Mental health, homelessness, addiction, and criminalization are the usual suspects of exclusion. The connection between these factors are often taken for granted, with positivistic accounts of causality making up the bulk of the literature. Using an institutional ethnography framework, this study draws attention to how individuals make sense of their exclusion. In particular, in this research I examine how homeless men and women ‘do’ their mental health status. Exploring themes of responsibilization, exclusion, identity, performativity, hope, and resistance, this research highlights the ways in which homeless individuals use the mental health system and the mental illness identity to contextualize their circumstances and to demonstrate their redeemability. Stemming from thirty-eight interviews with homeless men and women, participant observation, as well as a focus group with professionals and para-professionals I consider how mental illness identities are negotiated and performed among homeless men and women. Specifically, I am interested in how homeless individuals engage with mental health managerialism, given their vulnerable status. I contend that while some individuals resist mental illness discourses to varying degrees, a number of homeless individuals adopt the role of mental health consumer so as to align with the broader consumer society. In so doing, many homeless men and women seek to position themselves as included among the excluded and thus privy to the sense of hope, empowerment, and privileges that follow.

Doctor Educationis / 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. / South Africa

Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2003. / The aim of this study was to pursue an investigation into educators' perceptions of the role of learner representatives on school governing bodies. From the literature study it became clear that educators perceive the effectiveness of [earner representation on school governing bodies in various ways. Some educators regard it as a mechanism that forms a link between learners and the governance of the school. Others perceive learner governors as playing the role of an "ambassador" by making the reporting of learners' problems and suggestions to the governing body possible. The literature review revealed that the successes of school governing bodies depend on the willingness, the sense of responsibility and full commitment of all the members. Where there is co-operation among all the members of the school governing body, educators perceive the school governing body as an creative organization. Lack of knowledge in meeting procedures and governing responsibilities, together with their minor status, can be seen as the main obstacles in the effective participation of learner governors in school governance. The effectiveness of learner representatives on the governing body is influenced largely by the latitude that adult governors allow learner governors in meaningful discussion and decision-making. Forthe purpose of the empirical investigation a self-structured questionnaire, to be completed by secondary school educators, was utilised. The completed questionnaires were analysed by means of descriptive statistical methods. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • . Workshops must be organised for the training of governing body members in the necessary governance skills. Support personnel must be made available to governing body members to assist them in acquiring relevant governing skills- • Further research should be conducted concerning the role of learner representatives in school governing bodies.

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Comparative and Science Education at the University of Zululand, 2018 / In the Manual: Guidelines for capacity building of school governing body members, South Africa (2015:12), “research indicates that most of the newly elected SGB members do not have the necessary capabilities to govern schools at the required level”. This view is corroborated by Pamillis (2005:23)’s assertion that “a common obstacle to democratic functioning of schools governing bodies in South Africa is the lack of capacity among many SGB members who may have not only insufficient knowledge of the legal requirements and rights of SGBs, but also lack the necessary education and skills to manage the school’s finances and business dealings and over above these deficiencies the SGB members may lack adequate support systems from the educational bureaucracy. Arguably, it is in light of these possible deficiencies that the South African Schools Act requires provincial departments of education to provide capacity-building programmes for governing bodies. Thus, as a consequence of this lack of the requisite capabilities, “experiences with decentralisation in education are somewhat mixed and often disappointing” (Azfar et al., 2001:8). This prevailing situation in respect of the lack of requisite governance skills is accounted for by the fact that “in South Africa a form of decentralisation has evolved that is strong in terms of devolution, but weak in terms of managing the disparate and often discriminatory proclivities and tendencies within local sites” (Azfar et al., 2001:8). What transpires from this is that “decentralisation South Africas not necessarily promote allocative efficiency […]” (Azfar et al., 2001:8). Thus, Azfar et al., (2001:8) view in this regard is that “whether decentralisation in fact improves or harms public sector performance appears to depend on formal institutional arrangements, as well as their interaction with social practices which influence the implementation of decentralised governance.” It is against this backdrop, therefore, that van Wyk (2007:137) argues that “in ceding power to the local site, the model in use in South Africa has failed to take account of diversity at the local level.” It is worth noting though that despite the failure cited by van Wyk, decentralisation as a pragmatic governance strategy is not dismissed willy-nilly. This view is corroborated by van Wyk’s (2007:137) argument that “the shift to decentralised school governance and management requires SGB members to develop a wide range of skills and capacity to deal with the complex issues and tasks they are expected to fulfil”. Thus, as a response to this predicament, “teachers often mentioned the necessity of providing appropriate training for school governors, particularly the parent representatives” (Van Wyk, 2007:137). Arguably, “skills deficit among SGB members weaken the effective functioning of SGBs (Van Wyk, 2007:135). The situation under discussion is exacerbated by and large by the fact that “there is a lack of accountability and possible participation problems in the relationship between schools and their governing bodies” (Transparency, 31). In the context of this study it is noted that “although the South African schools Act envisioned a system where schools would be community owned and controlled […]”, it is regrettable that “communities still perceive schools as belonging to government and teachers” (Transparency,31). Thus, in light of the numerous challenges cited above as being contributory factors on the seeming ineffectiveness of decentralisation in the education sector, this study sought to establish how best decentralised governance in schools could be harnessed notwithstanding its attendant constraining factors.

Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATlON in the DEPARTMENT OF EDUCA TIONAL PSYCHOLOGY of the UNIVERSITY OF ZULULAND, 1995. / The aims of this study were to: • research the relationship between the school principal and the governing body by means of a literature study; • establish how the relationship between the principal and the governing body influences the child's education; • determine, in the light of the findings obtained, certain guidelines according to which a harmonious relationship between the principal and the governing body can be established. The school as an educational institution was established by society when parents experienced feelings of inadequacy in the performance of their educative task. They no longer had the ability to guide and accompany the child with respect to the specialised subject matter and the requirements of modern society- Consequently parents nowadays send their children to school to receive formal education. However, parents cannot and may not delegate the privilege and responsibility of their children's education to the school, and must retain the primary responsibility of their children's education. They should therefore be involved in the formal education of their children at school. The primary and functional task of the school is the formal education and training of its pupils. For the school to perform this task efficiently, effective management is necessary, and it is this management that lies in the hands of the principal. The management activities of the principal includes planning, organisation, guidance and control. As the educational leader. there is no one other person with a greater influence on every facet of school life than the principal, and it is his perception of education and teaching that is reflected in all the facets of the life of his school. His personality as a leader not only influences the job satisfaction of his staff members, but with the passage of time becomes a cardinal factor that guides the morale and quality of the school as an educational institution. The principal is also the pivot upon which all the school activities hinge, and the quality of his performance as the leader of a team of trained and selected professionals is a determining factor in the success or failure to achieve the primary objective of the school. Organised parent involvement in the formal education of children is embodied in statutory parent bodies, such as governing bodies, and in non-statutory parent bodies such as parent-teacher associations (PTA's). Parent bodies offer the parents who elected them a high level of representation in matters concerning the formal education of their children. The governing body is the mouthpiece of the parents in the community, with statutory powers to implement decisions which have been made. Therefore, forma! education does not function in a vacuum. The family as a primary, and the school as a secondary community should work together and a spirit of partnership should exist between the family and the school for the benefit of the child's education. Furthermore, parental involvement in school matters should take place in an organised and orderly fashion. Parents and principal become partners In the learning and becoming of non-adult members of the community. Neither the parents nor the principal alone can fulfil the education task completely. They require each other's cooperation in this regard. It has become evident that the family and the school as partners have mutual expectations of each other. Only if a relationship of mutual trust, respect and understanding between the principal and the governing body exists, and if concordant objectives relating to educational matters are pursued, can these expectations be realised. It is generally acknowledged that this relationship is indispensable for the harmonious, functional and effective accomplishment, not only of educative teaching in the school, but also of education in the primary education situation in the family. The parents and the principal should function as equal partners in an educational partnership. In the light of the findings of this research, recommendations concerning the following were formulated: • Principles governing parent involvement. • Effective parental involvement. • Management of parental involvement by the principal. • Communication between school and home. • Parent orientation and training. Functions of the governing body.

A mini-dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2009. / This study offers a critical appraisal of the role that the parent component of the School Governing Body (SGB) plays in governing primary schools. A literature review established the functions and significance of parent contributions to school governance. The study investigated strategies that can enhance parent participation. An empirical study then set out to test the extent and success of parent involvement in school governance. The study revealed that parent involvement in schools is limited and superficial. The empirical data suggested that: • Some principals are reluctant to allow parents their legitimate right to participate actively in the governance of schools, governors in some schools merely exist to 'rubber-stamp' decisions already made by principals. • Many parents do not have the necessary knowledge about school governance in general, and lack the necessary expertise required to enable them to participate effectively in decision¬making on school issues. The study was concluded by way of recommendations which point to the means to improve efficiency in governance and to promote significant parent participation in school governance.

This quantitative study examined the perceptions of members of Oklahoma public higher education governing boards and legislators concerning higher education governance. The purpose of this study was to gain a greater understanding among the participants as to the role governing boards should play in the system. The population for the study comprised 142 members of the Oklahoma Legislature and 107 members of 15 Oklahoma public higher education governing boards. The principal investigator used a web-based survey development company to design, collect, and store survey responses. Results from the study were examined using independent samples t tests and one-way ANOVAs. From these tests, 5 out of 15 research questions had statistically significant findings. Analysis of the data revealed that legislators and members of governing boards perceive the role of governing boards differently in some key ways. There were significant differences concerning governing boards primarily serving to promote the interests of individual institutions, with members of governing boards, Democrats, and participants from suburban areas more likely to agree with this position. Members of the legislature were significantly more likely to agree than members of governing boards that the primary role of governing boards is policy implementation. There were also significant differences concerning the role of governing boards serving primarily to keep the expenditure of public dollars as low as possible with participants from urban areas agreeing with this statement.

