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Economic factors as an aspect of culturally sensitive feedback : implication for the management of teacher competence

- Mapaila, Kholiswa Renee

  • Authors: Mapaila, Kholiswa Renee
  • Date: 2012-09-07
  • Subjects: Feedback (Psychology) , Schools -- Economic aspects -- South Africa , Group relations training -- Research -- South Africa , Teachers -- Rating of -- South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:9722 , http://hdl.handle.net/10210/7133
  • Description: M.Ed. , In chapter one, the background to the study was discussed and the problem of the research stated. The research aims were stated and the empirical perspective and the methodology of achieving these aims were given. In addition a division according to chapters was made. Chapter two focused on the literature survey of competent feedback and economic factors as an aspect of culturally sensitive feedback and its implications for the management of teacher competence. In chapter three the design of the research project was explained. The design of the research instrument was a structured questionnaire consisting of 106 open-ended items (see Appendix A). The empirical investigation of the survey was presented. This study entailed random sampling of educators from post level one to post level six in the different provinces. In chapter four the attention was given to the presentation, analysis and interpretation of data. The responses to each question item were presented in the form of tables indicating mean scores, followed by an analysis and interpretation of data presented. The overall aim of this research essay as stated in chapter one were achieved as indicated in the following findings.
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The effects of rationalisation and redeployment on educators in Mpumalanga

- Mthombeni, Edwin Themba

  • Authors: Mthombeni, Edwin Themba
  • Date: 2012-08-22
  • Subjects: Teachers -- Employment -- South Africa -- Mpumalanga , Educational change -- South Africa -- Mpumalanga , School management and organization -- South Africa -- Mpumalanga , Manpower policy -- South Africa -- Mpumalanga
  • Type: Mini-Dissertation
  • Identifier: uj:2956 , http://hdl.handle.net/10210/6383
  • Description: M.Ed. , The research project explore the effects of rationalisation and redeployment on educators in Mpumalanga Province. The aim of this policy is to bring about equity and redress in staff provisioning. Educators who were in excess were to be redeployed to schools which were under-staffed. The implementation of this policy has caused much anxiety amongst educators and contributed to low morale. An agreement was reached between the educator unions and the education department in the Education Labour Relations Council (ELRC) on a educator-pupil ratio of 1:35 in secondary schools and 1:40 in primary schools. The purpose of this research is to analyse the effects of rationalisation and redeployment of educators, elicit the perceptions and experiences of educators on the policy and determine the support that can be provided for affected educators. The implementation of this policy has caused much anxiety amongst educators and contributed to low morale. A qualitative research method was employed to understand what is behind the phenomenon. Qualitative research means research which produces fmdings not arrived at by statistical procedures or other means of qualification. It is based on building a complex, holistic picture formed with words, reporting detailed views of informants, and conducted in a natural setting. To gather empirical data the following research methods were employed: literature study and focus group interview. The following categories emerged: Inadequate communication about the policy. A climate of conflict, insecurity and low morale was created in schools. Lack of support. Failure to achieve equity.
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Supporting school staff in the performance of their professional duties as a function of the governing body

- Dlamini, Mavis Nkhensani

Fundraising as an aspect of management in public primary schools

- Mashigo, Ezekiel

The creation of a healthy classroom climate at technical colleges

- Ntuli, Newyear Niniva

  • Authors: Ntuli, Newyear Niniva
  • Date: 2012-08-17
  • Subjects: Technical institutes - South Africa - Administration , School management and organization - South Africa - Evaluation , Classroom environment - Psychological aspects
  • Type: Mini-Dissertation
  • Identifier: uj:2689 , http://hdl.handle.net/10210/6130
  • Description: M.Ed. , "Technical education is a matter in which there must never be a time gap, not only because we shall fall behind other nations but because it is vital to the life of a country with so few tangible assets in the way of natural resources to support the position it has built up for itself. The only thing that is indigenous to this country is our 'know how'. We turn that 'know how' into products which the world wants. It is the product of latent talent stimulated and given direction by technical education," observed Lowndes (Kruger, 1992:190). To realize Lowndes' dreams institutions with high emphasis on technical (vocational) education, such as Technical Colleges (now Further Education and Training institutions, as proposed by the Green Paper on Further Education and Training, April 1998) have to integrate education and training. This will require highly skilled human resources. Science and Engineering are fields of studies which cannot be offered without serious investments in well trained educators who will not only understand the subject content but will also understand the psychological make up of the learner. It is the integration of education and training, at institutional level, that will effectively turn our 'know how' into products. The new paradigm shift i.e from the traditional method of teaching to outcomes based education and training in education, also requires a shift in the training of educators and trainers. An integrated approach to education and training should assist in effectively and efficiently providing further education and training to the industry. At the inauguration of the Manpower 2 000 project on the 31 March 1980, the then Minister of Manpower Development, SP Botha, commented as follows: "There is an acute shortage of electricians, technicians, and engineers, fitters and turners while there is an oversupply of workers with general academic qualifications for which there is no specific demand. The most obvious bottleneck in the manpower issue is training. Schools and technical education institutions have a cardinal role to play. The battle will literally have to be won in the classroom" (Kruger ,1992:223). The aim of this research is to: investigate and analyse the nature of the classroom as a place of learning to investigate the essential aspects or elements of the classroom that influence the classroom climate propose a strategy for creating and maintaining a healthy classroom climate conducive to teaching and learning develop and recommend a training programme which can be used to professionally and personally develop a lecturer from industry to a level where he can possess the necessary skills to create and maintain a healthy classroom climate conducive to effective learning.
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Involvement as an aspect of professional commitment : implication for the management of teacher competence.

