Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: One of the major features of the democratisation of education in South Africa revolves around the decentralisation of school governance. In this regard, important decision-making responsibilities have devolved from central government to "self-governing" school communities, incorporated into School Governing Bodies. This study explores the current practices of School Governing Bodies in selected schools in the Grassy Park area. It seeks to demonstrate that there seems to exist a dichotomy between the ideals of democratic policies as espoused in the South African Schools Act, and the manner in which these policies are implemented. The promulgation of the South African Schools Act of 1996 heralded the beginning of a new phase in the governance of schools. However, the promulgation of policy does not necessarily imply the effective implementation thereof. This thesis argues that despite the existence of the South African Schools Act, school governing practices do not seem to be conclusively democratic. Unless school governing practices are reconceptualised and restructured akin to a notion of deliberative democracy such practices would continue to remain less democratic. / AFRIKAANSE OPSOMMING: Een van die uitstaande kenmerke in die demokratisering van die onderwys in Suid Afrika, wentel rondom die desentralisasie van skoolbestuur. In hierdie verband is die belangrike besluitmakings-verantwoordelikhede oorgedra vanaf die sentrale regering na "selfregerende" skool komittees, ingelyf tot Skool Beheer Liggame. Hierdie studie eksploreer huidige praktisering van Skool Beheer Liggame in geselekteerde skole in die Grassy Park gebied. Dit beoog om te demonstreer dat daar waarskynlik 'n splitsing bestaan tussen die ideale van demokratiese beleid soos voorgestaan deur die Suid Afrikaanse Skole Wet, en die manier waarop die beleid geimplementeer word. Die proklamasie van die Suid Afrikaanse Skole Wet van 1996 het die begin van 'n nuwe fase in skoolbeheer ingelui. Nietemin, die afkondiging van beleid beteken nie noodwendig die effektiewe uitvoering daarvan nie. Hierdie tesis voer aan dat ten spyte van die voortbestaan van die Suid Afrikaanse Skole Wet, die praktyk van skoolbeheer neig om nie uitsluitlik demokraties te wees nie. Ofskoon die uitvoering van die praktyk van skool beheerliggame gerekonseptualiseer en geherstruktureer word, verwant aan 'n begrip van beredeneerde demokrasie, sal sulke uitvoering minder demokraties bly.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Since the introduction of the SA Schools Act in 1996 and institution of school governing bodies (SGBs), the Education Department began to experience serious problems regarding school governance. The incidents that happened in schools brought into question the legal role and authority of SGBs in the administrative actions they perform. This study aimed specifically at investigating the problems that arise in relation the appointment of teachers. Since SGBs play an important facilitating role in the process of staff appointments, their way of handling this duty was at the heart of the study. The research made use of literature studies, policy documents from the education department, viz. the SA Schools Act, Educators Employment Act, Education Labour Relations Council documents, and questionnaires and interviews with members of school governing bodies at a selection of local schools in the Western Cape Province. The findings led to the conclusion that most SGBs in the disadvantaged communities find it difficult to appoint new educators. Clearly SGBs are regarded as legitimate structures that should govern learning institutions and it is evident that one of their duties is to employ new educators, in line with the legal procedures stipulated in the various provincial education departments' policies. Perhaps the most important finding is that parents in the disadvantaged communities are illiterate. This is a significant problem because most of their duties require them to read documents from the education department so that they may know exactly how to perform their functions and responsibilities. Some of the problems encountered, however, are also caused by the ignorance and reluctance of parents to offer their services without being remunerated. These conclusions resulted in the formulation of specific recommendations for improving the role and implementation of SGBs. The recommendations are made for improving the role of SGBs as a whole as well as for specific capacity building relating to the needs of each stakeholder group. The overall emphasis of the study is thus on the recommendation for more effective training of SGBs. / AFRIKAANSE OPSOMMING: Sedert die instelling van die SA Skolewet in 1996 en totstandkoming van skoolbeheerliggame, het die Onderwysdepartement ernstige probleme ten opsigte van skoolbeheer begin ervaar. Die insidente wat in skole plaasgevind het, het vrae laat ontstaan rakende die wettige rol en gesag van die beheerliggaam in die administratiewe handelinge wat hulle uitvoer. Die doel van die studie was om probleme