Die rol van beheerliggame in skoolbegrotings
- Authors: Bam, Andrias Jacobus
- Date: 2010-11-22T07:55:45Z
- Subjects: School boards , School boards finance , School administration and organization
- Type: Thesis
- Identifier: uj:7008 , http://hdl.handle.net/10210/3516
- Description: D.Ed. , The individual's right to basic education is entrenched by Section 29 of the Constitution of the Republic of South Africa. Section 12 of the 1996 Schools' Act compels the state and each of the nine provinces to provide public schools out of funds provided for that purpose by the provincial legislature. Education is therefore a right and the state is compelled to provide the education. The constant growth in the demand for education and the amending of educational problems inherited from the apartheid era, have a substantial impact on available state and provincial financial resources. Education is expensive and the state contribution to education is dwindling, due to the enormous demands made by other state responsibilities. The Legislator has, through founding and implementing the system of governing bodies (Sections 20 and 21 of the SASA of 1996), handed the responsibility of education in the community, and the governance of and control over such education, to the parents. In the school the principal is the professional manager of education and is accountable to the local education authority. Individuals from the community, possessing certain skills and competencies, are needed to make the system of governing bodies work. The skills and competencies needed from the community, are those the schools lack, such as business experience, and financial expertise. The necessary personal experience and qualities are easy to come by in the more advanced middle class and upper class communities. The poor and less advanced communities suffer from a lack of higher order skills and competencies. These communities are not -iionly poor in materiality, but also poor with regard to skills, competencies and business experience. The control over the school's finances is one of the more sensitive areas when discussing the control responsibility to be exercised by the governing body. The principal, as professional manager of the school, is also the administrative manager. His duties include the managing of the school fund. The responsibility of the governing body is to make sure that the school fund is managed optimally so that learners, parents and community benefit.
- Full Text:
- Authors: Bam, Andrias Jacobus
- Date: 2010-11-22T07:55:45Z
- Subjects: School boards , School boards finance , School administration and organization
- Type: Thesis
- Identifier: uj:7008 , http://hdl.handle.net/10210/3516
- Description: D.Ed. , The individual's right to basic education is entrenched by Section 29 of the Constitution of the Republic of South Africa. Section 12 of the 1996 Schools' Act compels the state and each of the nine provinces to provide public schools out of funds provided for that purpose by the provincial legislature. Education is therefore a right and the state is compelled to provide the education. The constant growth in the demand for education and the amending of educational problems inherited from the apartheid era, have a substantial impact on available state and provincial financial resources. Education is expensive and the state contribution to education is dwindling, due to the enormous demands made by other state responsibilities. The Legislator has, through founding and implementing the system of governing bodies (Sections 20 and 21 of the SASA of 1996), handed the responsibility of education in the community, and the governance of and control over such education, to the parents. In the school the principal is the professional manager of education and is accountable to the local education authority. Individuals from the community, possessing certain skills and competencies, are needed to make the system of governing bodies work. The skills and competencies needed from the community, are those the schools lack, such as business experience, and financial expertise. The necessary personal experience and qualities are easy to come by in the more advanced middle class and upper class communities. The poor and less advanced communities suffer from a lack of higher order skills and competencies. These communities are not -iionly poor in materiality, but also poor with regard to skills, competencies and business experience. The control over the school's finances is one of the more sensitive areas when discussing the control responsibility to be exercised by the governing body. The principal, as professional manager of the school, is also the administrative manager. His duties include the managing of the school fund. The responsibility of the governing body is to make sure that the school fund is managed optimally so that learners, parents and community benefit.
- Full Text:
Faktore wat die leer van rekeningkunde beinvloed
- Authors: Bam, Andrias Jacobus
- Date: 2012-08-15
- Subjects: Accounting -- Study and teaching -- South Africa. , Accounting -- Study and teaching -- Problems, exercises, etc.
