Abstract
M.Ed.
This qualitative phenomenological study focuses on school choice as challenge
to principals of Sharpeville public primary schools. Different aspects of these
choices are explored.
School choice is an important component of parental involvement in the
education of their children. Parents and learners tend to be open about their right
through the support of the Schools Act 84 of 1996. You may not discriminate on
the basis of race trough the language policy at your school. This means that you
may not use language as a cover or smoke screen to keep learners out of your
school on the basis of their race. The Constitution (Act 108 of 1996) stipulates
that no unfair discrimination may take place against anyone on any of the
following grounds: race, gender, sex, pregnancy, marital status, ethnic of social
origin, colour, sexual orientation, (for example homosexuality), age, disability,
religion, conscience, belief, culture, language and birth.
The question then arises, what makes learners of public primary schools choose
the schools that are not in the areas where they live? What is interesting in the
ex Model C schools that they cannot get in township schools?
There are many aspects which give meaning to concept 'school choice'. In order
for parents to view school choice as priority in education, certain of these aspects
need to be considered. These include qualities that are desired in school, the ,
climate of the school that is conducive to teaching and learning. Kinds of
activities enjoyed together by all in the school, the effective school management.
In addition to exploring these aspects, the study investigates what attracts the
children including what gives challenges to school principals.
The findings of this study show that a school is able to market itself if it has a
vision and mission statement, quality education, ethos, excellent pass rate and if 71
it serves the needs of the community. Learners maintain relationships with
schools that serve as learning organisation. Moloi (2002:7) explains that a
learning organisation acknowledges the importance of individual and group
processes to enhance learning in their environments.
The process whereby the data was collected is described. This included
interviews of individual learners, the data analysis is examined and the themes
that emerge are discussed within the framework of the existing literature on how
parents choose schools for their children.
The study concludes with a discussion of the implication for further research.
Guidelines to the principals are suggested. These guidelines are for the
enhancement of school choice.