D. Tech. Education / Although vast disparities in education were inherited from the "apartheid" government, the enactment of the South African Schools Act No.84 of 1996 (SASA) attempted to democratise school governance, redress past inequalities and improve overall school management, including financial management. Despite these efforts by government, in Tshwane there are still disparities in the financial functioning of different schools. For instance, whilst one school was establishing a science laboratory of R2 million, another school lacked basics such as chairs and desks, resulting in learners having to sit on the floor, 18 years after the new political dispensation. This study was undertaken with the aim of providing guidelines to ensure the fair and effective financial management of schools in Tshwane. The study revealed that the new Constitution of South Africa and the concept of free education were positive attempts by government to adhere to the social justice principle in education. It was however, evident from the data that the ineffective quintile rankings, vast variations in school fees, varied income from fundraising projects and lack of financial knowledge and skills, contributed to current disparities in school finances, which proved to be detrimental to the social justice principle.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:tut/oai:encore.tut.ac.za:d1001978 |
| Date | January 2014 |
| Creators | Van Dyk, Helen. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | text |
| Format |
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