Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2005. / In this dissertation I critically explore school governance in relation to a liberal conception of deliberative democracy incorporating an argument for democratic citizenship. The notion of decentralisation and representative democracy informed collective decision making with the advent of South Africa’s constitutional democracy. This emphasis on participatory democracy aims to enhance nation building/citizenship as South Africa endeavours to sever its ties with its Apartheid past. Entrenched in the practice of representative democracy particularly in the context of schools is educational governance implemented through School Governing Bodies (SGBs). I argue that the legitimate learner and parent voices seem to be excluded from SGB practices – a notion which reinforces the presence of weak democratic practices. My concern is that SGBs in disadvantaged communities do not necessarily adhere to the tenets of democracy as accentuated in the Constitution of South Africa, incorporating the Bill of Rights and the South African Schools Act (SASA of 1996). A weak form of democratic practice seems to manifest itself when the SASA and the implementation thereof are inconsistent with each other, resulting in school governance practices operating in a manner contrary to what the Act purports. The promotion of democracy customarily involves protecting the legitimate (individual and community) interests of all. It is in this context that this dissertation attempts to find a route towards stronger democratic practices, therefore endorsing some of the principles of the South African Constitution, the Bill of Rights and the SASA. I argue that SGB practices seem to undermine these legitimate interests thus posing a dilemma for democracy. In addition current SGBs do not seemingly establish conditions according to which deliberative democratic practices can be achieved. And, unless SGBs also connect deliberative practices with citizenship as well as to “experiencing what is Other”, it would remain weakly democratic. For deliberative practices to happen I propose that conditions ought to be established whereby reasonableness and the incorporation of “the Other”, that is, learners and parents need to be included through pedagogic attentiveness – what can epistemologically referred to as “witnessing the “unknowability of the Other”, can counter such a weak democracy. In other words by including the marginalised voices that are seemingly excluded from SGBs, the potential to move towards strong democratic practices shall be enhanced.

Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The education of the children in the community is the responsibility of the whole community of which the parents are part. The aim of the school is to create responsible and respectful citizens who can make a significant contribution to the future South Africa. The role of the school is furthermore to establish democratic values. The school is also in a position to contribute to the establishment of a democratic society. The governing body is an example of a democratic institution in which representatives of the role players in education are involved. They are democratically elected onto the governing body. Parents are now also part of the leadership and management team of the school. They also must contribute to policymaking. It means that they must acquire certain skills to be productive and to deliver service in' the best interest of the school and the community. The South African Schools Act (1996) made provision for the need for capacity building amongst governing bodies. In the past the management of the school was the total responsibility of the principal and the staff. This role has now changed, but if the governing body does not function well it will again put pressure on the principal and the staff. This thesis is specifically concentrating on one particular governing body and whether it is functioning in an effective way. A preliminary investigation was done among ten schools in the Grabouw-area. The investigation was in actual fact done to pinpoint, the central focus for the thesis. The central focus of this thesis is about parental involvement in the school and how it can contribute to effective governance. / AFRIKAANSE OPSOMMING: Die opvoeding van die leerders in 'n gemeenskap is die verantwoordelikheid van die groter gemeenskap waarvan die ouers deel vorm. Die doel van die skool is om gerespekteerde en gewaardeerde burgers te skep wat 'n betekenisvolle rol in daardie gemeenskap kan vervul. Die skool moet verder verseker dat die demokratiese waardes van die nuwe Suid-Afrika in daardie spesifieke gemeenskap gevestig word. Die beheerliggaam is "n demokratiese struktuur waarbyalle rolspelers betrek word by die beheer en die bestuur van die skool. Daar is egter baie beperkinge wat betref die vemoëns van die persone wat daarop dien. Dit bemoeilik die vestiging van die beoogde demokratiese beginsels. Die Suid-Afrikaanse Skolewet (1996) maak voorsiening dat effektiewe deelname vooraf gegaan moet word met doelgerigte kapasiteitsbou programme. In baie gevalle het die groter magte wat oorgedra is na mikrovlak eintlik die werklading van die prinsipaal vergroot. Sommige beheerliggame beskik nie oor die kapasiteit om hul verantwoordelikhede uit te dra nie. Hierdie tesis let op een spesifieke beheerliggaam en 'n evaluering word gedoen omtrent die effektiewe funksionering van daardie beheerliggaam. Met effektiewe funksionering word bedoel dat daar gekyk word in hoe "n mate die werksaamhede wat deur die Skolewet opgedra is, tot uitvoering gebring word. Die grootste leemte in die pad van effektiewe funksionering blyk te wees die gebrekkige vermoëns van die ouers. Hierdie feit het na vore gekom in 'n voorlopige ondersoek wat gedoen is om die fokus van die studie vas te pen. Die sentrale fokus van die studie behels die betrokkenheid van ouers by die skool om hul vermoëns te bou. Deur middel van hul betokkenheid by verskeie aktiwiteite van die skool word ouers eintlik vooraf geskool om op die beheerliggaam te dien.