- Maibi, Makhoali Elizabeth Kelello

  • Authors: Maibi, Makhoali Elizabeth Kelello
  • Date: 2012-08-14
  • Subjects: Teachers - Professional ethics , Teacher-student relationships - South Africa , Competency based education - South Africa , Commitment (Psychology)
  • Type: Mini-Dissertation
  • Identifier: uj:9271 , http://hdl.handle.net/10210/5716
  • Description: M.Ed. , This study is predicated upon the objective of investigating opinions of how teachers perceive teacher competence. Teacher competence is designed around theoretical constructs of the learning environment professional commitment order and discipline educational foundation teacher reflection co-operative ability efficiency leadership style These constructs could be reduced to two factors: collaborative and educative competences. This research essay concentrates on involvement as an aspect of professional commitment and its implications for the management of teacher competence. Involvement is defined as empowerment and transfer of authority by allowing teachers to make decisions about assigned tasks. Involvement by teachers could either be voluntary or through delegation by the superior. Various reasons and benefits that could encourage teacher involvement were found, for example promotion of individualism, identification, socialisation and differentiation. Certain factors were found to be capable of determining the ability to become involved, for example motivation, attitudes, behaviour and level of acceptance. Teacher involvement could be impeded by individual factors such as fear, selfishness, passiveness, aggression, principal's management style, time available and conflicts. Since there is not enough attention given to the teacher, involvement can serve as a compliment which can help in the development of his talent and his competence.
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The role of School Governing Bodies in the transformation of education in South Africa

- Maraj, Kripanath

  • Authors: Maraj, Kripanath
  • Date: 2012-09-06
  • Subjects: School administrators -- South Africa , Educational innovations -- South Africa , Educational change -- South Africa
  • Type: Thesis
  • Identifier: uj:9710 , http://hdl.handle.net/10210/7122
  • Description: 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.
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The management of funds in Gauteng schools

- Ismail, Ahmed Essop

  • Authors: Ismail, Ahmed Essop
  • Date: 2011-12-06
  • Subjects: Education finance , School management and organization
  • Type: Thesis
  • Identifier: uj:1805 , http://hdl.handle.net/10210/4168
  • Description: M.ed. , This research focuses on the management of allocated funds in Gauteng schools. April 1994 witnessed the birth of a new and democratic South Africa. This birth has meant the need for changes in various areas in the efficient and effective governance of the new South Africa. Education is one area affected by this change. It poses a challenge that includes a range of problematic issues such as inadequate resources, the absence of a culture of learning and teaching, and most recently, the management of allocated funds to schools by the provincial education departments. The effective management of allocated funds is critical for the payment of services such as electricity, water and sewerage the purchase of learning material for teaching; and the maintenance of the school buildings. The aim of this research is to: • analyse the official documents for the management of allocated funds for section 21 schools; • critically evaluate the management of allocated funds m three countries (Botswana, Australia and Malawi) • evaluate and compare the management of school funds in schools that have section 21 functions, and those without these functions. The following research methods were employed to gather the relevant research data: (1) Literature study; (2) Focus group interviews and site analyses of two schools (one with Section 21 functions and one without) on how they manage the allocated funds. This included observations and interviews with the principals and chairperson of the fmance committee. The study concludes with recommendations and guidelines for the management of allocated funds for section 21 schools.
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Characteristics of an effective township school for quality assurance