rondom die aanstelling van opvoeders te ondersoek. Die sentrale fokus van die studie was op beheerliggame as fasiliterende liggame. Vir die doeleinde van die studie is daar gebruik gemaak van: literatuurstudie, beleidsdokumente van die Onderwysdepartement (die S A Skolewet, die Opvoedersdienswet en dokumentasie van die Raad vir Arbeidsverhoudinge in die Onderwys [RAVO]), sowel as vraeslyste en onderhoude met lede van die beheerliggame byenkele plaaslike skole in die Wes-Kaap. In die bevindinge is daar tot die gevolgtrekking gekom dat die meeste beheerliggame in die benadeelde gemeenskappe dit moeilik vind om nuwe opvoeders aan te stel. Beheerliggame is die wettige strukture wat opvoedkundige instansies moet beheer en een van hul pligte is om nuwe opvoeders aan te stel in ooreenstemming met die wetlike voorskrifte, soos vervat m die verskillende beleidsdokumente van die Onderwysdepartement. Die belangrikste bevinding is dalk dat ouers in die benadeelde gemeenskappe meestalongeletterd is. Dit skep probleme, aangesien daar van hulle verwag word om die dokumentasie van die Onderwysdepartement te lees, te verstaan en daarvolgens op te tree. Verdere probleme word veroorsaak deur 'n mate van onkunde asook deur die onwilligheid van ouers om sonder vergoeding hul dienste aan te bied. In die lig van hierdie gevolgtrekkings, is spesifieke aanbevelings gemaak ten einde die rol van beheerliggame te versterk, sowel as om die suksesvolle implementering van hierdie strukture, in terme van kapasiteitsbou en aandeelhouerbemagtiging meer doeltreffend te laat funksioneer. Die besondere klem van die aanbevelings is 'n indringende versoek vir die ontwikkeling van sinvolle, doeltreffende opleiding van persone wat in skoolbeheerliggame dien.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In April 1994, after South Africa's first democratic elections, a new era in education commenced. The education system was transformed to a unitary system and a programme of legislation was launched aimed at promoting democratic ideals and practices. Of particular importance to schools was the South African Schools Act (Act No. 84 of 1996) by which significant powers were granted to School Governing Bodies (SGBs) at local level In addition to the school principal, a SGB was to be composed of elected representatives of four main stakeholder groups: educators, non-educator staff, learners (in Grade 8 or above) and parents. The powers and responsibilities allocated by the Act indicated that the introduction of SGBs had far-reaching potential to improve school effectiveness and, more importantly, to contribute to the growth of democracy in South Africa. The writer of this study was an educator, resident in the Northern Province and with significant first-hand teaching experience in schools in rural and semi-rural areas of the province, as well as experience as a member of a SGB. This experience had made him keenly aware of the role that SGBs could play in improving schools with which he was familiar. The purpose of the research was therefore to investigate the role of SGBs in rural areas of the Northern Province. To evaluate the role of SGBs, the researcher aimed to investigate aspects such as whether SGBs were in fact properly established, e.g. through the conduct of proper elections, how stakeholders perceived their roles, what functions were typically performed by SGBs, the perceptions of roleplayers about significant progress and or problems, and what needs for help or training were experienced. In particular the research aimed to discover whether there were particular needs associated with SGBs in the rural areas in order to determine what sort of capacity-building was required. The approach used in the investigation followed four main steps. Firstly, a literature study provided the basis for analysis and clarification of important concepts. Secondly, the legal and policy context was described, paying particular attention to the specific legislation and documents that frame school governance in South Africa. Thirdly, the writer examined the context of Northern Province, describing four stages in the history of educational administration and focusing on rural communities in particular. The fourth perspective was gained by an empirical study of a sample of ten secondary schools in the rural and semi-rural areas around the town of Thohoyandou. The method of investigation was to use questionnaires and interviews to obtain data from representatives of all five stakeholder groups in SGBs at each of these schools. The findings led to the conclusion that SGBs were largely well-established in the rural areas of Northern Province. They were widely accepted as legitimate and worthwhile structures but there were specific important needs for training and capacity-building. Perhaps the most important finding was that parents in rural areas appear to find it very difficult to become involved in the educational life of schools and are especially reluctant to serve on SGBs. Reasons for this apparent apathy were found to lie in problems of illiteracy and feelings of ignorance or inferiority. These