Thesis (Ph. D.)--RAND Graduate School, 1996. / "RGSD-131." "Dissertation." Research funded by Rand's Institute on Education and Training. Includes bibliographical references (p. 119-125).

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This research explored the phenomenon of school financial management in three secondary schools located in the Qacha’s Nek district of Lesotho. In particular, the study focused on ways in which secondary schools obtain their finances. In addition, this study also discussed ways in which the said schools budget their finances. It explored measures that the schools put in place to monitor and control their budgets. Through the use of purposive sampling, three schools were selected as cases in order to ensure that there was a representation of the type of schools that are found in the Qacha’s Nek district of Lesotho. The principals of the three schools were selected as participants since they are chief accounting officers and as such they have knowledge relevant to this study. Document reviews were used to supplement information obtained from interviews with the principals. This study concluded that the three case study secondary schools obtain financial resources from a number of sources which include, inter alia, sponsors, school fees and fund raising activities. The government also allocate subvention to its schools. Furthermore, the three case study schools prepare their main budgets and department budgets. However, principals play a major role in decisions regarding school budgets. In two schools, for example, the principals provide teachers with guidelines to follow in preparing departmental budgets. With regard to budget monitoring and control this study revealed that there are no clear measures in place regarding schools’ main budgets in the three case study schools though departmental budgets seemed to be well monitored and controlled by the principals. It was also found that there seems to be a lack of policies that guide schools on the management of finances. Schools were also found to use secretaries as bursars though secretaries have limited knowledge of financial matters. In addition, the study revealed that principals, school secretaries and heads of departments need capacity building on financial matters. This study recommends an in-depth investigation of experiences of principals on the use of subvention. The study also recommends, inter alia, formulation of financial policies by schools and changes to the law on school funding by the Ministry of Education and Training. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

Thesis (Ed. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (p. [282]-290).

Thesis (M.A.)--University of North Texas, 2006. / System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 84-85).

Thesis (Ph. D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 261-268)

M.Ed. / In 1994 a new era based on equality and non-discrimination dawned on South Africa, which spelt radical reform in all spheres of government and society. In Education, the challenge was to provide schooling that is uniform in standard and accessible for all learners - a paradigm shift from that of separation of race groups. This shift to redress past inequalities was done through the mechanism of the South African Schools Act that implemented funding reforms to meet the philosophical ideas of the constitutional age. The mechanics of reform is a recurrent cost subsidy, a subsidy to redress previous inequalities and protection of indigent parents, through the exemption clause. It is the unforeseen ramifications of social stigma on the working of the exemption clause, and a culture of non-payment of fees that impacted heavily on the cash flow of schools leaving them technical insolvent. This research paper focuses on the impact of non-payment of fees on schools. The literature study identified causes for the great inequality between schools and the purpose and effect of the Act. The research is a qualitative, exploratory, and descriptive deconstruction of the factual actuality at issue. This was achieved through individual interviews with the principals of different schools. The factual complex devolves under four categories: - Finances: especially calculation of subsidies and payment thereof, as well as, communication between schools and the provincial departments in this respect. - Budgeting: to cover the liquidity needs of the school, new managerial skills have been acquired by principals coupled with fee collection to maintain liquidity as required by the Act. - Matters pertaining to the Schools Act: arising from the application of the exemption clause in specific and prevalent scenarios and of the limitations of the Act. -Collection of fees: to maintain liquidity.

M. Ed. (Educational Management) / Accountability and transparency in financial management is the cornerstone to all democratic government policies. All spheres of government should encourage participative collaboration and involvement of all stakeholders. Schools as organs of state are not immune to this call. The aim of this research was to investigate the level of accountability and transparency in school financial management with the ultimate aim of encouraging efficacy in financial school management. Accountability and transparency must be approached with resiliency. The findings are clear indications of what might be happening in schools. It is our responsibilities as educationist to reverse and normalise the scenario. It was a carefully planned policy of the previous government to alienate and discourage African parents from playing a significant role in education. As a result the role of stakeholders in education diminished. Educational managers must acknowledge the fact that it will be an awesome struggle to encourage all stakeholders to playa meaningful role in the education ofourchildren. This task requires managers who must be change agents themselves. For managers to achieve this task they must first have a change of heart, change of mindset and strong will power. These leaders must have courage and determination. This task requires managers who are not afraid offailure. There is evidence of internal wrangling in schools. This wrangling sometimes prevents schools from its core function, which is effective teaching and learning...

The purpose of this study was to determine the bases and processes utilized for internal resource allocation in a postsecondary institution. An empirical knowledge of the financial behavior and decision-making process in an institution may guide budget planners and administrators to develop a more operationally realistic approach to budget allocation issues. Two major and opposing budgetary decision-making models--the politically and objectively rational--were adopted. Each model provided a set of contrasting concepts constituting the conceptual framework used in the study. The embedded concepts in the models were paired in a format that can be viewed as a "counter conceptual dichotomy." An exploratory and semistructured questionnaire was developed as the primary data source. The questionnaire was used to examine and determine the prevalence and range of each concept in the working process of resource allocation. A two-year public institution was selected for an in-depth, case-study analysis. A stratified random sample of those individuals managing a separate budget was obtained. Subjects ranged from department heads to the president. Interviews were conducted, and the perceptions reflecting the bases for budgetary allocations were recorded, rated, and tabulated using means, medians, modes, ranges, standard deviations, and variances. The data were analyzed and synthesized. The incremental budgeting method inherent in the politically rational budgeting model strongly prevailed in the allocation of resources at the College. The political budgeting approach proved to be viable because of historical practices, particular organizational structures, and state mandated budgetary formulas. Most of the underlying concepts of the political budgeting model were reported to be of great significance, particularly by higher level administrators who contended that the model was a necessity in the budget process. Department heads' acceptance of the model and the embedded concepts was somewhat reserved, uncertain, or confused. Their contrasting apolitical budgetary tendencies, at times, suggested qualities of the "limited-rationality" decision-making model. Nevertheless, the budgetary bases and processes examined were largely in accord with the "politically rational" budgeting model. The slight variations existing in the College budgetary process were not doubt due to its organizational peculiarities, common in higher education institutions.