- Type: Thesis
- Identifier: uj:9288 , http://hdl.handle.net/10210/5731
- Description: M.Ed. , In die orienterende inleiding van hierdie hoofstuk is aangetoon dat rekeningkundige vaardighede en tegnieke vir die modern besigheidsomgewing baie belangrik is. Hierdie vaardighede en tegnieke is egter nie slegs vir besighede belangrik nie, maar ook vir elke individu in die samelewing. Daar is verder aangetoon dat daar 'n aansienlike tekort aan opgeleide rekeningkundiges uit die etniese (swart) bevolkingsgroepe is. Die noodsaaklikheid van die regstelling van die demografiese wanbalans in die rekeningkundige beroepe, is ook genoem. Die navorser het beklemtoon dat daar faktore bestaan, wat die leer van rekeningkunde reeds op sekondere skoolvlak beinvloed. Hierdie faktore dra moontlik daartoe by dat daar 'n groot tekort aan veral swart rekeningkundiges in die Republiek van Suid-Afrika is. In hoofstuk 2 het die navorser die relevansie wat sekere faktore vir die leer van rekeningkunde het, beskryf. Die faktore wat deur Gagne geidentifiseer is, is as uitgangspunt gebruik. Die navorser het self sekere faktore, as subfaktore van Gagne se faktore, geldentifiseer, aangesien daar in die literatuur voorheen geen spesifieke afbakening geskied het nie. In hoofstuk 3 is die data-insamelingmetode, sowel as die werklike insameling van data, bespreek. Die ingesamelde data is getranskribeer, op rekenaar ingelees, drukstukke is voorberei en deur middel van 'n datamatriks geanaliseer. Die faktore wat deur die respondente as belangrik vir die leer van rekeningkunde beskou is, is as navorsingsresultaat beskryf. Uit die analisering van die navorsingsdata, paragrawe 3.9.1 tot 3.9.6 hierbo, blyk dit asof daar enkele baie belangrike faktore, wat die leer van rekeningkunde beinvloed, in die praktyk voorkom. Hierdie faktore kan veral in die volgende kategorie of groepe ingedeel word: algemene 98 rekeningkundige voorkennis, onderrigtaal, persoonlike eienskappe van die leerder; die skool, die klaskamer en die onderwyser. In hoofstuk 4 word die inligting uit die twee navorsingsbronne, naamlik die literatuurondersoek en die onderhoude, met mekaar vergelyk om sodoende die werklike faktore wat die leer van rekeningkunde beInvloed, to identifiseer.
- Full Text:
- Authors: Bam, Andrias Jacobus
- Date: 2012-08-15
- Subjects: Accounting -- Study and teaching -- South Africa. , Accounting -- Study and teaching -- Problems, exercises, etc.
- Type: Thesis
- Identifier: uj:9288 , http://hdl.handle.net/10210/5731
- Description: M.Ed. , In die orienterende inleiding van hierdie hoofstuk is aangetoon dat rekeningkundige vaardighede en tegnieke vir die modern besigheidsomgewing baie belangrik is. Hierdie vaardighede en tegnieke is egter nie slegs vir besighede belangrik nie, maar ook vir elke individu in die samelewing. Daar is verder aangetoon dat daar 'n aansienlike tekort aan opgeleide rekeningkundiges uit die etniese (swart) bevolkingsgroepe is. Die noodsaaklikheid van die regstelling van die demografiese wanbalans in die rekeningkundige beroepe, is ook genoem. Die navorser het beklemtoon dat daar faktore bestaan, wat die leer van rekeningkunde reeds op sekondere skoolvlak beinvloed. Hierdie faktore dra moontlik daartoe by dat daar 'n groot tekort aan veral swart rekeningkundiges in die Republiek van Suid-Afrika is. In hoofstuk 2 het die navorser die relevansie wat sekere faktore vir die leer van rekeningkunde het, beskryf. Die faktore wat deur Gagne geidentifiseer is, is as uitgangspunt gebruik. Die navorser het self sekere faktore, as subfaktore van Gagne se faktore, geldentifiseer, aangesien daar in die literatuur voorheen geen spesifieke afbakening geskied het nie. In hoofstuk 3 is die data-insamelingmetode, sowel as die werklike insameling van data, bespreek. Die ingesamelde data is getranskribeer, op rekenaar ingelees, drukstukke is voorberei en deur middel van 'n datamatriks geanaliseer. Die faktore wat deur die respondente as belangrik vir die leer van rekeningkunde beskou is, is as navorsingsresultaat beskryf. Uit die analisering van die navorsingsdata, paragrawe 3.9.1 tot 3.9.6 hierbo, blyk dit asof daar enkele baie belangrike faktore, wat die leer van rekeningkunde beinvloed, in die praktyk voorkom. Hierdie faktore kan veral in die volgende kategorie of groepe ingedeel word: algemene 98 rekeningkundige voorkennis, onderrigtaal, persoonlike eienskappe van die leerder; die skool, die klaskamer en die onderwyser. In hoofstuk 4 word die inligting uit die twee navorsingsbronne, naamlik die literatuurondersoek en die onderhoude, met mekaar vergelyk om sodoende die werklike faktore wat die leer van rekeningkunde beInvloed, to identifiseer.
- Full Text:
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