<p>This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.</p>

US – Definitive Anti-dumping and Countervailing Duties on Certain Products from China is the initial WTO dispute in which China claims that US-countervailing duties on certain products from China are inconsistent with the obligations of the United States under the SCM Agreement. The meaning of “public bodies” within Article 1.1 (a) (1) of the SCM Agreement and the question of whether China’s “SOCB” constitute “public bodies” are the heart of the matter. The thesis argues that the theory of the governmental function is more persuasive than that of governmental control in terms of defining “public bodies”. Although the majority ownership of China’s SOCBs has remained in the Chinese government, their policy-oriented nature has been largely marginalized. The conclusion is that the WTO system needs to give developing countries more policy flexibility, and developing countries should also make the best use of their latent comparative advantage and the effects of globalization.

US – Definitive Anti-dumping and Countervailing Duties on Certain Products from China is the initial WTO dispute in which China claims that US-countervailing duties on certain products from China are inconsistent with the obligations of the United States under the SCM Agreement. The meaning of “public bodies” within Article 1.1 (a) (1) of the SCM Agreement and the question of whether China’s “SOCB” constitute “public bodies” are the heart of the matter. The thesis argues that the theory of the governmental function is more persuasive than that of governmental control in terms of defining “public bodies”. Although the majority ownership of China’s SOCBs has remained in the Chinese government, their policy-oriented nature has been largely marginalized. The conclusion is that the WTO system needs to give developing countries more policy flexibility, and developing countries should also make the best use of their latent comparative advantage and the effects of globalization.

Since the new dispensation, all stakeholders in the school are expected to play an active role in the governance of schools. It is not the responsibility of government alone to see that schools are up and running. Parents, educators, non-teaching staff, learners (in Secondary Schools) and the community must also share their ideas on how the school is to be administered. This study has focused on the knowledge that the School Governing Bodies (SGB's) should posses in relation to legislations and the application of the knowledge make an impact in the administration and management of the school in the Klerksdorp-area. For schools to function effectively, the School Governing Bodies need to know that the Constitution (Act 108 of 1996) is the supreme law that has an impact in all education legislations, policies and regulations. Therefore, whatever school policy is to be developed should take cognizance of the Constitution. Central to the study is the SGBs' understanding of their roles and functions as stipulated in the Schools Act, (Act 84 of 1996) to avoid conflict of interest and administer the school efficiently and effectively. It is expected that the SGBs should transfer their knowledge into action by formulating policies that govern the school. By formulating school policies the SGB will then be able to have an influence since clear directions will be stipulated in the school policy on how the school is to be managed and administered. School Governing Bodies, as governors of the school are also accountable to people that elected them. It is their responsibility to provide feedback to their constituency and to inform them on the progress made. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2007.

