Academic literature on the topic 'School boards – Namibia'

Since Namibia gained independence parents have increasingly been seen as equal partners in the education process. The Education Act 16 of 2001 provides for the democratic participation in schools by parents, learners and other education stakeholders through the introduction of regional Education Forums and School Boards in schools Parental involvement in school governance has been widely researched and has become a ‘hot topic’ worldwide, including in Namibia. This study investigated and described parental involvement through the School Board in school governance in a secondary school in Otjozondjupa region, Namibia. The study was conducted within a qualitative, interpretive paradigm. The study employed three data collection tools namely, semi-structured interviews, document analysis and observation. The School Board was made up of parents of different classes and backgrounds, i.e. employed, unemployed, professionals and business persons and with different levels of educational background. These members create a network that represents the voices of parents from different social groups, with different levels of social capital. The different levels of social capital shape the nature of the contributions and interactions on the Board. The study found that in spite of the frequency of interaction between the School Board, parents and the community the School Board is still in a dilemma as it is unable to connect with its prominent source of potential support, such as the business community, due to an outdated view that the school is well-off based on its historic status of privilege. With respect to communications with parents the focus tends to be on the negatives of learners’ behaviour or performance and the task of the parents in this regard. Broadening the agenda of the collaboration to include positive aspects of the child would add to the motivation of parents and open possibilities for new forms of collaboration. The school lacks a well-coordinated system for utilizing the available resources as well as community expertise for the benefit of the school. On the strength of the findings, one of the recommendations is for a more structured program and strategy for the Boards various interactions with the community and parents.

The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.

Numerous literature world-wide emphasises the significance of learner voice and leadership in schools. These concerns are not new to the education system of Namibia, because the education system is shaped by policy which encourages the voices of all stakeholders in the schools. The Education Act 16 of 2001 introduced the Learner Representative Council (LRC) as a legitimised body in secondary schools which represents learners in school level decision-making. Learner Representative Council members in secondary schools are allowed to sit in on School Board meetings and voice their concerns about issues at the school. The Act also involved parents, allowing them to air their views on behalf of their children, by becoming part of the School Board. Although this is what the Act 16 of 2001 introduced, recent researchers have urged for the need to develop learner voice and leadership in schools, as many schools have turned a blind eye to its significance. This is also what prompted me to conduct a study on the development of learner voice and leadership. This research was conducted within the context of learner leadership at a primary school in the Otjozondjupa region, Namibia, focusing on the school’s existing Learner Representative Council (LRC). The study explores the underlying reasons for the current problems in the LRC structure and beyond, opening up leadership opportunities, and promoting learner voice at the school. Participants in the research were drawn from learners, teachers, heads of department, and the principal. As a qualitative case study in the interpretive paradigm, the study employed a range of data collection strategies - questionnaires, interviews, focus group interviews, observation and Change Laboratory (CL) workshops - to gather data to answer key research questions: How is the LRC currently involved in the leadership of the school? What are the factors inhibiting the development of learner leadership in the school? What opportunities exist for the development of learner voice and leadership within the LRC? How can learner voice and leadership be developed through Change Laboratory (CL) workshops? The research was underpinned by the second generation of Cultural-Historical Activity Theory (CHAT) as an analytical framework. CHAT had the potential to bring problems and challenges into focus, which was then used to open up expansive learning in the CL workshops. Data collected from the participants was surfaced as mirror data in these workshops. The study showed that the LRC was not active in their leadership roles and that they were not given enough opportunities to function freely in their roles. These learners were under a traditional system of leadership, whereby teachers had all the control and say in the learners’ leadership roles. The development of learner leadership was only recognised through the leadership training camp. Many factors that inhibited the development of learner voice and leadership also emerged in the study. Lastly, the notion of developing learner voice was also not understood by some teachers, which showed in their contradicting views. This study recommends that learner leadership should be developed, starting at an early age in the primary school. It also recommends that learners, however young, should be given a platform to contribute to the decision making at their schools.