- Mdletshe, Khumbulani Desmond

  • Authors: Mdletshe, Khumbulani Desmond
  • Date: 2012-08-27
  • Subjects: Blacks - Education - South Africa , Local government - South Africa , Education - Standards - Evaluation , Effective teaching , School improvement programs - South Africa
  • Type: Thesis
  • Identifier: uj:3181 , http://hdl.handle.net/10210/6596
  • Description: D.Phil. , The problem of the research is to investigate why South Africa failed to make township schools effective despite new legislation, developmental programmes and projects, and change of personnel. Can this failure be attributed to the lack of knowledge on the ground on what constitutes an effective school in the township? A number of the characteristics of an effective school were identified through the literature review. During the review of these characteristics, a conclusion was drawn that they were developed from a context that is different from a South African township. To enable the researcher to collect "home-grown" data, the relevant stakeholders had to speak about what they consider to be the characteristics of an effective school. A qualitative method was used in collecting and analysing the data. The study was conducted in two phases: The first phase, had two components. Informants were asked to write their naive statements on what they consider to be the characteristic of effective township school and this was followed by a lengthy focus group interview with each subgroup that participated in the study. The second phase was a questionnaire developed from the analysis of the naive statements and focus group interviews that was administered to a larger audience of the informants to allow them an opportunity to confirm or refute the findings. Finally, the following list represent what the informants considered to be the characteristics of an effective township school. The reader must be reminded that these characteristics are not presented in the order of their importance, but they are all equally important: O Strong leadership Dedicated, committed and disciplined educators Dedicated and committed learners Parental support and involvement A well-developed vision and mission O Strong partnership with relevant stakeholders O A supportive environment Towards the end of the study, specific recommendations were directed to parents, learners, principals, members of teacher organizations, the departments of education and non-governmental organizations on what they could do to contribute towards school effectiveness in the township.
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Co-operation as an aspect of professional commitment : implication for the management of teacher competence

- Mvelase, Sipho Mandla

  • Authors: Mvelase, Sipho Mandla
  • Date: 2012-08-23
  • Subjects: Cooperativeness -- Case studies , Professional ethics , Teachers -- Rating of -- South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:3135 , http://hdl.handle.net/10210/6554
  • Description: M.Ed. , This research project is aimed at eliciting input and opinions from teachers on how they perceive teacher competence. Theoretical constructs around which teacher competence is designed, are: the learning environment professional commitment order and discipline educational foundation teacher reflection co-operative ability efficiency; and leadership style These constructs are reduced to two factors, namely collaborative and educative competences. This study concentrates on co-operation as an aspect of professional commitment, and its implication for the management of teacher competence. Co-operation is defined as a "harmony model" whose aims are a collective sense of responsibility and participant management and therefore communal decision-making. It was found that co-operation in education could be divided into co-operative learning and co-operative teaching. It was further discovered that true professionals will invariably participate on people-strategy teams, collaborative teaching teams and encourage collaborative learning by the students. Certain skills were found to be essential if teachers are to positively influence learning gains in co-operative learning, e.g. giving complete explanations to questions; structured rotation of individual roles; meeting needs of high achievers and not retard them; direction-giver; generator of additional answers. Since very little is done by way of teacher development, cooperative teaching teams were found to serve as substitutes in developing teachers' talents and their competence.
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Determining times of the school day as a function of the governing body : implications for school management

- Mbatha, Patrick Sikhumbuzo Mandla

  • Authors: Mbatha, Patrick Sikhumbuzo Mandla
  • Date: 2012-09-12
  • Subjects: School administrators , School boards , School management and organziation , School day
  • Type: Mini-Dissertation
  • Identifier: uj:10267 , http://hdl.handle.net/10210/7637
  • Description: M.Ed. , The central theme throughout this research has been to investigate how governing bodies perceive the function(s) bestowed on them by the Schools Act. The introductory chapter entailed the research problem, aims and questions guiding the study, its significance and methodology. The intention is to assist SGB's to be pro-active enough in executing the function of determining times of the school day, as the Act prescribes. In chapter two, an in-depth literature survey was undertaken. This literature assisted in providing background as to how the SGB's (school boards / management councils) in other countries (England, Japan and Kenya) are involved in the management of their schools. The situation in South African schools was also compared and contrasted at face value to the situations in these countries. Lastly, this literature also helped in analyzing the research data and an effort was made to expose ways in which time is not effectively used and possible strategies of using time competently were explored. Chapter three of this research highlighted the research method and techniques used to collect data for this research. The research instrument was described regarding the design of the questionnaire and a discussion of time management in schools was also stated, based on the questions that were given to the respondents. In chapter four an analysis and interpretation of the empirical data were discussed. Issues of reliability and validity of data were discussed and hypotheses were also given. Chapter five interprets and analyses the research findings. The responses of participants are analysed for their implications on determining times of the school day. Lastly, this chapter provides the summary, recommendations and concluding remarks of this research
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School safety and security : a management challenge to principals in the Vryheid District