conclusions enabled the researcher to make specific recommendations for improving the role and functioning of SGBs. Recommendations were made for improving the role of SGBs as a whole as well as for capacity-building relating to the needs of each stakeholder group. A particular emphasis of these recommendations was on ways in which the unique needs of rural communities can be met. This was seen as a priority in order to improve education in secondary schools in these historically underdeveloped areas and through that, promote the growth of democracy in the rural areas of Northern Province. / AFRIKAANSE OPSOMMING: Suid-Afrika se eerste demokratiese verkiesing op 26 April 1994 het 'n nuwe era vir die onderwys ingelei. Een unitêre en eenvormige geïntergreerde onderwysstelsel is gevestig en 'n program geloods van nuwe wetgewing gerig op die bevordering van demokratiese ideale en praktyke. Van besondere belangrikheid vir skole was die Suid-Afrikaanse Skolewet (Wet Nr 84 van 1996) wat bepaalde magte aan skole op plaaslike vlak afgewentel het deur die instelling van Skool Beheerliggame (SBLs). Saam met die skoolhoof, was SBLs saamgestel deur verkose verteenwoordigers van vier hoof belanghebbende groepe: opvoeders, nie-opvoederpersoneel, leerders (in Graad 8 of bo) en ouers. Die magte en verantwoordelikhede deur die Wet aan SBLs geallokeer was 'n aanduiding dat die instelling van SBLs verreikende potensiaal gehad het om skooleffektiewiteit te bevorder sowel as 'n belangrike bydrae te maak tot die ontwikkeling van demokrasie in Suid-Afrika. Die skrywer van die studie was 'n opvoeder, woonagtig In die Noordelike Provinsie en met eerstehandse ervaring van onderwys in skole in die landelike gebiede van die provinsie. Hy het ook ervaring gehad as lid van 'n SBL. Sy ondervinding het hom skerp bewus gemaak van die moontlike rol van SBLs in die verbetering en opheffing van skole waarmee hy vertroud was. Die doel van die navorsing was dus om die rol van SBLs in die landelike gebiede van die Noordelike Provinsie te ondersoek. Om die rol van SBLs te evalueer het die navorser besluit om aspekte te ondersoek soos die vestiging van SBLs, bv. of hulle welordentlik gevestig was, o.a. deur die bepaalde verkiesingsprosedures, die persepsies van belanghebbendes oor hulle eie rolle, die tipiese funksies deur SBLs gerig, die rolspelers se eie persepsies van beduidende vordering en/of probleme in die funksionering van hulle SBLs, en enige opvallende behoeftes. Die navorsing het veral gepoog om agter te kom of daar spesifieke eiesoortige behoeftes t.O.V. SBLs in gemeenskappe in landelike gebiede was. Om sulke behoeftes te kon bepaal sou bydrae tot die ontwikkeling van geskikte programme vir kapasiteitsbou by SBLs in landelike gebied. Die ondersoek het uit vier hoofstappe bestaan. Eerstens het In literatuurstudie bygedra tot die ontleding en verduideliking van belangrike konsepte. Tweedens is die wetlike en beleidskonteks beskryf, met besondere verwysing na die raamwerk van spesifieke wetgewing en dokumente wat skoolbeheer in Suid-Afrika bepaal Derdens het die skrywer die konteks van Noordelike Provinsie omskryf, insluitend 'n beskrywing van vier fases in die geskiedenis van onderwysbeheer Daar is ook veralop die eienskappe van landelike gemeenskappe gefokus. Die vierde perpsektief was deur 'n empiriese ondersoek verkry, gebasseer op 'n seleksie van tien sekondêre skole in die landelike en semi-landelike gebied rondom Thohoyandou. Die ondersoek het gebruik gemaak van vraelyste en onderhoude met verteenwoordigers van elkeen van die belanghebbende groepe. Daardeur is gegewens bekom van al vyf belanghebbende groepe by elkeen van die tien skole. Die bevindinge het tot die gevolgtrekking gelei dat SBLs reeds grootendeels gevestig was in die landelike gebiede van Noordelike Provinsie. Dit het geblyk dat SBLs wyd aanvaar was as legitieme instellings, maar dat daar spesifieke behoeftes was vir opleiding en kapasiteitsbou. Moontlik die belangrikste bevinding was dat ouers in die landelike gemeenskappe dit blykbaar baie moeilik vind om betrokke te raak in die opvoedingstaak en lewe van skole en veral skaam is om op SBLs te dien. Redes wat vir hierdie skynbaar apatetiese gedrag aangevoer is, was dat die meerderheid ouers ongeletterd is en dat gevoelens van onkundigheid, onbekwaamheid en minderwaardigheid ouers weerhou om deel te neem .. Bogenoemde gevolgtrekkings van die studie het die navorser in staat gestelom spesifieke aanbevelings te maak t.o.v. die ontwikkeling en verbetering van die funksionering van SBLs. Aanbevelings is gemaak om die rol van die SBL in die algemeen te verbeter, sowel as t.o.v. kapasiteitsbou gerig op die spesifieke behoeftes van bepaalde belanghebbende groepe. Die aanbevelings het in besonder klem laat val op die soeke na wyses waardeur die unieke behoeftes van landelike gemeenskappe aangespreek kan word. Hierdie behoefte word as 'n prioriteit beskou om onderwysverbetering in sekondêre skole in hierdie histories onderontwikkelde gebiede te versnel. Daardeur sou die ontwikkeling van demokrasie in die landelike gebiede van Noordelike Provinsie ook versterk en bevorder word.