The pursuit of urban sustainability is considered central to sustainable development and is a key objective of the global Sustainable Development Goals (2015) and the New Urban Agenda (2016). This thesis aims to contribute to debates on urban sustainability by providing insights as to the role of actors participating in processes of governing for urban sustainability, with particular focus on the municipal organisation. The thesis employs an interdisciplinary approach to illustrate divergent approaches to governing for urban sustainability, with reference to empirical studies of strategic planning processes in municipalities in selected North-western European countries – Sweden, Switzerland and The Netherlands. These studies address themes including climate change, sustainable transport and multi-level governance. The thesis provides a broad overview of theoretical discussions related to governing, strategy and planning, the role of actors in governing for urban sustainability, and the particular importance of climate change as a challenge for urban sustainability. A number of research gaps are identified and addressed in two research questions, focusing on the organisation and practice of processes of governing for urban sustainability, and the factors influencing actors participating in such processes. The thesis responds to these research questions with reference to five appended papers, which illustrate different dimensions of governing for urban sustainability. The first paper concerns the organisation of processes to develop energy and climate strategies in Swedish municipalities, and the second paper highlights the experiences of actors participating in such processes. The third paper presents results from a survey illustrating the expectations of stakeholders active in governing transport in the city of Norrköping, Sweden. In the fourth paper, the development and implementation of policies aiming for sustainable transport and urban sustainability in Basel, Switzerland, are discussed. In the final paper, cooperation through transnational municipal networks is explored with reference to the World Ports Climate Declaration, an initiative of the city of Rotterdam. The thesis confirms the presence of five factors – capacity, mandate, resources, scope and will – that shape the “strategy space” of actors and play an important role in conditioning the form and content of processes of governing for urban sustainability. The thesis suggests that the ways in which a municipal organisation perceive and mobilise the five factors will strongly determine the extent of its sustainability strategy space. In sum, municipal organisations and other actors participating in processes of governing for urban sustainability need to mobilise the five factors and expand their strategy space, in order to achieve vertical and horizontal alignment of strategic objectives and facilitate implementation that delivers transformative change.

The Master's thesis deals with issues of representation of business corporation by its governing body. The thesis is composed of an introduction, three chapters and a conclusion. Every chapter consists of four parts. The last part of each chapter contains brief summary of the most important issues of the particular chapter. The main aim of this thesis is to analyze most important issues concerning with representation of business corporation by its governing body and to compare recent legislation with the legislation effective till the 31st December 2013. The aim of this thesis is also to evaluate the changes which occurred in accordance to the new legislation and to examine if it is possible to use former jurisprudence recently. The first chapter is considered as introductory and contains the explanation of basic terms which are important for the other parts of the thesis. The first chapter is focused on definition of business corporation and evaluation if the business corporation is capable of acquiring rights and incurring obligations or not. In the first chapter it is also described the issue of corporation's representatives and scope of their powers. The second chapter is concerned with the representation of business corporation by members of its governing body. At the beginning of this chapter...

Student No :9712664T MEd School of Education Faculty of Humanities / After the establishment of the first democratic government in South Africa, the Education Ministry committed itself to transforming the education system through developing new policies and legislation aimed at achieving equitable access to education and improving the quality of education. One of the school reform policies is the South African Schools Act (SASA), which is aimed at democratising and improving school education. It does so by devolving responsibilities and powers on schools, thereby promoting more democratic governance of schools by school governing bodies (SGBs), which are comprised of parents, educators, non-teaching staff and learners. The main thrust of this study was to investigate the factors that explain how different rural schools in Bolobedu district (Limpopo Province) interpret and implement the newly-granted SGB powers and responsibilities regarding school finances and budgeting. Four schools, two primary, one junior secondary and one senior secondary, were sampled. At some of them SGBs appeared to be doing well, while at others the SGBs appeared to be overwhelmed by the new task of managing school finances and budgeting. The research instruments used in carrying out this study were interview schedules, documentary data analysis and non-participant observation of SGB meetings. Interviews were conducted with educators, principals, parents and learners (members of SGBs and nonmembers). Triangulation of data is essential for the validity and reliability of a study. This study is regarded as valid and reliable, as there was strong correlation among the responses to most of the questions posed. The interviewees participated willingly in the study and showed complete understanding of the questions. The major deduction from this study is that not all SGBs in disadvantaged rural areas are unable to execute their duties and responsibilities regarding school finances and budgeting, despite being dominated by illiterate parents who have not had the administrative and financial experience to oversee school affairs. The findings indicated that some poorly resourced SGBs were able to execute their duties and responsibilities regarding school finances and budgeting, though there were some constraints. The following factors that assisted and undermined the capacity of schools to assume their financial powers effectively were identified: • School-Community relationship; • SGB capacity; • Internal social capital; and • Leadership strategies.