Abstract
M.Ed.
Schools in the black *townships were vandalized during the 1976 riots. Those that survived became targets of the class boycotts of the 1980's (Kallaway, 1984:139). In a report tabled in parliament by the Auditor-General on his bservation on the condition of black schools and also reported by the media, confirm the state of affairs in black schools (ANON, 2001(d): 1). Some of these schools are so vandalized that they are not even fit to be used for educational purposes. This situation has tarnished the image of black schools
and has contributed to the exodus of black learners from the townships to Ex-
Model C schools. Among these are the former ex-TED (Transvaal Education
Department), ex-HOD (House of Delegates) and ex-HOR (House of Representative) schools.
Since 1994, with a large pool of schools to choose from, many black parents
decided to take their children to schools of their choice outside their traditional geographic areas (ANON, 2001(a): 19-20). Below are the possible consequences of changes in the education admission policy:
Competition for learners among schools. Since learners can now move from one area to the other, parents and their children can decide on schools of their own choice outside their traditional geographic areas leaving schools in their areas with fewer learners. This scenario creates a competition for learners among schools.
Exodus of black learners from township schools to former model C
schools.
2. Black parents are taking their children to ex-TED, ex-HOD and ex-HOR
schools because these schools offer subjects that are job related. As opposed
to Mathematics and Science, History, Biblical Studies and Religious education
were offered in black schools and these subjects did not offer much prospects
of job employment.
Lack of facilities and qualified educators in relevant Learning Areas.
Lack of facilities and qualified educators in black schools for the relevant
study streams was one of the contributory factors in causing schools not to
introduce subjects such as Computer Studies, Mathematics, Science and
Commercial subjects. It is only recently that the provincial governments were
implementing policies of equity and redress by providing equipment and
resources to almost all our schools in the townships including farm schools.
Introduction of new Learning Areas.
Schools attain unique marketing position by introducing new Learning Areas
that help in attracting and retaining learners. Government's policy requires
that any school that wishes to introduce a new Learning Area should through
its Governing Body henceforth referred to as (SGB), apply to the provincial
government in writing. The school will have to wait for a period of plus or
minus eighteen months for the granting or denial of such a request.
Shift by schools from product to client orientated.
There is a shift in schools from being product orientated to client orientated.
Banach & Frye (1996:3) indicated that educators must go beyond simply
speaking well of schools in public places, although that is certainly important.
They must arm themselves with facts, package them and learn to use them in
a variety of ways. Educators must learn to relate to people and their needs.
Schools are expected to deliver their curricula based on the demand and
wants of their clientele.
Open admission policy. Since the promulgation of the South African Schools Act 84 of 1996, henceforth referred to as (SASA), ex-TED, ex-HOD and ex-HOR schools
opened up their doors for learners from other racial groups. A scenario was
created where fewer learners remained in the township schools. A competitive
3 environment emerged wherein black secondary school principals were left
with a challenge of starting to think of strategies of marketing their schools
for survival.
SASA, (1996:2A-28), stipulates that School Governing Bodies should raise
funds for their schools to supplement State funds that are inadequate in order
to uplift the image of their schools. It is Government policy to mandate School
Governing Bodies to take responsibility for collecting funds and donations to
resource their schools, and to ensure the development of the school by
providing quality education for all. SGB's are also expected to take decisions
on the choice of subjects according to provincial curriculum, and to maintain
school buildings and grounds (Litshani, 1998:3).
SASA gives more autonomy to governing bodies of public schools than ever before. This implies that the SGB must take up the responsibilities of marketing their schools. Institutional image as the focus of this study is just
but one aspect of school marketing. SGB's should carry out these responsibilities in improving the school's image in collaboration with the school's stakeholders both externally and internally.
No research has been conducted on institutional image as an aspect of school
marketing in public schools with the exception of the former Model C schools.
A need, therefore, exists for more information on this aspect that makes
research into this topic both timely and relevant.