A critical perspective of national norms and standards of school funding in Eastern Cape East London District
- Authors: Mamatu, Ntombizonke Lydia
- Date: 2009
- Subjects: Education and state -- South Africa , Education -- South Africa -- Finance , School management and organization -- South Africa -- Eastern Cape , Public schools -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11413 , http://hdl.handle.net/10353/303 , Education and state -- South Africa , Education -- South Africa -- Finance , School management and organization -- South Africa -- Eastern Cape , Public schools -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Description: Education policies remain a contested terrain in both the social and political environments. They are not neutral instruments and are used both to maintain the existing social order and also to promote varying kinds of change or mobility. The South African Schools Act, 1996 (Act 84 of 1996) hereafter SASA, which is the source of all policies that regulate school issues in South Africa promotes democratic methods of school governing and education provisioning that favours the previously disadvantaged groups. The NNSSF is one of the policies of SASA that makes schooling accessible to the poor through school fee exemptions while attempting to close the gap between the rich and the poor through differentiated school funding created according to researched poverty levels and standardized target lists. This has been designed to fulfil one of the essential human rights of man- education that has been entrenched in the Bill of Rights of the Republic of South Africa Constitution, 1996 (Act 108 of 1996) hereafter, Constitution. Thus, the study’s objective is to evaluate the implementation of the NNSSF policy in public schools focussing on school fee exemptions. The extent to which poor parents and learners are given school fee exemptions as they are supposed to according to the policy will be indicators of whether the NNSSF is justly or unjustly implemented in public schools. Learners are the recipients of the right to education. Parents are given the responsibility to fund the education of their children. However, for poor parents to fulfil that they need advice and assistance from the teachers and SGBs to be able to access the school fee exemptions while they have a right to just administrative action and to human dignity in dealing with them. SGBs and teachers have to create a favourable environment for the just implementation of the NNSSF by advising and xiii assisting deserving parents and learners to access school fee exemptions so that the right to education is fulfilled. The duty of in loco parentis and acting in the best interest of the child enforce teachers to do everything possible to ensure that learners access education. EDOs are supposed to guide, monitor and supervise the implementation of the policy while legal bodies should assist parents and learners to demand their right when it is violated through litigation. The study used the method of survey which is quantitative and interviews which are qualitative. Questionnaires and interview schedules were tools used to collect data that was analysed through statistical methods and represented in the form of tables and pie-charts. Various significant findings were made that had a bearing on the implementation of the NNSSF policy in public schools, most important to note is that some learners who have the right to education are aware of this right but do not know how to ensure that it is not violated. Parents are not given the opportunity to decide whether school fees should be charged in their schools. Above that they are not given the advice they need to be able to access school fee exemptions. Some teachers think that by advising and assisting learners and parents they will be buying cheap popularity- showing ignorance. EDOs do not know how schools implement the NNSSF, they are not involved in anyway. Thus the study views the implementation of NNSSF policy in public schools as unjust and recommends that SGBs and teachers need to be educated, guided and monitored by the EDOs on the policy and its implementation. They in turn will have to educate parents and learners so that they are able to access school fee exemptions thereby receiving education – their right.
