This thesis traces the evolution of learner participation in school governance in South Africa, identifies international trends in school governance, particularly learner participation, and then analyses the progress made in South Africa in moving from policy to praxis in this regard. I have discussed the contextual forces that have influenced the production of the policy text on learner participation in the South African Schools Act. This is followed by an analysis of how the policy text has been interpreted and implemented at provincial level in the Western Cape, taking provincial legislation, regulations, circulars, and the capacity building programme that was implemented into consideration. I also look at how the whole process was experienced at institutional (school) level, and how the policy was interpreted and implemented. I also evaluate the phenomenon of learner participation in school governance in terms of promoting the principles of transformation, placing particular emphasis on the promotion of democratic practices in South Africa.<br /> In conclusion I contend that the present policy of learner participation in school governance does reflect the resolve of the National Government to promote the principle of participation by all stakeholders in matters affecting them. However, the study has shown that the implementation of the policy at provincial and institutional level has not been as effective as it might have been and has hampered the development of praxis in learner participation. This has hindered learners from making meaningful contributions towards the attainment of the goals as set out in the constitution. Furthermore, present rumblings of curtailing the powers of the school governing bodies because of limited progress in attaining the above goals seem to be a retrogressive step. I strongly contend that given the support, training and encouragement as set out in Article 19(2) of SASA, learner participation in school governance can make a positive contribution towards attaining the goals of transformation in our country, particularly of advancing democratic practices in our society.

M.Ed. / The identification and development of youthful leaders in the primary school is a complex matter. Firstly, pupil potential must be identified correctly and, secondly, this potential must be suitably developed. Proper management is essential if justice is to be done to this matter. In the primary school the Head of Department: Educational Guidance is the obvious person for the task of ensuring that the leaders' council comes into its own right.

This thesis traces the evolution of learner participation in school governance in South Africa, identifies international trends in school governance, particularly learner participation, and then analyses the progress made in South Africa in moving from policy to praxis in this regard. I have discussed the contextual forces that have influenced the production of the policy text on learner participation in the South African Schools Act. This is followed by an analysis of how the policy text has been interpreted and implemented at provincial level in the Western Cape, taking provincial legislation, regulations, circulars, and the capacity building programme that was implemented into consideration. I also look at how the whole process was experienced at institutional (school) level, and how the policy was interpreted and implemented. I also evaluate the phenomenon of learner participation in school governance in terms of promoting the principles of transformation, placing particular emphasis on the promotion of democratic practices in South Africa.<br /> In conclusion I contend that the present policy of learner participation in school governance does reflect the resolve of the National Government to promote the principle of participation by all stakeholders in matters affecting them. However, the study has shown that the implementation of the policy at provincial and institutional level has not been as effective as it might have been and has hampered the development of praxis in learner participation. This has hindered learners from making meaningful contributions towards the attainment of the goals as set out in the constitution. Furthermore, present rumblings of curtailing the powers of the school governing bodies because of limited progress in attaining the above goals seem to be a retrogressive step. I strongly contend that given the support, training and encouragement as set out in Article 19(2) of SASA, learner participation in school governance can make a positive contribution towards attaining the goals of transformation in our country, particularly of advancing democratic practices in our society.

