The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal. I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government. By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

MEDEM / Department of Curriculum Studies and Educational Management

MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below

The objective of this diploma thesis is study of cooperation between Probation service Liberec, which represents public sector, and the NGOs as representatives of civil sector. These organisations provide means for people who are sentenced to punishment of community service. The aim of this study is identification of a model of cooperation, show the development of this model since its beginning in 2002, and finally, to introduce the external environment that influences this model. The theoretical basis crucial for this thesis is a Bryson, Crosby and Stones's concept of Governing Public-Nonprofit Collaborations. They focus on governing structure, governing processes, rules and external environment, which makes the structure of my study. The design of the research used in this diploma thesis is a case study. Data were gathered by method of semi-structured interviews of probation workers and by analysing of documents related to laws, methodical standards and other resources.

AFRIKAANS: Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid vir skoolfinansies drasties verander deur die instelling van selfbestuur by skole. Daar bestaan tans groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en skoolbeheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Sommige skole se begrotings het sedert 1994 van `n paar honderd duisend rand tot `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas bykomende bestuurverantwoordelikhede op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie bykomende finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief uit te voer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om die vertrekpunte waarbinne skoolfinansies bestuur en beheer word, te bepaal, asook om aan die hand van kontrole- en beheermaatreëls te bepaal of begrotings aangewend word om onderrig en leer in openbare skole te bevorder. ENGLISH: Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self-management of schools, accountability for schoolfinances has changed dramatically. Some schools’ budgets have increased from a few hundred thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body; these developments increase the principal’s managerial responsibilities. Principals and school governing body members are often not qualified to shoulder this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to identify the principles for the control and management of schools’ finances and also to establish whether budgets are managed in such a way that instruction and learning in public schools are propagated. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Thesis (MPAM.) -- University of Limpopo, 2021 / Safety in schools has become an issue of concern in the whole country. The Department of Basic Education’s record of safety in schools is being questioned by a number of incidents and cases that indicated that schools are indeed unsafe. Therefore, this study focuses on the role of the School Governing Bodies in the implementation of Safety Policy in the rural primary and secondary school areas of Mamabolo. The study focused on three secondary schools and four primary schools. The research concentrated only on the views of chairpersons of SGBs, principals, teachers and Assistant Director for governance in schools. Qualitative data was collected through observations, semi-structured interviews and document analysis. Data was transcribed, coded and categorised into themes. The findings revealed that the School Governing Bodies lack capacitation in the promotion of safety in schools. Challenges that were identified include lack of training, lack of funds, unavailability of police, unavailability of security officers, and lack of support from the Limpopo Department of Education. The study recommends that schools be provided with security personnel to regulate access control and conduct searches and seizures, addition of safety course or module to teacher training at institutions of higher learning and a design of a common safety policy by the circuit office. Additionally, parents should take part in the discipline of their children at home. Last, but not least, the department should provide schools with thorough training on the promotion of safety in schools.

Den här studien handlar om att lyfta och se på inkludering som fenomen i förskolans utomhusmiljö. Detta genom att se på vad pedagogerna beskriver kring hur fenomenet kommer till uttryck. Syftet är att fånga pedagogernas uppfattning kring vilka faktorer som samverkar för att inkludering ska komma till uttryck genom autoetnografisk metod.  Detta genom att se på vad de beskriver och hur de implementerar inkludering i förskolans utomhusmiljö. Resultatet visar att många faktorer tillsammans påverkar hur fenomenet inkludering framträder. I studien beskrivs faktorerna som framkommit och teman de härleder till. Studien visar att inkludering som fenomen landar i att var och en som är deltagare i den utomhusmiljö de befinner sig i, måste lära sig finnas i den unika situationen. Därigenom sker implementering av inkludering.  Finnas, handlar om att ta vara på varje barns unika upplevelse. Inkludering kan inte existera utan något som ger det en mening. Pedagogerna påverkas av förskolans utomhusmiljö och de objekt som finns tillgängligt, vilket speglas i deras synsätt. Pedagogerna belyser inkludering, utefter den diskurs de befinner sig i. Vi blir där vi är. / This study is about raising and looking at inclusion as a phenomenon in the preschool's outdoor environment. This is done by looking at what the educators describe about how the phenomenon is expressed. The purpose is to capture the educators' perception of factors that work together for inclusion to be expressed through autoethnographic methods. This by looking at what they describe and how they implant inclusion in the preschool's outdoor environment. The results show that many factors together affect how the phenomenon of inclusion emerges. The study describes the factors that have emerged and the themes they derive from. The study shows that inclusion as a phenomenon lands in that whoever is a participant in the outdoor environment they are in, must learn to exist in the unique situation. This implements inclusion. Existence is about taking advantage of each child's unique experience. Inclusion cannot exist without something that gives it meaning. The educators are affected by the preschool's outdoor environment and the objects that are available, which is reflected in their point of view. The educators shed light on inclusion, according to the discourse they are in. We become where we are.