- Chukwu, Eke Chineme

Recruitment of learners as an aspect of school marketing

- Litshani, Ndanganeni Florence

  • Authors: Litshani, Ndanganeni Florence
  • Date: 2012-08-16
  • Subjects: Public relations - Schools - South Africa , School publicity , Advertising - Schools , School management and organization - South Africa - Decision making
  • Type: Mini-Dissertation
  • Identifier: uj:9449 , http://hdl.handle.net/10210/5881
  • Description: M.Ed. , The research project hopes to achieve the following: What is the essence of learner recruitment as an aspect of school marketing? Which burning issues exist in the recruitment of learners as perceived by the principals of two secondary schools in Nzhelele West circuit office? How can these burning issues be addressed? The method envisaged in order to research the problem of learner recruitment will now be discussed. Selecting a paradigm. Qualitative research methods will be used in this study so as to allow the researcher to "share" in the understanding and perceptions of others and explore how people structure and give meaning to their daily lives (Stevens, 1993 : 66). In addition, qualitative data are sources of well founded, rich descriptions and "explanations of processes" occurring in local context (Miles & Huberman,1984 :12)
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Cultural factors as an aspect of culturally sensitive feedback : implication for the management of teacher competence.

- Seoloane, Eslina Maserole

  • Authors: Seoloane, Eslina Maserole
  • Date: 2012-08-14
  • Subjects: Feedback (Psychology) , Teachers - Rating of , Competency based education. , Intercultural communication.
  • Type: Thesis
  • Identifier: uj:9181 , http://hdl.handle.net/10210/5632
  • Description: M.Ed. , The objective of this study was to establish if the cultural factors as an aspect of culturally sensitive feedback are accommodated during assessment. This research has helped to procure teacher opinion as to the extent at which principals are culturally sensitive when giving feedback during assessment. The study showed that lack of awareness of cultural differences between principals and teachers make feedback ineffective and impairs the development of teachers. These differences have some implications for teacher competence and its assessment. Principals need to be culturally sensitive when they give feedback to teachers after assessment. In this way the feedback process will be regarded in a positive light and teachers will see it as a development procedure and not as a tool for pinning them down. The recommendations made in this study may be useful in developing teacher assessment programs that will be effective and also enhance teacher competence in schools countrywide.
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The school principal and parental involvement according to section 19 (2) of the Schools Act 84/1996

- Gololo, Tlelele Jacob

  • Authors: Gololo, Tlelele Jacob
  • Date: 2012-09-12
  • Subjects: Home and school - South Africa , School principals - South Africa , Education - Parent participation , Educational law and legislation - South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:10156 , http://hdl.handle.net/10210/7535
  • Description: M.Ed. , It becomes evident that principals are faced with a mammoth task of managing parental involvement and also of rendering all the necessary assistance to the governing body in the performance of their functions as the Schools Act suggests. The problem, therefore, is how parental involvement in historically Black secondary schools can be managed in order to ensure viable participation of parents in general, and of the SGB in particular in the implementation of the functions of the governing bodies as set out in the Schools Act 8411996. For this research project the following will therefore be the formulated research questions: How can the principal render assistance to the parents in the performance of their functions? What strategies can be used as guidelines for principals to manage parental involvement in secondary schools? THE AIM OF THE STUDY In view of the above problem the general aim of this research project is to investigate how the principal can render all the necessary assistance to the governing body in particular, to enable them to perform all their functions in terms of the Schools Act 84/1996.
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The status of minors in governing bodies of public secondary schools : implication for financial school management

- Phakoa, Teboho Solomon

Recommendation to the head of department regarding the appointment of educators as a function of the governing body.