M.Ed. (Educational Management) / Please refer to full text to view abstract

The question of the role of students in the governance of educational institutions has been an issue for decades in South Africa. It arose out of the desire and struggle by black students for a better sociopolitical environment in general and in education in particular. This demand gained momentum in the years 1976,1980 and 1985. The result was the establishment of Student Representative Councils, Parent-teacher-Student's Associations at schools, Broad Transformation Forums and Governing Councils at tertiary institutions. After 1994 the government of South Africa started the major task of reconstructing the country particularly education and its governance. Democratic governance was accepted as one of the fundamentals of education by the new department of education. The Schools' Act and the Higher Education Act were passed to give effect to this new spirit in 1996 and 1997 respectively. Students had a statutory right to be involved in all matters of governance in educational institutions. However, in the past two years i.e. 1997 and 1998 the issue of student participation has become controversial with tensions erupting amongst stakeholders particularly management and students. The bone of contention this time has not been whether students have to participate or not but how far should they be involved. The National Education Policy Investigation task team had recommended as early as 1992 for the systematic analysis of the roles of the various stakeholders within the governing structures to avoid the present situation to no avail. The aim of this study therefore was to investigate students' perceptions of their role within the governing structures and to assess the implications of such a role for the management of educational institutions. Central to this largely fact finding mission was an attempt to make a contribution engaging students in this debate and get to know them afresh, thereby understand their position, what their perception is about their role in the governance of their institutions. For this purpose the study used phenomenology as the method of research. The reason for that I wanted a methodology which will enable me to produce a report which would not be contaminated with my preconceived ideas about the phenomenon. The tool used for data-gathering was the interview. In-depth interviews were conducted with four student leaders. They were selected purposely due to the fact that they were involved in the governance of their various institutions. The study revealed the complexity of this phenomenon. It indicates that student involvement is crucial for harmonious relations to prevail and the creation of a climate of learning and teaching at educational institutions. Students saw their role as that of legitimising the process of decision-making. This is coupled with enforcing the management to be transparent, bringing back the rule of law, making sure that educational institutions are transformed, that students are empowered and capacitated and looking at the welfare of students. A recommendation that emerge from the study is that much investigation is needed on student participation. Areas which needed much attention are specified in the study.

M.Ed. (Educational Guidance) / Please refer to full text to view abstract

M.Ed. / The aim of this study was to develop guidelines for principals and teachers when they identify leaders in secondary schools. That enables pupils with potential to function successfully as leaders in a school environment. Leadership in the secondary school has for too long been misinterpreted, misunderstood and grossly underscored in far too many ways. There is mistrust towards the identifying process. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities - especially school authorities are therefore compelled to address the matter of training and identification in a new light. Most of the existing research about identification of school leaders at secondary school level is of a quantitative nature and consisted of the completion of questionnaires. This brought about the testing and retesting of stereotyped proposals. In this study a qualitative research program was followed. By means of focus group interviews the views of a principal, teachers and secondary school pupils where collected. The research question in this study developed was the following: In what way does the personality of the pupil influences the teachers' choice of leaders at school level? The aim that followed was: To find out if there are personality traits that is necessary for a school leader at secondary school level to be successful. An explanatory, descriptive research design was used as part of qualitative research method during phase 1 of the research. The aim of phase 2 was to compare the results of the focus group interviews with a literature review. During phase 3 guidelines were developed for the identification of leaders in secondary schools. The conclusions of the research showed that the focus groups reflected reality, namely that the teachers lacked knowledge about leadership and that the pupils meaning reflects the findings of the literature study. Further it became apparent that although personality is relevant in leadership identification, it shouldn't be the main focus. Pupils should be helped to develop leadership skills which could be learned and to develop their personality or capabilities and in order to enable them to develop their full potential and to apply the leadership skills in their lives.

The past few months have seen our courageous youth take to the streets to demonstrate their disgust against this system of exploitation and oppression. This militant fervour has touched many young hearts and minds. However, there is always the danger that these energies will burn out and dissipate. Demoralisation can so easily set in if these energies are not constructively channeled. "Channeled into what?” you may ask. ORGANISATIONS. It is only through strong organisations which attempt to give guidance and direction that meaningful action can be undertaken. The WCYL recognises the important need for students to begin to discuss broader issues such as The History of Struggle in S.A. or The Nature of S.A. Society. It is only when students begin to grapple with broader issues such as these, together with more specific ones, in a co-ordinated manner, will their actions be more effective. To this end has "GET ORGANISED" been designed. The handbook is intended as a guide for students in their efforts to organise SRC’s, awareness programmes, among other things, in schools.

The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.

Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the educational aim is researched in order to attempt formulating criteria for accountable authority. The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure. Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made. / Educational Studies / M. Ed. (Philosophy of education)