This study has a fourfold focus. Firstly, the study aims to fill a gap in research regarding teachers and principals’ perceptions on transition work and collaboration in school years K-3 and 4-6 in the subject of English. Secondly, the study explores how these views affect students' academic achievement in the subject. Thirdly, the gathered data is compared to previous research and Swedish national governing documents and guidelines on the matter. Lastly, the study collected suggestions for improvements with regards to transition work and collaboration based on previous research and our respondents’ views.    The basis for the study is data collected from 42 teacher and 10 school principal respondents who answered qualitative and quantitative questions regarding the issue. The findings indicate that teachers and principals' views do not always align regarding transition work. The study shows a great discrepancy in how Swedish schools collaborate around transition, where some Swedish teachers report well-functioning transition work and collaboration and some report the complete opposite. Furthermore, the findings indicate that students' academic performance is affected by the quality of teachers transition and collaboration work. Lastly, the study identifies some key factors that are necessary for well-functioning transition and collaboration work to transpire. / Denna studie har ett fyrfaldigt fokus. Först ämnar den att fylla ett hål i forskning som behandlar lärares och rektorers uppfattningar om övergångsarbete och samarbete mellan skolåren F-3 och 4-6 i Engelskämnet. Sedan utforskar studien hur dessa uppfattningar påverkar elevers akademiska prestationer i ämnet. I tredje hand jämförs den samlade datan med vad tidigare forskning, Svenska styrdokument och riktlinjer säger i frågan. Till sist sammanställer studien förslag på förbättringar på övergångsarbetet och samarbetet baserat på respondenternas bidrag och tidigare forskning. Forskningsunderlaget utgörs av data som samlats från 42 lärare och 10 rektorer som svarat på kvalitativa så väl som kvantitativa frågor om ämnet. Fynden indikerar att lärares och rektorers syn på övergångsarbete inte alltid överensstämmer. Studien visar vidare en grav diskrepans mellan svenska skolor i hur de samarbetar kring elevers övergång mellan låg- och mellanstadiet, där några av lärarna rapporterar ett väl fungerande samarbete och andra det helt motsatta. Fynden indikerar även att elevers akademiska prestationer kan påverkas av kvalitén på lärarnas samarbete och övergångsarbete. Slutligen identifierar studien några nyckelfaktorer som är nödvändiga för att skapa ett väl fungerande övergångsarbete och sammarbete.

Submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Educational Planning and Administration in the Faculty of Education, 2007. / The South Africa Schools Act, (Act No. 84 of 1996) which came into effect on 1 January 1996 and the National Education Policy Act, (Act No. 21 of 1996) introduced a new approach to the South African Education system. These acts, and many policy documents produced by the National Department of Education, provide for the active participation of parents, educators, learners and other members of the community in the governance of schools. Whilst policy mandates stakeholder participation, in practice parent participation is problematic. This study therefore, investigates the role of the principal in facilitating the effective participation of the parent component of the SGB in the provision of quality education in public schools. A review of national and international literature was conducted to establish strategies principals use to facilitate the effective participation of the SGB. An empirical study was also undertaken. A questionnaire with closed-ended and open-ended questions was utilized with the aim of accessing the level of interaction between the SGB and principals of schools. Data from the questionnaire revealed the following key findings, namely: • There is a lack of effective management of parent involvement in school governance. • Limited communication exists between the principal and SGB regarding planned school activities where the SGB is supposed to have an input. • As leaders, principals are grappling to secure effective parent participation in the provision of quality education. Some recommendations are as follows: • Principals should develop orientation and on-going training programmes to capacitate parents to participate effectively in promoting quality public education • Principals should develop an invitational environment at the school • Principals should promote a climate for sound conflict management • Principals should provide sufficient information to SGB members and communicate these timeously to them It is hoped that through this study, principals will be inspired to identify then-limitations relative to the facilitation of parent participation and subsequently adopt one or more of the recommendations offered to armour themselves with strategies to facilitate the effective participation of parents in the provision of quality education for all learners.