The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either &quot / consumer market&quot / or &quot / citizen equity&quot / visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions.

nÃo hà / O Programa Nacional de Fortalecimento dos Conselhos Escolares (PNFCE) objetiva promover a implantaÃÃo e o fortalecimento desses, no sentido de contribuir com a discussÃo sobre a importÃncia do conselho escolar para os aspectos pedagÃgicos, administrativos e financeiros nas instituiÃÃes de ensino. Por sua vez, esta pesquisa teve o objetivo de avaliar se o PNFCE Ã, de fato, um instrumento que proporciona a qualificaÃÃo dos sujeitos atuantes nos conselhos escolares para uma participaÃÃo democrÃtica ou se o programa se constitui como instrumento de legitimaÃÃo das aÃÃes do Estado e na perspectiva de docilizar a comunidade escolar e local. Para esse empreendimento acadÃmico, empregou-se como caminho metodolÃgico para esta pesquisa: das CiÃncias Sociais, a anÃlise das formaÃÃes discursivas objetivada por Foucault (1999), tendo em vista que foi tomado como corpus deste estudo a anÃlise da construÃÃo ideolÃgica presente nos textos que cria e fundamenta o PNFCE e, da perspectiva da avaliaÃÃo de polÃticas pÃblicas, o paradigma interpretativo a partir do modelo da experiÃncia (LEJANO, 2011), evidenciado pela indissociÃvel relaÃÃo entre texto (polÃtica) e contexto (realidade em que se manifesta a polÃtica). Tanto o texto quanto o contexto tiveram como trama de fundo as categorias de anÃlise que sustentam esta pesquisa: Estado, participaÃÃo e democracia. A concepÃÃo de Estado na perspectiva de Gramsci (2005), Coutinho (1988) e Carvalho (2010). E para o entendimento de participaÃÃo democrÃtica, Tatagiba (2002), Dagnino (2004) e Santos (2001). Propor uma reflexÃo sobre a participaÃÃo nos conselhos escolares na constituiÃÃo da gestÃo democrÃtica pode pressupor a organizaÃÃo de um colegiado atuando de forma a planejar, executar, avaliar e deliberar na direÃÃo do bom andamento do sistema escolar. No entanto, torna-se relevante deixar emergir a indagaÃÃo: como entender que o Estado promova espaÃos de discussÃes que possam constituir-se em potenciais instÃncias de enfretamento à prÃpria ordem estatal, como o podem ser os conselhos escolares? Ao avaliar o PNFCE, concluiu-se que existem lacunas entre as funÃÃes do conselho escolar e a sua atuaÃÃo na escola, o que implica uma relaÃÃo nem tÃo democrÃtica nem descentralizada e autÃnoma. Revelando a ressignificaÃÃo dos conselhos escolares, reafirmados nos conflitos de interesses, na ausÃncia de uma cultura de participaÃÃo e na atuaÃÃo de Estado mÃnimo ou mesmo de uma cidadania tutelada. / The National Program for Strengthening School Councils (PNFCE) aims to promote the implementation and strengthening of these, in order to contribute to the discussion about the importance of the school council for pedagogical, administrative and financial aspects in educational institutions. In turn, this research had the objective of evaluating whether the PNFCE is, in fact, an instrument that provides the qualification of the subjects acting in the school councils for a democratic participation or if the program constitutes as instrument of legitimation of the actions of the State and In the perspective of docilizar the school and local community. For this academic enterprise, the analysis of the discursive formations objectified by Foucault (1999) was used as a methodological path for this research, considering that it was taken as corpus of this study the analysis of the ideological construction present in the texts that (LEJANO, 2011), evidenced by the inextricable relationship between text (politics) and context (reality in which politics is manifested) . Both the text and the context had as background the categories of analysis that support this research: State, participation and democracy. The conception of State in the perspective of Gramsci (2005), Coutinho (1988) and Carvalho (2010). And for the understanding of democratic participation, Tatagiba (2002), Dagnino (2004) and Santos (2001). Proposing a reflection about participation in school boards in the constitution of democratic management may presuppose the organization of a collegiate acting in order to plan, execute, evaluate and deliberate in the direction of the good progress of the school system. However, it is relevant to let the question emerge: how can we understand that the State promotes spaces of discussion that may constitute potential instances of confrontation with the state order itself, such as school councils? In evaluating the PNFCE, it was concluded that there are gaps between the functions of the school council and its performance in school, which implies a relationship neither as democratic nor decentralized and autonomous. Revealing the re-signification of school councils, reaffirmed in conflicts of interest, in the absence of a culture of participation and in the action of a minimal state or even a protected citizenship.

