Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Since the introduction of the SA Schools Act in 1996 and institution of school governing
bodies (SGBs), the Education Department began to experience serious problems
regarding school governance. The incidents that happened in schools brought into
question the legal role and authority of SGBs in the administrative actions they perform.
This study aimed specifically at investigating the problems that arise in relation the
appointment of teachers. Since SGBs play an important facilitating role in the process of
staff appointments, their way of handling this duty was at the heart of the study.
The research made use of literature studies, policy documents from the education
department, viz. the SA Schools Act, Educators Employment Act, Education Labour
Relations Council documents, and questionnaires and interviews with members of school
governing bodies at a selection of local schools in the Western Cape Province.
The findings led to the conclusion that most SGBs in the disadvantaged communities find
it difficult to appoint new educators. Clearly SGBs are regarded as legitimate structures
that should govern learning institutions and it is evident that one of their duties is to
employ new educators, in line with the legal procedures stipulated in the various
provincial education departments' policies. Perhaps the most important finding is that
parents in the disadvantaged communities are illiterate. This is a significant problem
because most of their duties require them to read documents from the education
department so that they may know exactly how to perform their functions and
responsibilities. Some of the problems encountered, however, are also caused by the
ignorance and reluctance of parents to offer their services without being remunerated.
These conclusions resulted in the formulation of specific recommendations for improving
the role and implementation of SGBs. The recommendations are made for improving the
role of SGBs as a whole as well as for specific capacity building relating to the needs of
each stakeholder group. The overall emphasis of the study is thus on the
recommendation for more effective training of SGBs. / AFRIKAANSE OPSOMMING: Sedert die instelling van die SA Skolewet in 1996 en totstandkoming van
skoolbeheerliggame, het die Onderwysdepartement ernstige probleme ten opsigte van
skoolbeheer begin ervaar.
Die insidente wat in skole plaasgevind het, het vrae laat ontstaan rakende die wettige rol
en gesag van die beheerliggaam in die administratiewe handelinge wat hulle uitvoer. Die
doel van die studie was om probleme rondom die aanstelling van opvoeders te ondersoek.
Die sentrale fokus van die studie was op beheerliggame as fasiliterende liggame.
Vir die doeleinde van die studie is daar gebruik gemaak van: literatuurstudie,
beleidsdokumente van die Onderwysdepartement (die S A Skolewet, die
Opvoedersdienswet en dokumentasie van die Raad vir Arbeidsverhoudinge in die
Onderwys [RAVO]), sowel as vraeslyste en onderhoude met lede van die beheerliggame
byenkele plaaslike skole in die Wes-Kaap.
In die bevindinge is daar tot die gevolgtrekking gekom dat die meeste beheerliggame in
die benadeelde gemeenskappe dit moeilik vind om nuwe opvoeders aan te stel.
Beheerliggame is die wettige strukture wat opvoedkundige instansies moet beheer en een
van hul pligte is om nuwe opvoeders aan te stel in ooreenstemming met die wetlike
voorskrifte, soos vervat m die verskillende beleidsdokumente van die
Onderwysdepartement. Die belangrikste bevinding is dalk dat ouers in die benadeelde
gemeenskappe meestalongeletterd is. Dit skep probleme, aangesien daar van hulle
verwag word om die dokumentasie van die Onderwysdepartement te lees, te verstaan en
daarvolgens op te tree. Verdere probleme word veroorsaak deur 'n mate van onkunde
asook deur die onwilligheid van ouers om sonder vergoeding hul dienste aan te bied.
In die lig van hierdie gevolgtrekkings, is spesifieke aanbevelings gemaak ten einde die rol
van beheerliggame te versterk, sowel as om die suksesvolle implementering van hierdie strukture, in terme van kapasiteitsbou en aandeelhouerbemagtiging meer doeltreffend te
laat funksioneer. Die besondere klem van die aanbevelings is 'n indringende versoek vir
die ontwikkeling van sinvolle, doeltreffende opleiding van persone wat in
skoolbeheerliggame dien.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53042 |
| Date | 12 1900 |
| Creators | Sigudla, Jeffrey P. |
| Contributors | Taylor, D. J. L., 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 | 96 p. |
| Rights | Stellenbosch University |
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