As society becomes increasingly digitalised, pressure is put on public organisations to keep up with technological developments. Thus, digital transformations, which is a strategic relocation of the business, have become essential for organisations. Digital transformations are associated with complexity and a high failure rate, partly due to organisational barriers and the necessity of structural changes and possessing several dynamic capabilities. Private organisations have led the way in the era of integrating technology with business, and public organisations have attempted to follow. As a result, governing inspired by private organisations have been developed for public organisations, namely new public management. However, this governing does not cover values essential for public organisations, e.g., public value, nor facilitating digital transformations. Governance that enables adaptation and responsiveness as well as creating public value is necessary, e.g., adaptive and agile governance. This thesis aims to investigate digital transformation in public organisations and the effect governing principles have on it. The study also explores the potential of adaptive governance and if digitalisation can enable municipalities to work with sustainability. To answer this, an exploratory study is conducted, which includes a case study, and a framework is constructed based on a literature review together with four in-depth interviews with scientists. The framework is then applied to the case study, consisting of 11 semi-structured interviews. The findings indicate that digital transformations of public organisations can be conducted without considering governing principles. However, governance can affect how successful the transformation is and what value creation it can bring. Using governance that does not facilitate the transformation could impact its success. Adaptive governance can solve many issues in municipal digital transformations, but may not solely be the solution. It emphasises learning and trial and-error and observes the transformation through an ecosystem perspective. However, the practical implications of it are limited as no methods exist. Thus, combinations with other governing principles may be required. Additionally, digitalisation cannot enable municipalities to achieve sustainability aims on its own. Instead, digital technologies are tools that the municipality can use to achieve sustainability. The study contributes to research by investigating the effect governing principles has on digital transformations of public organisations in a Swedish context, which previously was lacking. The framework can provide a guide and analysis tool for public organisation’s digital transformation, and shows potential to be applied in practice. / När samhället blir alltmer digitaliserat pressas offentliga organisationer att hålla jämna steg med den tekniska utvecklingen. Således har digitala transformationer, som är en strategisk förflyttning av verksamheten, blivit väsentligt för organisationer. Digitala transformationer är förknippade med komplexitet och hög andel misslyckanden, delvis på grund av nödvändiga strukturella förändringar och innehav av flertalet dynamiska kapaciteter, såväl som organisatoriska hinder. Privata organisationer har lett vägen i att integrera teknik med verksamheten och offentliga organisationer har försökt följa med. Detta har resulterat i att styrningen av offentliga organisationer inspirerats av näringslivet, nämligen new public management. Denna styrning täcker dock inte värden som är viktiga för offentliga organisationer, t.ex. offentligt värde, eller underlättar digitala transformationer. Styrning som möjliggör anpassning och lyhördhet samt skapar offentligt värde är nödvändigt, exempelvis adaptiv och agil styrning. Denna uppsats syftar till att undersöka digitala transformationer i offentlig sektor och vilken effekt styrande principer har på det. Studien undersöker också potentialen för adaptiv styrning och om digitalisering kan göra det möjligt för kommuner att arbeta med hållbarhet. För att svara på detta genomförs en undersökande studie, som inkluderar en fallstudie, och ett ramverk skapas baserat på en litteraturgenomgång tillsammans med fyra djupintervjuer med forskare. Ramverket tillämpas sedan på fallstudien, bestående av elvasemistrukturerade intervjuer. Resultaten tyder på att digitala transformationer av offentliga organisationerkan genomföras utan att ta hänsyn till styrande principer, men styrningen kan påverka hur optimal transformationen är och vilket värdeskapande den kan ge. Att använda styrning som inte underlättar transformationen kan påverka hur framgångsrik den är. Adaptiv styrning har förmågan att lösa många problem som finns i kommunala digitala transformationer, men är inte enskilt lösningen. Den betonar lärande och experimenterande samt observerar transformationen ur ett ekosystemsperspektiv. De praktiska implikationerna av den är dock begränsade, då den inte innehar specifika metoder. Således kan kombinationer med andra styrande principer krävas. Därtill medför inte digitalisering att kommuner uppnår hållbarhetsmål på egen hand. Istället bör digital teknik ses som verktyg som kommuner kan använda för att uppnå hållbarhet. Studien bidrar till forskning genom att undersöka vilken effekt styrande principer har på digital transformation inom offentliga organisationer ur ett svenskt perspektiv, vilket saknas i tidigare forskning. Ramverket kan tillhandahålla ett guide- och analysverktyg för offentliga organisationers digitala transformation och visar potential att kunna användas i praktiken.