Thesis (MPA.) -- University of Limpopo, 2014 / The South African Schools Act (SASA), 1996 (Act No. 84 of 1996) mandates the establishment of School Governing Bodies (SGBs), whose important roles include the management of school funds. This role includes planning, reviewing, controlling and approving the school budget in accordance with the school's needs. The SGB is ultimately required to account to the Department of Education (DoE), parents and the community for the public funds they manage. However, schools fail to execute this legal mandate effectively and efficiently. Both quantitative and qualitative research methods were employed to complement each other in an attempt to investigate the problems experienced by school governing bodies in executing their financial management functions. Questionnaires, focus group interviews and document reviews were used to gather data. It emerged from the findings of the study that school governors in Mogoshi Circuit are also facing serious financial management problems. Financial management and financial accountability - the sine qua none of effective and efficient management of school finances, pose a challenge. The study found, for example, that the majority of governors in rural areas are elderly people, who are mostly either illiterate or semi-illiterate and lack the capacity to execute their governance roles efficiently and effectively. A once-off or hit and run unaccredited training, which is often provided to the elected SGB members, is relatively not helpful. This inhibits financial accountability. To this end, the study proposed substantial recommendations, which, if implemented, could bring a resolve to the problems and challenges posed.

This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.

This study details the background to the establishment of Parish School Boards in the Archdiocese of Canberra and Goulburn, and reports and analyses the perceptions of all ACT Catholic, systemic, primary school Principals who operated with a Parish School Board in 1993. The movement towards Parish School Boards finds its genesis in the Second Vatican Council where the Church was invited to collaborate in decision-making based on the belief that all the faithful have gifts, knowledge and a share of the wisdom to bring to the building of the Church. The nature and structure of Catholic education was seen as a suitable vehicle for encouraging communities to engage in shared decision-making and in participatory democracy under the Church model of subsidiarity, collegiality and collaboration. The introduction of Parish School Boards into the Archdiocese can be seen as the implementation of a radical change to the educational mission of the Church and the educational leadership of the faith community. Reflecting 'new management theory' in both the secular and Church worlds, a key stakeholder is the school Principal whose role and relationships change as he or she learns to work within a team, sharing leadership. This study examines the responses of nineteen Principals who were interviewed by the researcher in order to determine how they work with a Parish School Board and what effects the board has on their work. Research studies in the area of School-Based Management and Shared Decision-Making have informed the review, and the Principals' responses from this study have been analysed in the light of secular and Church literature on leadership, devolution and change. The respondents of this study, the school Principals, report the benefits of collegiality and collaboration but their unresolved tensions relate to work overload, lack of clarity of the roles and responsibilities of the various local level decision-making groups, increased administrative complexity, community demand for ever widening consultation and the challenge of consensus decision-making. All Principals report an urgent need for professional development for themselves and for the system to provide a more explicit focus on parish and community formation with the commitment of the necessary resources to sustain this radical change.

This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.

This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.