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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53015 |
| Date | 12 1900 |
| Creators | Adams, Faried |
| Contributors | Waghid, Y., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 195 p. |
| Rights | Stellenbosch University |
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