Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 145-151).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 145-151). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

D.Ed. / In the literature survey of this study, the historic development of education in the RSA, from the arrival of the Dutch settlers in 1652, to the implementation of the state-aided school was discussed. Parental involvement throughout these years, was reviewed. The emphasis however, was a discussion on the state-aided school model since it became part of the South African education system in 1992; especially with regard to the additional functions and duties of parents in governing bodies. Although this school model had initially been called the Model C school, the name changed to the state-aided school and only recently to a type of public school. Organization and management of these schools nevertheless stayed basically the same. Part of the theoretical discussion were the numerous reasons for the implementation of this school model; amongst the most important being the fact that the state had reached its limit as far as the funding of education was concerned and that further financial input had to become the responsibility of parents and the community. The state-aided school was also the result of educational and political change in South Africa. White parents and teachers were concerned about their cultural and religious principles and saw in state-aided schools the possibility of satisfying these needs and values. Black, Coloured and Indian Education, as well as the rationalization and amalgamation of all education departments in the RSA into one Department of Education, also had an impact on the development of the state-aided school. The focus of this study however, was on the effective functioning of the governing bodies, consisting mainly of parents, in the state-aided schools. The crux of the problem, was greater parental involvement and whether these parents were able to manage the schools under their care properly. One of the concerns was that as teachers strive towards professional autonomy, parents would encroach upon their professional terrain. On the other hand though, some parents are not sufficiently encouraged or motivated to participate in school affairs.

M.Ed. (Educational Management) / Meaningful education in schools can only take place if their is a close relationship between school and home. The parent must protect his rightful share in the education of his child by active involvement in the school. The school is not an independent or isolated entity but it operates in a social context within a community. Parents are compelled to make use of specialised assistance to extend their educative endeavours, and that is the task of the school. Every principal needs to develop a good understanding and competency in bUilding and maintaining effective school-parent-relationships. The principal is both leader and manager of a school. As principal he strives towards set goals, aided by his staff, pupils and parents. The effectiveness of parental involvement will depend primarily on the principal's managerial skill. The principal needs to create a certain school climate by means of his managerial style, in which parents will feel the need to participate. School-parent relationships and communication are important tasks for the school principal. The goal of the school principal in performing these tasks, should not be to manipulate parent-opinion, but to develop understanding, perspective and commitment with the parents of the school. The principal should endeavour to develop the ideal leadership style, in order to establish a climate which will be conductive to parental involvement. Partnership implies relationships, duties and responsibilities. The clear understanding of partnership and how it will effect the teacher and the parent, is crucially important in education today. In the partnership between the teacher and the parent, the teacher may be regarded as a cornerstone of the partnership. The partnership between teacher and parent forms the basis and the only real hope for a superior school programme at all levels. Parents should be more involved in the affairs of the school and the major responsibility for further parent involvement and partnership between teacher and parent rests with the school and indeed mostly with the school principal.

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

This study investigates parental involvement in school governance in selected high schools in Zwelitsha, King Williams Town District in the Eastern Cape Province. The research study was conducted in three high schools in Zwelitsha Township. These schools are Nompendulo Senior Secondary, Thembalabantu High School and Xolani Senior Secondary School. Questionnaires were designed and distributed to the principals, educators and parents whose children are learners in these schools. The interview questions were designed and distributed to parents whose children are learners in these selected schools, educators and school principals and members of the school governing body from each school. Respondents were asked about the levels of parental involvement in their schools, parents’ awareness of school governance and the relationship between schools and communities. However, the objectives of the study were to: Assess parental involvement in school governance in selected high schools in Zwelitsha, King Williams Town District in the Province of the Eastern Cape; To determine the nature and extent of parental participation in school academic activities; To examine the role of parents in the school governing body; To determine measures that can be taken to encourage the participation of parents in school governance These objectives have been achieved by providing empirical evidences which shows that the levels of parental involvement in the previously disadvantaged high schools are very low. This is related to the parents’ level of education. Parents who are literate are more involved than those are illiterate. This research also reveals that high v. levels of working parents contributes to the low levels of parental involvement in school governance. Most parents in this area know nothing about school governance and those that are aware are not keen to be involved. The class structure of the society has an influence in the participation of parents in school governance. Parents’ meetings that are held on Sunday afternoon are a challenge to parents that come from the villages outside Zwelitsha because of the scarcity of transport on this day. and these situations discourage them from being actively involved in their children’s education. The study provides the factors that cause non-involvement of parents in school governance. Subsequently, the following strategies for participation of parents in school governance were given:  Capacitating of parents Establishment of teacher-parent collegiality  Recognition of cultural capital Establishment of parent organisations  Utilisation of non-governmental organisations Establishment of centres of learning. This study also indicates the following strategies that may assist to enhance the parental involvement in school governance: Parents engagement and empowerment Co-operation between schools and parents Collaboration with other community, private and other public institutions Invitation of complaints and welcoming of criticism. In conclusion, the findings provide clear indication that the participation of parents in school governance is low. Recommendations that could assist the schools to encourage and to enhance parents to participate in school governance are given.

Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)

Black urban schools in South Africa are frequently beset by problems such as inadequate facilities and resources; poor motivation among teachers and pupils; poor family relations and a high incidence of violence. Against this background and in view of evidence that effective parent involvement in education addresses many of these problems, this study explored parent involvement in black urban communities. A literature study investigated existing theories and models of parent involvement; the urbanisation of and educational provision for black people in South Africa in historical perspective and the limited involvement of black parents in schools. Furthermore, legislation concerning education and parent involvement since 1994 was reviewed. A qualitative investigation of parent involvement in three primary schools in a black urban community in Gauteng was conducted. Data gathering was done by participant observation; in-depth interviews with three principals and focus group interviews with three groups of teachers and four groups of parents. Data were analysed, discussed and synthesised. The major findings emerged: school-home relations are shaped by the context of a particular school and community; as a result of changing family structures, children are cared for by different caregivers who require advice on parenting; poverty and overcrowded living conditions adversely affect family life and thus, home-school relations; caregivers experience difficulty in adjusting to changed family circumstances; young people often display behavioural problems and a lack of discipline; poor motivation to learn; are sexually active and require parental and teachers' guidance. Conditions in urban schools were exacerbated by disruption in primary and secondary schools during the apartheid era. Parents require advice in preparing children for school and supporting them at school. Teachers need parental support to fulfil their multiple roles; guidance in implementing a school policy on parent involvement; improving communication between the school and home; involving parents in children's home learning and decision making in the school. While the current government policy to establish governing structures in schools is commendable, it is recommended that, because comprehensive parent involvement programmes have long-term positive effects, parent involvement should be implemented more broadly than envisaged by present policy. / Educational Studies / D. Ed. (Comparative Education)

Thesis (MPA.) -- University of Limpopo, 2012 / The School Governing Body as the executive authority of every school has the role to govern the finance of the school efficiently, effectively and economically. It has to formulate financial policy and understand financial legislation framework in particular Public Finance Management Act, 1999, Procurement Policy and South African School Act, 1996. The problem in this study is to investigate the skills of the School Governing Body in the handling of school finances, its ability to formulate and implement school base financial policies and its implementation of South African Schools Act, 1996 and Public Finance Management Act, 1999.