scholarly journals The resourcefulness of school governing bodies in fundraising: Implications for the provision of quality education

2020 ◽  
Vol 40 (4) ◽  
pp. 1-9
Author(s):  
Melanie Buys ◽  
Pierre du Plessis ◽  
Raj Mestry
Keyword(s):  
Public Schools ◽  
South African ◽  
Teaching And Learning ◽  
Legal Framework ◽  
State Funding ◽  
The South ◽  
Private Funding ◽  
South African Schools Act ◽  
Effective Teaching And Learning ◽  
School Governing Bodies

With the promulgation of the South African Schools Act of 1996, public education in South Africa was decentralised and communities were made responsible for school governance. This placed the responsibility on school governing bodies (SGBs) to take all measures within their means to supplement state funding for the acquisition of adequate human and physical resources. In this article we explore various fundraising initiatives that will increase the coffers of public schools. Funds provided by donors and sponsors should allow SGBs the discretionary powers to appropriate funds that will promote effective teaching and learning in schools. The perceptions and experiences of principals and SGBs on the management of funds were investigated by means of a qualitative multiple case study. Findings reveal that SGBs have to take an entrepreneurial stance towards supplementing funds provided by the state. In addition, there are serious challenges surrounding school fees such as bad debt and fee exemptions, and this necessitates SGBs to find other sources of revenue. Thus, based on best business practice, SGBs should be given autonomy and take accountability for the management of private funding within the legal framework of the South African Schools Act.

scholarly journals Enacting Social Justice in Education through Spiritual Leadership

2017 ◽  
Vol 82 (3) ◽  
Author(s):  
Juliet Perumal ◽  
Graham Edwards
Keyword(s):  
Social Justice ◽  
Public Schools ◽  
South African ◽  
Case Study Research ◽  
Spiritual Leadership ◽  
The South ◽  
Education Policies ◽  
Design Data ◽  
School Communities ◽  
South African Schools Act

Promulgated by Nelson Mandela in December 1996, South Africa’s post-Apartheid Constitution draws on the Bill of Rights to affirm the democratic values of human dignity, equality and freedom. As an emerging democracy, South Africa further seeks to address issues of social justice and equality in education through the South African Schools Act of 1996. This Act sets out policies and practices intended to redress past injustices and support the rights of learners, educators and parents. Drawing on critical feminist theory, this study explored the experiences of female educational leaders in South Africa’s disadvantaged rural school communities. This qualitative research project adopted a case study research design. Data were collected through in-depth interviews and observations. The aims of this paper are: (i) to investigate the principles of social justice and equity as expressed through spiritual leadership; and (ii) to interpret these principles in relation to education policies. Identifying connectedness and spirituality as prerequisites for spiritual leadership, the study found that spiritual leadership is a means through which social justice leadership can be enacted. While the South African Schools Act upholds the notion that public schools promote democracy through respect for all and tolerance of diverse religious beliefs, this paper does not conflate spirituality with religion. It instead, explores alternative interpretations which explore spiritual leadership and restorative justice as vehicles through which equity and social justice can be understood and enacted.

scholarly journals Implications of Covid-19 on the management of school financial resources in quintile 5 public schools

2020 ◽  
Vol 40 (4) ◽  
pp. 1-9
Author(s):  
Pierre du Plessis
Keyword(s):  
Public Schools ◽  
Public Education ◽  
South African ◽  
White Paper ◽  
Research Approach ◽  
Substantial Impact ◽  
School Budgets ◽  
South African Schools Act ◽  
The Impact ◽  
School Governing Bodies

With the promulgation of the South African Schools Act, public education in South Africa was decentralised and communities were made responsible for the governance of public schools. White Paper 1 on Education and Training confirmed the inability of the state to meet the financial requirements of public education. Despite the fact that school governing bodies are responsible for raising substantial funding, their ability to appropriate school funds is limited by legislation, irrespective of the origin of the funds or assets in question. These restrictions have a substantial impact on the way financing is structured and managed by public schools. In 2020 schools were closed for more than 2 months due to the Covid-19 lockdown, and many parents were left questioning why they should pay for services not rendered. Using a qualitative research approach, we aimed to determine the impact of Covid-19 on the management of school fees and resources in public schools. The findings reveal that Covid-19 has had an impact on school budgets, teaching posts and fundraising activities, as well as on the day-to-day running of schools.

scholarly journals Towards a governance and management model for teaching schools in South Africa

2014 ◽  
Vol 4 (3) ◽  
pp. 18
Author(s):  
Sarah Gravett ◽  
Coert Loock
Keyword(s):  
South Africa ◽  
Public Schools ◽  
South African ◽  
School Type ◽  
National Education ◽  
The Public ◽  
Planning Framework ◽  
Education And Development ◽  
South African Schools Act ◽  
School Governing Bodies

This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible models for governance of teaching schools. The article recommends two models that fit the mandate of teaching schools as envisioned in the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011–2025: 1) a model that provides for teaching schools as a school type at national (not provincial) level, and 2) the independent school model

scholarly journals Quality Education And The Impact Of Public And Independent Schools Writing The National Senior Certificate