The purpose of this study was to explore the perceptions of principals and school board members (SBMs) regarding their working relationship in the Zambezi region of Namibia. Not much research about this area has been conducted in the Zambezi region and Namibia at large. The reviewed literature posits that principals play a major role in creating effective working relationships with SBMs. It also argues that positive working relationships between principals and SBMs are at the heart of making a school extraordinary. This working relationship can be fruitful if there is a closer understanding of the roles and responsibilities between the principals and SBMs. Three leadership theories that seemed to suit the study were analyzed and discussed. The transformational leadership, partnership and Dewey’s theory of democracy in education were relevant to this study. The three leadership theories guided the study in exploring the perceptions of principals and SBMs regarding their working relationships in the Zambezi region. They also guided the study to clarify the challenges that contributed to the lack of trusting working relationships between principals and SBMs in the Zambezi region in Namibia. The study is located in the interpretive paradigm, where a qualitative case study approach to the research problem was employed. For the purpose of the study, the researcher selected six schools, two primary schools, two combined and two senior secondary schools, as sites to explore the research problem. It is important to mention that the findings of the study cannot be generalized to all school boards in Namibia, since the research was limited to six schools in the Zambezi region only. The researcher summarized the findings of the study according to the four research questions. The findings derived from this study revealed that the majority of principals and SBMs perceived their working relationship as collegial. However, the study also revealed that some SBMs did not have a good working relationship with the principals. SBMs were not aware of how the finances of the school were utilized. Furthermore, they accused principals of not being transparent when it came to staff appointments. The findings from this study also revealed that, when there was a good working relationship between principals and SBMs at the school, it became easier to maintain discipline among learners and that learners performed better. There needs to be good communication between principals and SBMs, as principals and SBMs are important partners when it comes to the smooth running of a school. There were consultations between principals and SBMs on matters regarding school development. It was, furthermore, learnt that, where there were consultations between principals and SBMs, unity and trust were developed. The Ministry of Education, Arts and Culture (2001:15; 2016:2) in Namibia clearly points out that “For every state school, a school board must be established to administer the school affairs and promote the development of the school and learners of the school” and to “ensure the school is effective in its teaching and learning programme”. However, the study revealed that principals and SBMs were not working in accordance with the Education Act, Act 16 of 2001. SBMs lost interest in participating in school activities. It became evident that SBMs did not seem to be attending school board meetings when invited and rendered many excuses. It emerged from the findings that parent SBMs wanted to be given sitting allowances when attending school board meetings. The findings from the study indicate that there should be good communication between principals and SBMs. Regular school board meetings could help build a good working relationship between principals and SBMs. School board training should be organized for principals and SBMs. To mitigate the challenges faced by principals and SBMs regarding their working relationship in the Zambezi region of Namibia, recommendations associated with understanding of and adherence to policies, working together, communication, trust and fear among SBMs, are that all schools should have scheduled school board meetings that are communicated very early to everyone concerned and SBMs should be given sitting allowances. The researcher recommends that principals and SBMs receive compulsory and appropriate training that will help them to understand and perform their roles and responsibilities well. Where necessary, school board trainers should use a vernacular language (or seek the services of an interpreter) so that parent SBMs who are not fluently bilingual can understand and grasp all essential concepts of the training programme. In addition, the researcher recommends that community members, who are educated and knowledgeable but do not have children at the school, should be co-opted to serve on the school board. There should be clear policies and processes regarding the recruitment of staff who works at the school. The researcher posits that effective communication can be enhanced by employing vernacular languages in meetings to ensure that parent SBMs understand all the proceedings and are involved. It is advisable for the principal and other SBMs to communicate effectively, keep to what they say and always follow through with tangible actions. To reduce fear demonstrated by Learners’ Representative Council (LRCs) serving on the school board during meetings, it is advisable to give appropriate training so that they can gain a better understanding of their roles and responsibilities. In order for principals to work in harmony with SBMs, it is essential to have well-defined roles, as well as to treat everyone fairly and respectfully.
Educational Management and Leadership
D. Ed. (Education Management)