Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

Marishane, Ramodikoe Nylon

doi:10.22230/ijepl.2013v8n5a425

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Thirdly, the statement from the respondent implies that there is pressure on the school to look for alternative financial sources in order to support learning. This is consistent with the literature review, which indicates that school administration in free public schools occasionally faces pressure to identify urgent resource needs and to come up with innovative funding solutions to meet those demands (Marishane, 2013). Another respondent in school C shared a similar view with school A.…”

Section: Figure 2: School a Funding Initiatives In Percentagessupporting

confidence: 86%

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Exploring Funding Models in ‘’No-Fee’’ Schools in Cape Town: Evidence from Selected Public Primary Schools.

Beyonyi¹

2022

AJEP

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Purpose: The explicit goal of education funding policy is to raise educational standards by addressing historical financial disparities. This study, explored the funding models in three no-fees public primary schools within the Western Cape Education Department in Cape Town. The specific objective of this study was to explore and discuss the funding models’ initiatives of schools in resources scarce communities in Cape Town. Methodology: A qualitative research model was adopted for the investigation. Semi-structured guided questions were used to obtain the data. Using intentional sampling, which selects individuals based on their backgrounds and expertise, a total of nine people was recruited. Three school principals, three chairs of the governing body, and three administrators of the school's finances made up the group of participants. Due to the COVID-19 pandemic, data were recorded using telephone conversations. The researcher used a thematic data analysis approach to analyse the data after recording and meticulously transcribing the talks. Individual interviews, participant data, and document analysis were all merged by the researcher in order to make the research conclusions credible. Findings: As a result, it was determined whether the information from the case study and the interviews headed in the same direction. Additionally, the researcher gave each participant a chance to confirm that the facts were what they had provided as data. The study indicated that despite receiving 75% of their income from the government, certain no-fee public primary schools still had a high level of resource reliance. A sizeable part of school funding—25%—comes from voluntary donations. The funding attempts, however, have not succeeded in bringing in the money the schools sorely need. Due to government rules, schools feel they have too little money left over and are unable to make significant improvements. The study also showed that fundraising campaigns have an impact on education since they interfere with class time. Additionally, the study demonstrates that learner’s social competition has increased as a result of selling products on campus to raise extra money since learners whose parents cannot afford it do not want to feel afraid or humiliated. Recommendations: Selected schools should raise funds using stronger and more innovative funding initiatives rather than traditional, hands-on approaches. The government should rethink amending schooling policies to legally accord schools to collect fees, since studies show that parents in low-resource communities are removing their children from low-resource schools to well-resource schools. Governments also need to rethink school policy changes to give schools the flexibility to make significant budget changes.

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Section: Figure 2: School a Funding Initiatives In Percentagessupporting

confidence: 86%

“…The South African Schools Act 84 of 1996 lends weight to this opinion. Furthermore, according to Marishane (2013), the state is the primary funder of no-fee schools. The government's approach to pay public schools according to equity is the national norms and standards for schools.…”

Section: Figure 2: School a Funding Initiatives In Percentagesmentioning

confidence: 99%

Exploring Funding Models in ‘’No-Fee’’ Schools in Cape Town: Evidence from Selected Public Primary Schools.

Beyonyi¹

2022

AJEP

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“…They are directly accountable to the deputy principal, who reports to the principal. DHs constitute middle management in the schooling context, that is why their description as middle management is significant in the literature on teacher leadership (Marishane, 2016;PAM, 2016;Ogina, 2017;Saul, 2019 andNkabinde, 2020). Nkabinde (2020) notes that DHs oversee the teaching of specific subjects, as well as the coordination and supervision of all educational programs in compliance with established norms and standards.…”

Section: Introductionmentioning

confidence: 99%

Experiences of Mathematics Primary School Departmental Heads: Pertinent Challenges and Lessons Learnt

Baloyi,

Khumalo

2024

HOLISTICA – Journal of Business and Public Administration

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There has been a shift in the professional management of schools which is gradually inclining towards performance-based management. This shift has put emphasis on managing schools to achieve higher learner performance and has put pressure on Departmental Heads (DHs) and teachers to improve outcomes especially in the mathematics subject. The main aim of the study is to explore a myriad of pertinent challenges experienced by DHs in managing mathematics in primary schools. In examining the phenomenon, we deployed an exploratory qualitative research approach. In collecting data, the researchers used the semi-structured interviews to interview [teachers, DHs, the curriculum advisor, principals]. The study was underpinned by the Deming quality management theory. The study provided insights in the myriad challenges and impediments in managing mathematics in primary schools by the heads of departments. The study results include the following: Problems with interpersonal stakeholder relations, lack of disciplinary expertise and specialization, teacher absenteeism and implications, work overload of mathematics heads of department, insufficient support from the educational and local school authority and insubordination, dereliction, and non-cooperation of teachers. This paper is significant because it adds novel insights in the epistemology of the management of mathematics in primary schools.

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“…Poisson (2014) asserts that the system of Quintile ranking was created to target schools that are categorised as the poorest for them to receive a significant share of non-personnel funding. Marishane (2013) asserts that the norms and standards of funding schools is intended to correct historical apartheid injustices and inequities between wealthy and poor school communities in regard to school funding and are periodically amended to maintain the process of narrowing the existing inequality gap.…”

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confidence: 99%

Women school leaders` perceptions on online learning in disadvantaged secondary schools during Covid-19

Mongake,

Uleanya

2024

Interciencia

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This study investigated the challenges and opportunities of online learning in disadvantaged schools during the Covid-19 pandemic. This study was conducted using Qualitative method. The participants in the study includes a total of 12 women school leaders that were purposively selected in three public secondary schools that were selected. Amongst the 12 participants, there were two school principals, two deputy principals, three Head of Departments (HODs) and five grade head teachers. The data was collected using biographical questionnaires and individual semi-structured interviews. The data collected was analysed used Qualitative Data Analysis (QDA) Miner lite software. The findings of the study revealed that the challenges of online learning in disadvantaged schools included lack of teacher’s ICT competencies and lack of communication with parents. The opportunities of online learning in disadvantaged schools according to the findings was learners independence in learning.

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Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

Cited by 5 publications

References 5 publications

Exploring Funding Models in ‘’No-Fee’’ Schools in Cape Town: Evidence from Selected Public Primary Schools.

Exploring Funding Models in ‘’No-Fee’’ Schools in Cape Town: Evidence from Selected Public Primary Schools.

Experiences of Mathematics Primary School Departmental Heads: Pertinent Challenges and Lessons Learnt

Women school leaders` perceptions on online learning in disadvantaged secondary schools during Covid-19

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