Schools today are entrusted with the duty of managing their funds in such a way that that the educational outcomes of the primary beneficiaries of these funds are maximised. This places more responsibility on the school governing bodies as the legal custodians of these funds, at local level, which need to be used economically, effectively and efficiently. To achieve this, school governing bodies need capacity in the form of appropriate skills and knowledge needed to connect school funding to educational outcomes. This study focuses on how capacity building for school governing body can contribute to value for money in school financial management. It sought to examine possible impediments to effective financial management, which result from the existing gaps in the current capacity building programmes and the financial management frameworks and procedures relating to school financial management. A qualitative research methodology involving in-depth interviews with members of governing bodies and Circuit officials was followed to examine the problem and possible improvement strategies. Themes that emerged from the data include, comprehensiveness, duration and frequency of the training programme, competency of training facilitators, monitoring, assessment and evaluation and other follow-up modalities, presentation style of the training facilitators, internal records and audited financial statements, the involvement of senior officials in school financial management, and the effectiveness of financial management. Findings suggested that, training of SGBs in financial management is inadequate, training facilitators lack requisite skills, the duration of the training for SGBs is short, the training programme is not provided frequently, the training programme’s presentation style is ineffective, mismatch between internal records and audited financial statements, lack of support and monitoring by circuit officials in the schools’ financial management, questionable conduct of external auditors, and ineffective cluster approach by SGBs. / Educational Leadership and Management / M. Ed. (Education Management)

The introduction of school governing bodies provided the communities with an opportunity to play a significant role in the organisation and governance of the schools. This involvement of significant stakeholders is purported to oversee that schools offer education of high quality to the learners. However, school governance is a legal responsibility, which requires skills, knowledge and expertise to ensure that SGB members will be able to fulfil the concomitant legal duties. The aim of the study was to investigate the impact of SGBs' capacity on school governance in three rural schools in the Moretele District. The findings revealed that SGBs' knowledge and understanding of their roles and responsibilities, and the type of training they receive have a marked effect on their functionality. There is also a need to recruit SGB members with a particular level of education, knowledge, understanding and expertise to minimize the chances of failure. / Educational Studies / Thesis (M. Ed.)

This research project explores the role of the school governing body in the formulation and implementation of a code of conduct for learners. The study was conducted in Durban, in KwaZulu-Natal, where two schools were purposefully selected as research sites. Democratic school governance is still new in South Africa, therefore confusion and misinterpretation are bound to manifest. This study therefore aims to examine whether school governing bodies participate in the formulation and implementation of the code of conduct for learners, as well as how and why they participate. This qualitative study, which is located within an interpretive paradigm, is underpinned by democratic theories. International and national scholarly literature was interrogated to glean further insight into the research topic. Ethical issues were observed prior to data generation. To ensure the trustworthiness of the findings, data were obtained using semi-structured interviews, observation and document review. The data collected during interviews were transcribed, evaluated and analysed in accordance with the phenomenological stages of an analytical framework, as set out in Marshall and Rossman’s (1999) six stages. The findings emanating from this study indicate that while members of school governing bodies do participate in the formulation and implementation of a code of conduct for learners, their participation is limited. Learner and parent stakeholders were found not to exercise the participative roles afforded to them under the South African Schools Act (1996).A variety of factors were found to infringe on the democratic participation of these stakeholders, including a lack of training for members to be able to perform their duties, a neglect of the code of conduct, unequal power relations, and limited time to attend meetings. The researcher’s findings, and the conclusions drawn in this study, have informed specific recommendations aimed at translating the status quo of our schools and ensuring a good understanding of democratic school governance, so that members of school governing bodies can be transformed from mere passive participants to active participants who contribute meaningfully towards the smooth running of their school. / Educational Leadership and Management / M. Ed. (Education Leadership and Management)

With the advent of democracy in South Africa, education has undergone major changes. One of these changes seeks to entrench democratic management and governance in schools. In terms of section 16 of the South African Schools Act of 1996 the governance of public school is vested in the governing body, but the professional management must be undertaken by the principal under the authority of the Head of Department. Parents are not involved in the teaching and learning domain. This study investigated the leadership role of the principal in the management and governance of the public schools in the Ekurhuleni East Education District (Gauteng Province). The data were obtained through a structured questionnaire and the stakeholder participation grid. Respondents were principals from the primary and secondary schools. It is recommended that consideration be given to the ongoing capacity building of the SGB's so that they give better, efficient and effective service. / Educational Studies / M.Ed. (Education Management)

In this study, a literature review and qualitative research design are used in an attempt to establish the obstacles to the effective governance of schools in previously disadvantaged communities. From the research, it emerges that the SGBs govern their schools intuitively. This is because they lack knowledge of how schools should be governed. Various strategies to build the governance capacity of these SGBs are formulated in this study to assist them to govern their schools effectively. Effective governance is an important instrument that can restore order, protect the rights of both learners and educators, prevent discipline problems amongst learners and establish the provision of quality education in these communities. / Teacher Education / M.Ed. (Education Management)

