring 1, 2 en 3) te bepaal. Die data vir die navorsing is eerstens by wyse van ʼn literatuuroorsig ingesamel, waarna ʼn ondersoekende studie deur middel van vraelyste by 20 landelike geenskoolfondsskole in bogenoemde onderwysdistrik onderneem is. Skoolhoofde en beheerliggaamvoorsitters van die skole het elk ʼn vraelys ontvang. Hulle is twee weke gegun om die vraelyste te voltooi. Die navorser het persoonlik die data ontleed, op grond waarvan bepaalde bevindings en aanbevelings aan die einde van die studie gedoen word.

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung. The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted. The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors. The study recommends further research into greater representivity and involvement in Education. / Educational Studies / M. Ed (Education Management)

Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere. The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago. While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems. This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities. A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded. Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. / Educational Studies / Thesis (D. Ed.)

The focus of the study was an exploration of the perceptions of secondary schools’ principals about the effectiveness of school governing bodies in Ga-Rankuwa, Tshwane West District. The main research question was formulated as follows: What are the secondary schools’ principals’ perceptions about the effectiveness of school governing bodies in school governance? The main aims were to determine how the findings of the study could add to new knowledge about the effectiveness of school governing bodies in Ga-Rankuwa and to ascertain if the perceptions of secondary schools’ principals play a role in the effective functioning of school governing bodies. A review literature worked a synthesis of perspectives on functions and roles of school governing bodies. The study examined the roles, functions of school governing bodies in selected developed, and developing countries and discussed in detail school governing bodies in the South African education system after 1994. Informed by the literature review, an empirical inquiry using a mixed method; combination of qualitative and quantitative methods to explore the perceptions of secondary schools’ principals about the effectiveness of school governing bodies in Ga-Rankuwa, Tshwane West District. Sampling of respondents was purposeful. Qualitative and quantitative methods of data gathering were used in order to produce reliable and valid results. The study involved seven (n=7) secondary schools principals who responded to a researcher-designed, pen-and-paper questionnaire and participated in semi-structured interviews. Ethical requirements were met and the identity and privacy of participants were protected. Data presented were mainly derived from documentary sources, the questionnaire and interviews. Data were analyzed, the findings presented, interpreted and the significance noted. Findings indicated that little had been documented in relation to the exploration of perceptions of secondary schools` principals about the effectiveness of school governing bodies in Ga-Rankuwa. Overall, the principals were positive about the role played by the school governing bodies; although they identified several areas in which both school governing body members and principals required ongoing training. Based on the findings of the literature and the empirical study, the researcher recommended the establishment of a special unit for the training and induction of secondary principals and newly elected members of school governing bodies to ensure effective school governance. The constraints of the study were financial. The findings of this small-scale study cannot be generalised; however, several areas for future research were identified. / Educational Leadership and Management / D. Ed. (Education Management)