Governing bodies and learner discipline: managing rural schools in South Africa through a code of conduct

Mestry, Raj; Khumalo, Jan B.

doi:10.15700/saje.v32n1a402

Cited by 34 publications

(28 citation statements)

References 15 publications

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“…Die skoolbeheerliggaam moet deur middel van subkomitees hul rol binne die beheer van die skool vervul. Daar bestaan sekere kernbelangrike fasette wat die rol van die skoolbeheerliggaam insluit (Departement van Basiese Onderwys 2015; Mestry & Khumalo 2012;Noordwes 2012;Noordwes 2015;Steyn & Wolhuter 2008). Hierdie fasette is, onder andere, die volgende: om beleide en wetgewings uit te voer, lewering van die kurrikulum asook buite-kurrikulêre aktiwiteite, beplanning van die jaarprogram, skoolverbeteringsprogram en skoolontwikkelingsprogram, beheer oor die finansies, beheer oor fasiliteite en infrastruktuur, om aanbevelings te maak vir aanstellings deur die Onderwysdepartement, veiligheidsbestuur en leerderdissipline en, laastens, om ŉ lewenslange geleentheid vir onderwys en opleiding aan almal te bied.…”

Section: Suid-afrikaunclassified

'n Vergelykende ondersoek na die aard en rol van onderwysbeheer in die onderwysstelsels van die BRICS-lande

Vos

Beer

2022

Tydskr. geesteswet.

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KEY WORDS:Brazilian education system, BRICS countries education system, Indian education system, local education governance, Russian education system, Chinese education system, South African education system TREFWOORDE: Brasiliaanse onderwysstelsel, BRICS-lande-onderwysstelsel, Indiese onderwysstelsel, onderwysbeheer, plaaslike onderwysbeheer, Russiese onderwysstelsel, Chinese onderwysstelsel, Suid-Afrikaanse onderwysstelsel OPSOMMING Die doel van hierdie navorsing is om te bepaal hoe die aard en rol van onderwysbeheer in die vyf BRICS-lande (internasionale organisasie wat bestaan uit Brasilië, Rusland, Indië, China en Suid-Afrika) gebruik kan word om mekaar tot voordeel te strek. Ten einde hierdie doel te bereik, word eerstens bepaal wat die aard en rol van onderwysbeheer op nasionale (makro-), provinsiale (meso-) en plaaslike (mikro-)vlak in die BRICS-lande behels en tweedens word die aard en rol van die onderwysbeheerstrukture van die BRICS-lande met mekaar vergelyk.

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Section: Suid-afrikaunclassified

'n Vergelykende ondersoek na die aard en rol van onderwysbeheer in die onderwysstelsels van die BRICS-lande

Vos

Beer

2022

Tydskr. geesteswet.

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“…The SASA, however, puts a huge responsibility on the SGBs with regard to performance of these duties. Mestry and Khumalo (2012) argue that some of the SGBs may have insufficient knowledge and expertise to perform the functions of the schools as allocated by the SASA. They also argue that the provincial departments of education are required by the Schools Act to appropriate money for the training of the SGBs.…”

Section: Background Of Sgbs In the South African Public Schoolsmentioning

confidence: 99%

“…They also argue that the provincial departments of education are required by the Schools Act to appropriate money for the training of the SGBs. According to the research conducted by Mestry and Khumalo (2012), some SGBs in their study were concerned that this training was not happening as the provincial departments often claimed not having sufficient resources for this purpose. The need for sufficient training of SGBs, especially on the constitutional principles of governance, was also emphasised by Van Wyk (2004).…”

Section: Background Of Sgbs In the South African Public Schoolsmentioning

confidence: 99%

Possible Financial Reporting Challenges Faced by Governing Bodies of Public Schools in South Africa

Hlongoane¹

2016

Proceedings of the 5th International Conference on Accounting, Auditing, and Taxation (ICAAT 2016)

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Some of the South African school governing bodies (SGBs) are faced with various challenges including a lack of skills, corruption and the mismanagement of funds. These challenges make it difficult for the SGBs to discharge their duties. Section 43 of the South African Schools Act (SASA) requires the Members of the Executive Council (MECs) for Education in various provinces to develop financial guidelines for the schools. This results in the use of different accounting and reporting guidelines by governing bodies in various provinces, which may have a negative effect on the comparability and other desirable qualities, such as faithful representation, consistency and understandability of financial information. The research reported here was extracted from a literature review, which forms an integral part of a doctoral study. The study is still in progress and aims to establish the nature of reporting, the effectiveness of existing guidelines and the extent of non-compliance to regulations and existing guidelines by different schools in various provinces in order to develop guidelines to assist SGBs to prepare annual financial statements. The aim of this paper, however, is to discuss possible financial reporting challenges faced by South African SGBs of public schools. This is done by literature review.

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“…A purposive learning environment is one which supports quality education for all the learners at the school (Guardino & Fullerton, 2010;Masitsa, 2011;Mestry & Khumalo, 2012). Furthermore, a purposive learning environment is one in which all learners are treated equally and are protected from any harm or disturbance that might mar their teaching or learning at the school.…”

Section: South African Context and Practicesmentioning

confidence: 99%

School learner behavioural management: context and practices in a South African school setting

Segalo

2015

Journal of Psychology in Africa

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Governing bodies and learner discipline: managing rural schools in South Africa through a code of conduct

Cited by 34 publications

References 15 publications

'n Vergelykende ondersoek na die aard en rol van onderwysbeheer in die onderwysstelsels van die BRICS-lande

'n Vergelykende ondersoek na die aard en rol van onderwysbeheer in die onderwysstelsels van die BRICS-lande

Possible Financial Reporting Challenges Faced by Governing Bodies of Public Schools in South Africa

School learner behavioural management: context and practices in a South African school setting

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