- Full Text:
- Authors: Mamatu, Ntombizonke Lydia
- Date: 2009
- Subjects: Education and state -- South Africa , Education -- South Africa -- Finance , School management and organization -- South Africa -- Eastern Cape , Public schools -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11413 , http://hdl.handle.net/10353/303 , Education and state -- South Africa , Education -- South Africa -- Finance , School management and organization -- South Africa -- Eastern Cape , Public schools -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Description: Education policies remain a contested terrain in both the social and political environments. They are not neutral instruments and are used both to maintain the existing social order and also to promote varying kinds of change or mobility. The South African Schools Act, 1996 (Act 84 of 1996) hereafter SASA, which is the source of all policies that regulate school issues in South Africa promotes democratic methods of school governing and education provisioning that favours the previously disadvantaged groups. The NNSSF is one of the policies of SASA that makes schooling accessible to the poor through school fee exemptions while attempting to close the gap between the rich and the poor through differentiated school funding created according to researched poverty levels and standardized target lists. This has been designed to fulfil one of the essential human rights of man- education that has been entrenched in the Bill of Rights of the Republic of South Africa Constitution, 1996 (Act 108 of 1996) hereafter, Constitution. Thus, the study’s objective is to evaluate the implementation of the NNSSF policy in public schools focussing on school fee exemptions. The extent to which poor parents and learners are given school fee exemptions as they are supposed to according to the policy will be indicators of whether the NNSSF is justly or unjustly implemented in public schools. Learners are the recipients of the right to education. Parents are given the responsibility to fund the education of their children. However, for poor parents to fulfil that they need advice and assistance from the teachers and SGBs to be able to access the school fee exemptions while they have a right to just administrative action and to human dignity in dealing with them. SGBs and teachers have to create a favourable environment for the just implementation of the NNSSF by advising and xiii assisting deserving parents and learners to access school fee exemptions so that the right to education is fulfilled. The duty of in loco parentis and acting in the best interest of the child enforce teachers to do everything possible to ensure that learners access education. EDOs are supposed to guide, monitor and supervise the implementation of the policy while legal bodies should assist parents and learners to demand their right when it is violated through litigation. The study used the method of survey which is quantitative and interviews which are qualitative. Questionnaires and interview schedules were tools used to collect data that was analysed through statistical methods and represented in the form of tables and pie-charts. Various significant findings were made that had a bearing on the implementation of the NNSSF policy in public schools, most important to note is that some learners who have the right to education are aware of this right but do not know how to ensure that it is not violated. Parents are not given the opportunity to decide whether school fees should be charged in their schools. Above that they are not given the advice they need to be able to access school fee exemptions. Some teachers think that by advising and assisting learners and parents they will be buying cheap popularity- showing ignorance. EDOs do not know how schools implement the NNSSF, they are not involved in anyway. Thus the study views the implementation of NNSSF policy in public schools as unjust and recommends that SGBs and teachers need to be educated, guided and monitored by the EDOs on the policy and its implementation. They in turn will have to educate parents and learners so that they are able to access school fee exemptions thereby receiving education – their right.
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An exploration of the roles of the parent SGB members in the SGB: a case study of two selected rural primary schools in the King Williams Town district
- Authors: Mavuso, Mzuyanda Percival
- Date: 2009
- Subjects: School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1323 , vital:26546 , School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the roles of the parent SGB members in the School Governing Bodies (SGB) of two selected rural primary schools in the King Williams Town District. This was achieved by applying the qualitative approach within the parameters of the interpretivist paradigm. Structured interviews, semi structured interviews, document analysis and non-participatory observation methods were used at two sites that were purposely sampled. The samples in both schools were made up of SGB chairperson, SGB secretary, treasurer, one additional member, principal and non SGB parents. From the findings it emerged that the principal and SGB chairperson work in partnership in the business of school governance. However, principals seemed to dominate their SGB chairpersons who in most cases seem to be less competent than the principals. Parent SGB members seem to be dependent upon the educators in most cases on issues of school governance and they do not differentiate between their role and that of the SMT. Most SGB subcommittees seem to be dysfunctional and it was clear from the data that educators were the persons who dealt with school finances and matters of procurement. The majority of parent SGB members do not know what policies the school must adopt.
- Full Text:
- Authors: Mavuso, Mzuyanda Percival
- Date: 2009
- Subjects: School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1323 , vital:26546 , School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the roles of the parent SGB members in the School Governing Bodies (SGB) of two selected rural primary schools in the King Williams Town District. This was achieved by applying the qualitative approach within the parameters of the interpretivist paradigm. Structured interviews, semi structured interviews, document analysis and non-participatory observation methods were used at two sites that were purposely sampled. The samples in both schools were made up of SGB chairperson, SGB secretary, treasurer, one additional member, principal and non SGB parents. From the findings it emerged that the principal and SGB chairperson work in partnership in the business of school governance. However, principals seemed to dominate their SGB chairpersons who in most cases seem to be less competent than the principals. Parent SGB members seem to be dependent upon the educators in most cases on issues of school governance and they do not differentiate between their role and that of the SMT. Most SGB subcommittees seem to be dysfunctional and it was clear from the data that educators were the persons who dealt with school finances and matters of procurement. The majority of parent SGB members do not know what policies the school must adopt.
- Full Text:
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