The aim of the study was to investigate the experiences and challenges of the SGBs in secondary schools in KwaZulu-Natal. The research study focused mainly on the following key areas: the handling of learner discipline, the management of school finances, the formulation of the admissions policy and finally, the appointment of staff. The South African Schools Act promulgated in 1994 was committed to ensuring democracy in education through the active involvement of all stakeholders such as parents, learners (in secondary schools), educators and principal in the decision-making processes in schools. However, the evolution of school governance within the South African context during the past sixteen years has gone through many challenges in its determination to create an equitable society. Many School Governing Boards (SGBs), especially those in rural and previously disadvantaged schools do not adhere to the practices stipulated within the South African School Act of 1996 and as a result fail in their mandate. The empirical approach, namely qualitative research was successful in obtaining information from participants about the challenges they faced in school governance. The study revealed that SGBs faced immediate challenges and were not adequately capacitated to handle these challenges. Findings on learner discipline included cases such as stabbings, bullying, theft, alcohol and substance abuse, gang fights, school violence and learner fights. Findings on the handling school finances included cases such as the misappropriation of funds and the lack of proper financial planning. The adoption of discriminatory admissions practices by schools was also evident. In particular, cases of discrimination against age, religion and the use of admission tests were reported. A high level of corruption, nepotism, personal preferences and the abuse of power was common in the staff appointments vii made by the SGBs were also reported. Finally, the study made a number of recommendations with regard to the research findings for all stakeholders in South African education to consider. / Educational Leadership and Management / D. Ed. (Education Management)

The study focused on the role of the School Governing Body (SGB) in the management of conflict in schools. The investigation was done in one of the secondary schools in Gauteng Province. Causes of conflict and the challenges facing the SGB, teachers, learners and parents have been discussed. Types and nature of conflict have been listed and discussed including the resolutions and management of conflict. A literature review provided a conceptual framework and covered definitions of conflict, conflict management strategies, conflict resolution, governance and qualities required for a successful SGB in governing conflict in a secondary school. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with the SGB. Finally a synopsis of findings and recommendations was made to assist the policy makers, departmental officials, SGBs, principals, teachers and parents in proper management of conflict in secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

PhDRDV / Institute for Rural Development / The need for sustaining the provision of high quality education in all countries cannot be overemphasised. Linked to this is the centrality of ensuring that effective governance prevails. In an effort to address the latter challenge in South Africa, School Governing Bodies (SGBs) were introduced through the South African Schools Act (SASA) 84 of 1996. A SGB is composed of democratically elected members, viz. Principal who serves in an ex officio capacity, teacher representatives, learner representatives in secondary schools, and parent representatives. The parent representatives are the majority in this body. The current case study was carried out to analyse the effectiveness of SGBs in rural secondary schools with respect to their designated roles and responsibilities. The mixed methods approach in two sequentially integrated phases was applied in the study undertaken in Vhembe District‟s Thulamela Municipality in Limpopo Province of South Africa. There were nine secondary schools located in rural areas from four circuits. In each circuit two schools were sampled, a performing and an underperforming. Principals, teacher governors and non-governors, learner governors and non-governors, teacher union representatives, a traditional leader, circuit managers, manager for governance, deputy managers for governance and parent governors participated in the study. Interviews were held with Principals, and the following governors; teachers, learners and parents, individually, and focus group interviews were held with the following non-governors: teachers and learners who were purposively sampled to take part in this study in Malamulele cluster of Vhembe Education District. A questionnaire was generated from the results of the qualitative data and completed by Principals, parent governors, teachers and learners. To analyse and organise qualitative data, Thematic Content Analysis was used and for quantitative data, the Statistical Package for Social Sciences (SPSS) version 22.0 was used. The results revealed that the governors related well with traditional leaders; parent governors‟ illiteracy impacted negatively on their performance; Principals and teachers were not supportive to parent governors; funding received from government was insufficient; and learner governors were passive during meetings with other governors. There were no statistically significant effects of schools and interest group or category of respondents on the views expressed. However, statistically significant effects (P < 0.05) were observed with regard to the following challenges: “some Principals are not conversant with Department of Basic Education (DBE) policies and may mislead SGBs in making informed decisions”; „„the writing of quarterly reports v by SGBs that would assess their progress in relation to their plans,‟‟ and “some teacher governors are bench warmers and are not interested in SGB activities”. It was recommend that Traditional leaders be represented in the SGB; parent governors be encouraged to further their studies to improve their literacy; training should address the needs of schools instead of using a one-size-fits-all type of training; and the funding model used by government be relooked into so that rural secondary schools and their communities could benefit more. The cordial relationship existing between traditional leaders and SGBs was crucial for improved disciplining of learners and nurturing strong bonds between schools and neighbouring communities. This work provides ingredients for formulating strategies for improving the performance of rural-based secondary SGBs and enhancing their contribution to local development.