This thesis traces the evolution of learner participation in school governance in South Africa, identifies international trends in school governance, particularly learner participation, and then analyses the progress made in South Africa in moving from policy to praxis in this regard. I have discussed the contextual forces that have influenced the production of the policy text on learner participation in the South African Schools Act. This is followed by an analysis of how the policy text has been interpreted and implemented at provincial level in the Western Cape, taking provincial legislation, regulations, circulars, and the capacity building programme that was implemented into consideration. I also look at how the whole process was experienced at institutional (school) level, and how the policy was interpreted and implemented. I also evaluate the phenomenon of learner participation in school governance in terms of promoting the principles of transformation, placing particular emphasis on the promotion of democratic practices in South Africa.<br /> In conclusion I contend that the present policy of learner participation in school governance does reflect the resolve of the National Government to promote the principle of participation by all stakeholders in matters affecting them. However, the study has shown that the implementation of the policy at provincial and institutional level has not been as effective as it might have been and has hampered the development of praxis in learner participation. This has hindered learners from making meaningful contributions towards the attainment of the goals as set out in the constitution. Furthermore, present rumblings of curtailing the powers of the school governing bodies because of limited progress in attaining the above goals seem to be a retrogressive step. I strongly contend that given the support, training and encouragement as set out in Article 19(2) of SASA, learner participation in school governance can make a positive contribution towards attaining the goals of transformation in our country, particularly of advancing democratic practices in our society.

M.Ed. / The identification and development of youthful leaders in the primary school is a complex matter. Firstly, pupil potential must be identified correctly and, secondly, this potential must be suitably developed. Proper management is essential if justice is to be done to this matter. In the primary school the Head of Department: Educational Guidance is the obvious person for the task of ensuring that the leaders' council comes into its own right.

This study was designed to analyse university presidents' perceptions of the student role in university governance. A comparison of these perceptions was made with the written policies and with student perceptions of actual student participation in the governance process on the individual campuses. These comparisons were made to determine if the presidential responses were congruent with or divergent from the stated policies and the perceived practices. The areas of university governance that were investigated were: faculty concerns, student services, physical plant, academics, and administrative concerns. A review of literature was conducted to determine what areas should be considered when dealing with student participation in the university governance process. This information provided a basis from which a questionnaire was developed for the purpose of interviewing university presidents, student leaders, and student government advisors. Handbooks, policy manuals, and other documents stating policies were obtained from the sample institutions to ascertain what the written policies were for each campus. The interviews with the student leaders and advisors provided information that was used to determine the student-perceived practice of university governance on each campus. A content analysis was made of the presidential responses and then the comparisons were made and placed on tables to simplify recording the information. The findings of the study indicate that there are many varied perceptions among university presidents in regard to the student role in university governance. The highest rate of congruency with stated policy and with student-perceived practice on campus came in the area of student services. The lowest rates of congruency were found in both the academic concerns and the administrative concerns. There were no strong patterns shown in making comparisons based on the type of institution, state or private, or the size of the institution, the three largest institutions as compared to the three smallest institutions. In the beginning of the study two predictions were made in regard to the presidential responses. These predictions were stated as follows: (1) The presidents' perceptions of the student role in university governance of state institutions will be more divergent from the stated policies on the student role in university governance than the perceptions of presidents of private institutions. (2) The smaller the institution, the more congruent the presidential perceptions of the student role in university governance will be with the student-perceived practice of university governance. In the final analysis, that made by totaling all responses, it can be concluded that prediction number one is true. The final analysis proves prediction number two to be false. There is a higher rate of congruency among the larger institution presidents than among the smaller institution presidents.

The purpose of the study was to compare preferred with actual student participation in the decision-making process as perceived by Indiana public secondary school principals.

This thesis traces the evolution of learner participation in school governance in South Africa, identifies international trends in school governance, particularly learner participation, and then analyses the progress made in South Africa in moving from policy to praxis in this regard. I have discussed the contextual forces that have influenced the production of the policy text on learner participation in the South African Schools Act. This is followed by an analysis of how the policy text has been interpreted and implemented at provincial level in the Western Cape, taking provincial legislation, regulations, circulars, and the capacity building programme that was implemented into consideration. I also look at how the whole process was experienced at institutional (school) level, and how the policy was interpreted and implemented. I also evaluate the phenomenon of learner participation in school governance in terms of promoting the principles of transformation, placing particular emphasis on the promotion of democratic practices in South Africa.<br /> In conclusion I contend that the present policy of learner participation in school governance does reflect the resolve of the National Government to promote the principle of participation by all stakeholders in matters affecting them. However, the study has shown that the implementation of the policy at provincial and institutional level has not been as effective as it might have been and has hampered the development of praxis in learner participation. This has hindered learners from making meaningful contributions towards the attainment of the goals as set out in the constitution. Furthermore, present rumblings of curtailing the powers of the school governing bodies because of limited progress in attaining the above goals seem to be a retrogressive step. I strongly contend that given the support, training and encouragement as set out in Article 19(2) of SASA, learner participation in school governance can make a positive contribution towards attaining the goals of transformation in our country, particularly of advancing democratic practices in our society.

Dissertation (PhD)--University of Stellenbosch, 2005. / On t.p.: Doctor of Philosophy in Education Policy Studies. Bibliography. Also available via the Internet.

Thesis (M.A.)--George Mason University, 2008. / Vita: p. 105. Thesis director: Amy L. Best. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Sociology. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 101-104). Also issued in print.

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Philo A. Hutcheson, committee chair; Carlos McCray, Jennifer Esposito, Roger R. Lee, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 409-429).

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 43-45).

Thesis (Ph. D.)--Washington State University, August 2007. / Includes bibliographical references (p. 81-85).