Abstract
Since 1994 government's efforts to redress historical imbalances and achieve equity are fundamental policy mechanisms to restructure South African education. Equity reforms in post-apartheid South Africa are intended to equalise funding among schools, and socioeconomic groups. The govern-ment's educational reforms focus on equity and redress. This aspiration is demonstrated in many education policies including the National Norms and Standards for School Funding (NNSSF) policy. While inequalities in resource allocation from the state have been removed, inequalities persist due to the inability of the state to provide free education to all, unfavourable learner-teacher ratios (overcrowded classes), and principals' incapacity to supplement state funding. Generic qualitative research within an interpretivist paradigm was conducted to investigate the role of principals in advancing equity in public schools. The perceptions and experiences of six no-fee school principals in the Gauteng province of how they are advanced equity in their schools were determined. Three themes emanated from the analysis of data collected: Limited resource funding provided by the state; Challenges experienced in the management of additional financial functions; and Incapacity of schools to prioritise major fundraising projects. It was found that despite substantial government interventions in the education system, no-fee school principals play low-key roles in advancing equity.