Learner’ school violence using incident logbook: a qualitative research approach

In this paper the notion of leaner’s school is revisited using a silent tool, incident logbook. Research shows that incidents of learner violence has escalated in South Africa unabated. Different approaches to describe and recommend strategies to alleviate cases of violence in schools have been undertaken. This paper aims to describe through incident logbook learner’s behaviour regarded as serious misconducts that involve violent acts. These violent acts might lead to expulsion or suspension of a learner from the school according to the South African Schools Act, 1996 and various school policies. Am interpretivist qualitative research was employed using a purposively sample of 5 incidents logbooks from five secondary schools. The researchers used a thematic data analysis using a Critical Peace Education (CPE) theory to discuss these incidents of school violence. The findings of the study show high incidents of recorded serious misconduct and violations of the school policies by learners by committing, violent acts such as physical, psychological, emotional abuses as well as thefts and vandalism of school and personal property. The research study recommends that CPE be used as tool to educate and foster peaceful co-existence in schools.

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

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.

CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA

At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.

Teenage pregnancies in Bapong schools, Madibeng local municipality: Teachers’ views

The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, Measures for Prevention and Management of Learner Pregnancy, stipulates teachers’ role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive sampling was used. In-depth interviews were used for data collection and content analysis was done through Tesch’s approach using open coding. The findings suggest that, despite being against learner pregnancy, teachers are more concerned with the educational success of pregnant learners. They view learner pregnancy as a threat to teachers, other learners and the school environment because they are not trained to deal with pregnancy-related problems. The findings also indicate that the Departments of Health and Education should collaborate in order to initiate a partnership between teachers, school health nurses, and midwives regarding learner pregnancy in schools.

Parental involvement in raising Grade 12 achievement in South African rural secondary schools

The South African Schools Act No.84 of 1996 obliges parents to bring their children to school from the first day of their schooling. This means that the legislation gives parents the right to be fully involved in their children’s education for better academic achievement. This study examined parental involvement in raising Grade 12 achievement in South African rural schools. A qualitative study was done at three secondary schools in the Mkhuhlu circuit in the Bohlabela region of the Mpumalanga Province. Data were collected in the form of interviews from the principal, teachers, parents and Grade 12 learners at each of the three schools. The study found that at all three schools, parents were not aware of their importance to motivate learners to learn, the need to attend school regularly and the development of their own literacy skills to raise the results in Grade 12. Therefore, the study recommends that parents must be empowered by both teachers and principals in order for them to be able to execute their roles effectively.

The Knowledge Landscape of School Disciplinary Committees on Disciplinary Policies in Mopani Education district, Limpopo Province, South Africa

Despite the clarity of the South African Schools Act (SASA) 84 of 1996 on the need to craft and implement a learners’ Code of Conduct by school governing bodies (SGBs), there seems to be a gap between the espoused learner disciplinary policies and practice at schools. Using the case study research design, the knowledge scope on education policies by the school disciplinary committees (SDCs) was examined at two secondary schools in a predominantly rural South African district. The study employed a qualitative approach to gather data from purposefully selected informants using focus group and face-to-face interviews. The study sample was composed of 35 participants who were school disciplinary policy duty bearers, comprising 10 SGBs, 10 school management teams (SMTs) and 10 SDC members, as well as five class teachers. The main findings from the thematically analysed narrative data pointed to inadequate knowledge of policies by most SDC committee members. In addition, although the two schools had learners’ codes of conduct that were aligned to SASA, the SDCs were loosely adhering to the provisions of the disciplinary policies in their operations. The gap between the espoused policy and policy in action was found to be due to the policy duty bearers’ inadequate knowledge of the national policy that governs school discipline. This calls for the Department of Basic Education (DBE) to offer policy enhancement workshops for SDCs and to employ a policy monitoring instrument on the functioning of SCDs.

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

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.

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

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.

Collaboration practices between the two tiers of school leadership in eradicating underperformance

Collaboration between the school governing body (SGB) and the school management team (SMT) in underperforming schools remains the crest for successful action taken to turn around performance as envisaged in the South African Schools Act 84 of 1996 (Republic of South Africa, 1996). Their interaction is crucial in advancing the course of performance improvement. In the study reported on here a qualitative method and an interpretivist approach was used to explore how shared leadership collaboration practices between the SGB and SMT can improve performance. A case of 3 purposefully sampled underperforming schools in the Gauteng West district was undertaken. Interviews with 3 principals (individually) and 3 focus group interviews with parent SGB members, SMT members and teachers were conducted. Findings show that when developmental needs of SGBs are considered significant and stakeholders are mobilised towards collective effort (letsema), collaboration and interaction enable school performance. It is recommended that SGB development be contextualised to enable swift interaction with stakeholders; the essence of the SGB and SMT collaboration in providing leadership and dealing with issues impacting on performance should be highlighted, so that they can plan activities that bring about improved performance. Employing courageous conversations to achieve institutional goals should be through collaborative endeavours that are inspired by ubuntu leadership practice.

Cultural implications for learners’ effectiveness as governors of schools in rural South Africa

The South African Schools Act, 84 of 1996, articulates the establishment of School Governing Bodies, which authorises stakeholders such as parents, educators and learners to participate actively in decision-making processes pertaining to school governance. The Act further stipulates that learners, through the Representative Council of Learners, should be afforded full opportunity to participate in crucial decisions by the broader governing body. The reason for undertaking the study reported on here was triggered by the concern raised by various authors about the high level of ineffectiveness of learners as governors of schools in South Africa. This study explored and analysed the significance of culture in relation to learners’ effectiveness as governors of schools in rural South Africa. A qualitative research approach, based on a purposive sampling method and interviews, was espoused by engaging members of the Representative Council of Learners in certain selected high schools of the Harry Gwala district in KwaZulu-Natal. The findings of the empirical study investigation divulged that culture was one of the main impediments to learners’ effective school governance in the rural South African setting. The study recommends the intervention of the Department of Education, with the view of creating an environment conducive to active learner participation in school governance in rural areas.