Abstract
M.Ed.
Co-operative governance in schools has become the main concern for the
provision of equal education, especially during the current period of transition in
South Africa. This has prompted emphasis on whole school development. This
mini-dissertation therefore focuses mainly on the challenges facing school
governing bodies in rural areas in implementing their roles and responsibilities.
As the term challenges is broad, there has been a need to focus on the
perceptions of school governing bodies in rural schools in terms of their roles and
responsibilities.
In view of the current changes taking place in South Africa and to allow for
maximum participation, schools have the responsibility of involving all the
stakeholders in schools. Democratic governance was consequently introduced in
South Africa with the aim of decentralising decision-making and transferring
authority and resources from state education agencies and school district offices
to individual schools.
The findings emanating from both the literature review and empirical analysis in
the study have revealed the importance of co-operative governance, particularly
in rural schools. This study has further shown that co-operative school
governance enhances transformation, partnership, accountability and community
school ownership. An investigation into school governors' perceptions about
their roles and responsibilities has revealed the impact of these perceptions on
whole school development.
The recommendations based on the findings of the study emphasise the
importance of continuous training of school governing body members, both
before and after election, so that rural schools can be developed and improved in
accordance with the South African Schools Act.