This study set to investigate how School Governing Bodies (SGBs) currently execute financial accountability. This is because schools are funded mostly from public funds, and are directed to be accountable to stakeholders by the South African Schools Act No. 84 of 1996 and the Public Finance Management Act No. 1 of 1999. This means that school financial accountability is a legal requirement in terms of the laws relating to school governance and public finance management. Financial accountability, entails reporting to stakeholders in terms of how funds have been expended in relation to the mandate given to the school's accounting officer. In the case of schools, this combines the school principal and the SGB. This implies the implementation of financial accountability elements namely, financial planning, controlling, monitoring and reporting. The empirical research quantitatively used the questionnaire and qualitatively used interviews to investigate how SGBs practiced financial accountability. While the quantitative survey revealed that SGBs were financially accountable, the interviews provided insight into the phenomenon, which indicated gaps in school financial accountability namely: lack of capacity to perform financial accountability functions; poor monitoring of schools' financial management and accountability performances, both by Departmental officials and schools themselves; poor adherence to policy prescriptions as provided for in the South African Schools Act and the Public Finance Management Act. It is therefore recommended that SGBs should explore simplification of financial accountability language to suit the parents' level of understanding; principals and educators need capacity -building to be able to handle communication with parents who are not educated; Departmental officials constantly to monitor and support schools in their financial accountability processes; and that Departmental Units should establish information 'feeding' channels so as to identify needs for development and support across the units, so as to intervene timely in areas needing intervention, and principals need to establish peer - assistance networks at local level so as to learn from examples of good practices from their colleagues. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study set to investigate how School Governing Bodies (SGBs) currently execute financial accountability. This is because schools are funded mostly from public funds, and are directed to be accountable to stakeholders by the South African Schools Act No. 84 of 1996 and the Public Finance Management Act No. 1 of 1999. This means that school financial accountability is a legal requirement in terms of the laws relating to school governance and public finance management. Financial accountability, entails reporting to stakeholders in terms of how funds have been expended in relation to the mandate given to the school's accounting officer. In the case of schools, this combines the school principal and the SGB. This implies the implementation of financial accountability elements namely, financial planning, controlling, monitoring and reporting. The empirical research quantitatively used the questionnaire and qualitatively used interviews to investigate how SGBs practiced financial accountability. While the quantitative survey revealed that SGBs were financially accountable, the interviews provided insight into the phenomenon, which indicated gaps in school financial accountability namely: lack of capacity to perform financial accountability functions; poor monitoring of schools' financial management and accountability performances, both by Departmental officials and schools themselves; poor adherence to policy prescriptions as provided for in the South African Schools Act and the Public Finance Management Act. It is therefore recommended that SGBs should explore simplification of financial accountability language to suit the parents' level of understanding; principals and educators need capacity -building to be able to handle communication with parents who are not educated; Departmental officials constantly to monitor and support schools in their financial accountability processes; and that Departmental Units should establish information 'feeding' channels so as to identify needs for development and support across the units, so as to intervene timely in areas needing intervention, and principals need to establish peer - assistance networks at local level so as to learn from examples of good practices from their colleagues. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This thesis examines the roles of governors within the contexts of the national framework for governance and the effect they have on schools. The field of research into the effects of school governors is an infant one. Little direct observation of governance has taken place and there is no true experimental research. In the absence of such work, the project developed a definition of effective governance through consideration of the descriptions of and prescriptions for governor activity. It used the definition to develop two research instruments. The first of these, a national questionnaire, produced some specific examples of a range of activities for governors and lead to the development of a second instrument. This, a schedule for semi- structured interviews, was applied to six case study schools. In these studies, governors and headteachers were interviewed conceming the characteristics of their goveming bodies and the outcomes for the schools were set against these characteristics. What emerges from these comparisons are some clear associations between effective outcomes and certain governor activities. These include training, monitoring, clear support for the school, the degree of trust gained with the staff, detailed knowledge of the school, and participation in school development planning. Overall, the conclusions point to connections between the manner in which governors conduct themselves and their business and the successes of the school that they govern.

Typescript (photocopy) / 94 leaves : Ill., graphs, tables ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.) Dept. of Mathematical Physics, University of Adelaide, 1981

Typescript (photocopy) / vi, 151 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Pure Mathematics, 1982

Doctor of Philosophy(PhD) / This work proposes a different interpretation of the early Buddhist term dhammakāya (Skt. dharmakāya) which has been long understood, within the academic arena, to owe its philosophical import only to Mahāyāna Buddhism. In the introductory chapter, this study reviews scholarly interpretations of the term dhammakāya as it is used in early Buddhist texts and locates the problems therein. It observes that the mainstream scholarly interpretation of the Pali dhammakāya involves an oversimplification of the canonical passages and the employment of incomplete data. The problems are related mainly to possible interpretations of the term’s two components - dhamma and kāya - as well as of the compound dhammakāya itself. Some scholarly use of Chinese Āgama references to supplement academic understanding of the early Buddhist dhammakāya involves similar problems. Besides, many references to dharmakāya found in the Chinese Āgamas are late and perhaps should not be taken as representing the term’s meaning in early Buddhism. This work, thus, undertakes a close examination of relevant aspects of the Pali terms dhamma, kāya, and dhammakāya in the second, the third, and the fourth chapters respectively. Occasionally, it discusses also references from the Chinese Āgamas and other early Buddhist sources where they are relevant. The methodologies employed are those of textual analysis and comparative study of texts from different sources. The result appears to contradict mainstream scholarly interpretations of the early Buddhist dhammakāya, especially that in the Pali canon. It suggests that the interpretation of the term, in the early Buddhist usage, in an exclusive sense of ‘teachings collected together’ or ‘collection of teaching’ is insufficient or misleading and that a more appropriate interpretation is a ‘body of enlightening qualities’ from which the teachings originate. That being the case, dhammakāya appears to be the essence of enlightenment attained by early Buddhist nobles of all types and levels.