Abstract
D.Ed.
The key concepts in this research are "governance " and "transformation". The terms are clarified in terms of the context of this study. Transformation can be seen as a democratising process, a process that involves change for the better and encompasses the following factors: transformation is proactive transformation is coherent and organised transformation is visioned with clear forms transformation has the in-built capacity to address problems transformation builds upon strengths leading to more effective and efficient public delivery This can be applied to the school situation which has been discussed in detail in this chapter. Governance refers to the act or manner of governing namely the act or manner to rule or control with authority. In the school situation, the School Governing Body has been accorded this responsibility by virtue of legislation as enshrined in the South African Schools Act 84 of 1996. School Governing Bodies have been charged with the execution of an array of strategic functions which include: adopting a constitution, formulating a mission statement, formulating religious policies, admission policies, language policies, funding policies, recommending employment of educators and non educators. The development of school governance in South Africa cannot be seen in isolation from the broad policies of the government of the time. The present state of school governance can best be described as a system of decentralisation that has been implemented through a policy of geographical deconcentration.
Previous systems of school governance such as the School Management Committees, the PTA's, the PTSA's, had limited or no legislated power and served mainly as fund raising structures for the school. In 1990, State controlled White schools had Model A (private school status), Model B (controlled learner admission —State school), Model C (State Aided school) and Model D (White State schools with Black enrolment). This has changed with the coming in of a democratically elected government in 1994 where School Governing Bodies that have statutory rights manage school
governance. These School Governing Bodies represent the aspirations of the parents and the devolution of power to the lowest level, namely the school.