The Experience of and Need for Training of School Governors in Rural Schools in South Africa

Autor/inn/en	Tsotetsi, Stephen; van Wyk, Noleen; Lemmer, Eleanor
Titel	The Experience of and Need for Training of School Governors in Rural Schools in South Africa
Quelle	In: South African Journal of Education, 28 (2008) 3, S.385-400 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Rural Schools; Educational Needs; Governing Boards; Board Candidates; Governance; Incidence; Management Development; Fidelity; Educational Opportunities; Qualitative Research; Elementary Secondary Education; School Surveys; Educational Resources; Barriers; Scheduling; Access to Information; Time Factors (Learning); School Support; Educational Experience; South Africa + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Educational need; Bildungsbedarf; Governing body; Governing bodies; Leitungsgremium; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Vorkommen; Bildungsangebot; Bildungschance; Qualitative Forschung; Bildungsmittel; Disposition; Schulförderverein; Bildungserfahrung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The concept of decentralisation originates from the belief that the state cannot alone control schools, but should share its power with other stakeholders, particularly those closer to the school, on a partnership basis. The South African Schools Act (Act 84 of 1996) mandates the establishment of school governing bodies that allow stakeholders--such as the state, parents, educators and learners (in secondary schools)--to play an active role in taking decisions on behalf of the school. However, this can only happen if participants in school governance are trained to decide on matters affecting their schools. With this in mind, qualitative research was undertaken to determine what training school governing bodies had received in selected rural schools in the Free State and to what extent this had assisted them in fulfilling their tasks. Findings indicated perceptions of training and its effectiveness. Based on the findings, detailed recommendations for the improvement of practice are made. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01