2013 ◽  
Vol 13 (1) ◽  
pp. 157
Author(s):  
Nelda Mouton ◽  
Gert L. Strydom
Keyword(s):  
South Africa ◽  
Public Schools ◽  
South African ◽  
Independent Schools ◽  
National Curriculum ◽  
Radical Change ◽  
Quality Education ◽  
The South ◽  
South African Schools Act ◽  
The Impact

A new education curriculum for a new democratic dispensation was welcomed and unavoidable in South Africa after the first democratic election in 1994. The main reason for this radical change within education was that policymakers needed to move away from the apartheid curriculum with all its attendant political baggage and address the laudable outcomes of skills, knowledge and values for purposes of achieving social justice, equality and development. Within this curriculum, the South African Schools Act (Act 84 of 1996) recognises two broad categories of schools public and independent schools. All public schools follow the National Curriculum Statement (NCS) and independent schools have the freedom to choose which curriculum and which examination body they want their learners to write, as long as the examining body is recognised by Umalusi. This article will reflect on the quality of education provided in schools by analysing the roles and impact of public and independent schools writing the National Senior Certificate in South Africa. It is important, in this context, to provide a historical overview of the background of examination bodies that have impacted on the South African school system. It is also deemed necessary to reflect on and discuss the public and independent school sector by focussing on factors influencing the logistical orientation of these sectors as well as reflecting on indicators influencing the Grade 12 examination. After analysing these factors and reflecting on issues that influence quality education in South Africa, recommendations will be made in an effort to contribute to the improvement of the standard of education in South Africa.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals THE RIGHT TO MOTHER-TONGUE EDUCATION: PRACTICABLE OR NOT?

Obiter ◽  
2021 ◽  
Vol 34 (2) ◽  
Author(s):  
Chrizell Chürr
Keyword(s):  
South African ◽  
Basic Education ◽  
Mother Tongue ◽  
Cumulative Effect ◽  
The South ◽  
National Education ◽  
Mother Tongue Education ◽  
South African Constitution ◽  
The Right ◽  
South African Schools Act

Mother-tongue and mother-tongue education are recognized worldwide as one of the most efficient ways to function cognitively and socially. This article addresses the role of proper mother-tongue education with an emphasis on the importance of “language” since language is vital to a child’s right to a basic education in all its dimensions. Without mother-tongue education, every child’s right to learn and to become a skilful adult, able to participate independently in society, is at risk. The cumulative effect of the South African Constitution, the National Education Policy Act, the South African Schools Act, several international instruments and a number of ground-breaking cases, as well as the interaction between them on mother-tongue education will be examined. The implementation of certain education models will also be proposed.

An analysis of the right of Muslim adopted children to inherit from their deceased parents in terms of the law of succession: A South African case study

2021 ◽  
Vol 8 (2) ◽  
pp. 63-73
Author(s):  
Muneer Abduroaf
Keyword(s):  
South African ◽  
Islamic Law ◽  
Legal Framework ◽  
Adopted Children ◽  
The South ◽  
Legal Context ◽  
Muslim Children ◽  
The Status ◽  
The Right ◽  
Law Of Succession

This paper analyses the right of Muslim adopted children to inherit from their deceased parents in terms of the laws of succession within the South African legal context. The status of adoption in South African and Islamic law is looked at first by way of an introduction. This is followed by looking at the rights of adopted Muslim children to inherit from their deceased parents (biological and adoptive) in terms of the South African and Islamic laws of intestate (compulsory) and then testate (optional) succession.1 The paper further looks at the possibility of applying relevant Islamic law of succession provisions applicable to enable adopted Muslim children to inherit from the estate of their deceased biological parents within the South African legal framework. The paper concludes with an analysis of the findings and makes a recommendation.

scholarly journals Chartered accountancy and resistance in South Africa

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
J. Terblanche ◽  
Y. Waghid
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Accounting Students ◽  
The South ◽  
Disciplinary Power ◽  
Problem Solving Skills ◽  
Research Activities ◽  
Critical Reflexivity ◽  
Learning Success ◽  
Chartered Accountants

In recent times, the chartered accountant profession was regularly in the news for reasons pertaining to the unethical and unprofessional behaviour of members. The profession has an important role to play in the South African economy, as members will often fulfil important decision-making roles in business. In a response to the dilemmas the profession is facing, we analysed the implications for the profession and society due to a resistance to include research as a pedagogical activity in the chartered accountancy educational landscape. Through deliberative research activities, students have the opportunity to engage with community members and with societal challenges that could foster reflexivity and humaneness in students. In addition, critical and problem-solving skills are cultivated. These are skills that are difficult to assess in the form of an examination, and the absence of research as pedagogical activity in this particular educational landscape, impacts the cultivation of these skills in future chartered accountants. This is so, as the chartered accountancy educational landscape is significantly influenced by the power that resonates within the profession and culminates into the disciplinary power mechanism of the examination. The South African Institute of Chartered Accountants (SAICA) set an external examination, called the Initial test of Competence (ITC), which graduates need to write upon leaving institutes of higher learning. Success in this SAICA-examination therefore impacts on the teaching and learning pedagogy adopted by chartered accountants in academe. If chartered accounting students were instead primarily being exposed to technical content assessed via an examination, also being exposed and introduced to deliberative research, the possibility exists that students, through critical reflexivity, could move beyond the constraints of the self to that of the communal other in line with the African notion of ubuntu can be enhanced.

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