- Petje, Mosebyadi Marry

  • Authors: Petje, Mosebyadi Marry
  • Date: 2012-08-27
  • Subjects: Teachers - Selection and appointment , School personnel management
  • Type: Mini-Dissertation
  • Identifier: uj:3193 , http://hdl.handle.net/10210/6607
  • Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the specific research problem and overall research problem. The aims and objectives of the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts, which were used in this study, were clarified. Chapter two concentrates on a literature review to establish what other theorists in three countries say about this specific function of governing bodies in South Africa namely: "make recommendations to the Head of Department regarding the appointment of educators". In chapter three the design of the research instrument was discussed. The questionnaire, consisting of 101 open-ended items based on research done by Bisschoff and students, was discussed. The theoretical construct, around which the function revolves, were tabulated. Questions pertinent specifically to the mentioned function of governing bodies were discussed. Members of school governing bodies were sampled. Of the 1000 questionnaires distributed, 888 were returned in a usable format with a return rate of 88,8%. An analysis and interpretation of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated, using successive factor analyses. This produced six factors namely: co-operative governance which is composed of 33 items with a Chronbachalpha reliability coefficient of 0,899; governance of non-educators, made up from 11 items with a Chronbach-alpha reliability coefficient of 0,703; governance of educators composed of 19 items with a Chronbach-alpha reliability coefficient of 0,836; governance of the community which is made up from 15 items with a Chronbach-alpha reliability coefficient of 0,766; governance as policy which is composed of 18 items with a Chronbach-alpha reliability coefficient of 0,766; and governance of learners, made up from 5 items with a Chronbach-alpha reliability coefficient of 0,65. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and recommendations were explicated in chapter five. Literature findings revealed that it is only in South Africa where school-governing bodies should make recommendations to the Head of Department regarding the appointment of educators. These functions could be performed effectively if governing bodies can be workshopped, capacitated and empowered. Empirical findings revealed that all respondents which took part in this research are in favour of the six factors as incorporated in governing bodies. Topics for further research were highlighted.
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School choice : challenge to Sharpeville public primary school principals

- Koebe, Makometsi Cecilia

  • Authors: Koebe, Makometsi Cecilia
  • Date: 2012-02-06
  • Subjects: School choice , School principals , School marketing , Educational leadership , Parent participation in education
  • Type: Thesis
  • Identifier: uj:1999 , http://hdl.handle.net/10210/4353
  • Description: 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.
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The function of the governing body to administer and control the school's property

- Milanzi, Johannes Kwaedi Maurice

  • Authors: Milanzi, Johannes Kwaedi Maurice
  • Date: 2012-09-11
  • Subjects: School management and organization , School boards -- Research , Educational law and legislation -- South Africa , Schools -- South Africa -- Finance
  • Type: Mini-Dissertation
  • Identifier: uj:10082 , http://hdl.handle.net/10210/7468
  • Description: M.Ed. , The emergence of the new era in South Africa brought about by the elections of April 1994, resulted in revolutionary change in the Constitution of the country, with a view to restructure the social, economic, political and educational structures of the country. A brief overview of the above-mentioned structures may be summarized as follows: Social structures - Chapter 2 of the Constitution of the Republic of South Africa, which stipulates the Bill of Rights, refers to the social structure by outlining aspects such as: freedom of association, freedom of movement and residence, protection of persons' property and other social issues (RSA, Constitution 1996:10). Economic structures - The Bill of Rights, contains an outline that every citizen has the right to choose his/her own trade, occupation or profession freely (RSA, Constitution 1996:10). Political structure - With regard to this structure, as stipulated in the South African Constitution, Act 108 of 1996, it is stated that every citizen is free to make political choices which include the right to: - form a political party; - participate in activities of, or recruit members for a political party and - campaign for a political party. All of the above structures, are given certain degree of freedom which was not given in the past. It is therefore on the basis of the above explanations that revolutionary changes took place after the elections of April 1994. Since the changes in these structures have been outlined, it is important to have an overview of those that bear relevance to education. * Changes in the education system - The concept of restructuring of the education system of South Africa, as stated in the constitution of the Republic of South Africa, is marked by the rights that are given to all citizens of the country. These rights are: * Everyone has the right to: basic education, including basic adult education; further education which the state, through reasonable measures, must make progressively available and accessible; to receive education in the official language or language of their choice in public educational institutions; equitable education; non-discriminatory education on the basis of race and colour and redress the results of the past injustices and racially discriminatory laws and practices (RSA, South African Schools Act 1996:14).
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The challenges facing governing bodies in rural areas in implementing their roles and responsibilities

- Khanyile, Nduna William

  • Authors: Khanyile, Nduna William
  • Date: 2012-02-06
  • Subjects: School management and organization , School administrators , Rural schools
  • Type: Mini-Dissertation
  • Identifier: uj:2032 , http://hdl.handle.net/10210/4383
  • Description: 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.
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