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Chiu, Vincent Shiu-yim. "The role of parent managers in school management committees in secondary schools in Hong Kong." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/35632.
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The thesis investigates the role of parent managers in school management committees in Hong Kong and explores the policy development and intentions of the Government of the Hong Kong Special Administrative Region of the People's Republic of China in introducing the reform to enhance parent participation. This study focuses on the impact of the reform and the match/mismatch between the reform aims and the expectations of the parents. It comprises a survey of the role of parent managers in school management committees in government and aided schools and interviews with principals and parent managers in three selected schools. The findings show that the reform has had little impact on the aided schools and there is strong opposition from the sponsoring bodies. There is also a mismatch between government aims and parent expectations. The government considers the most effective form of parent participation to be in school governance, while parents care mainly about their children's learning. Parents lack the knowledge, skills and the time to perform the monitoring role and hold schools accountable. They have little influence in decision-making and they have strong trust in the school heads. Partnership has not developed as parents are regarded as unequal partners and they are willing to perform roles assigned to them by the heads. Parents' attitude towards participation in decision-making is found to be more positive and they can even perform a better job than the principals in explaining school policies to other parents and gaining parent support. The findings suggest that the government should re-establish the harmonious working relations with the sponsoring bodies and match government aims with parent expectations. Schools should develop shared goals with parents and identify issues that require their active participation.
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Mugabe, Robert. "How School Management Committees monitor the implementation of Universal Primary Education in Uganda." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67826.
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The provision of basic education through the UPE programme has gained momentum since its inception. This is because since the government took over the roles of paying tuition fee, providing instructional materials, paying teachers and providing school infrastructure, enrolment rose, and has continued to rise. In ensuring that government resources are well utilised, the government mandated the community through SMCs and charged them with the responsibilities of mobilising school resources from the community to supplement government resources that are insufficient for schools, monitoring the utilisation of school resources and undertaking general management roles in schools to ensure that there is efficient education service delivery that promotes teaching and learning. The purpose of this study was, therefore, to explore how SMCs monitor the implementation of UPE in Uganda. The study was driven by the assumption that if school resources are effectively monitored by the community themselves through SMCs, the government‘s objective of ensuring that all school-going children access school could be realized. The study used an explanatory sequential mixed methods approach to conduct a comprehensive study that gave a clear understanding of how monitoring the school resources is effected. Simple random sampling was used to select the sample for the quantitative study and data was collected using a questionnaire while purposive sampling was used to select the participants for the qualitative study and data was collected using structured interview.The result of the study identified the gaps in the way in which the SMCs monitor the school resources. The study results indicate that the SMCs do not have the full mandate to take any decisions that affect the operations of schools. This acts as a demotivating factor to SMCs in undertaking their roles. The study findings further reveal that there is no clear monitoring framework used by SMCs that guides them on what to monitor and how to monitor based on set measurable indicators. This gap leaves the SMC in each school to undertake their duties differently, yet they monitor the same programme. The study further reveal that SMCs encounter challenges in effecting their work; some of these challenges are policy issues and others are administrative in nature. Much as the they have attempted to come up with strategies to handle the challenges, little is being done to address them. The study findings have implications for policy-makers and UPE implementers. The study recommends that the Central Government should consider empowering SMCs through constant training in financial management and understanding policies governing their duties and responsibilities. The study further recommends that for UPE policy of community management of schools to be ffective, Government should put in place the level of education and experience for some one to be elected as a member of SMC.Education Management and Policy Studies
PhD
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FISCHER, KATHRYN ROSS. "COMMUNITY AND PARENTAL INVOLVEMENT IN PUBLIC SCHOOLS: AN INVESTIGATION INTO THE EFFICACY OF THE LOCAL SCHOOL DECISION-MAKING COMMITTEES AT TWO CINCINNATI PUBLIC SCHOOLS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1028058188.
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Wahitu, Fred Higenyi. "School-based accountability and management of Universal Primary Education in Uganda." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65476.
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Uganda endorsed school-based management (SBM) through the enactment of the Education Act (2008), which provided for the establishment of the School Management Committees (SMCs) in public primary schools to be in charge of managing schools on behalf of the government. The Act states that SMCs are specifically in charge of Universal Primary Education (UPE) in Uganda and are responsible for the successful implementation of the policy. The purpose of this study was to investigate the roles of SMCs in the accountability for the UPE achievements. This study is rooted in the interpretivist constructionist research paradigm. The researcher utilised semi-structured interviews and observations to generate data to answer the research questions. The qualitative approach enabled the researcher to interact with the participants in order to harness their primary voice while sharing their lived experiences in the real world. Data obtained from the interviews and observations were corroborated with document analysis data related to SBM and accountability for universal basic primary education achievement. The researcher used multiple research sites and participants to generate data, a case study approach which is more robust in comparative data. The sampling for the participants was purposive and four SMCs from four regions of Uganda and four participants from each of the SMCs were selected. The findings of the study indicate that the voluntary SMCs did implement the roles and responsibilities for UPE accountability, though there were diverse degrees of success. The differing measures of SMC effectiveness were as a result of factors such as: member capacity and perceptions; lack of policy implementation; other stakeholder actions: and inadequate resources. The importance of a volunteerism strategy as a cornerstone of UPE implementation was eminent in this study since the schools were poorly resourced partly due to high poverty levels in the community. The researcher concludes that the effectiveness of the SMC in monitoring the implementation of UPE is based on the relationship they have with other stakeholders and, thus, a model was developed to emphasise the importance of the relationships.Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
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Hughes, Lonnie L. Laymon Ronald L. "Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.
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Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.
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Mosothoane, Motena Bernice. "A capability analysis of the working relationships between principals and chairpersons of school management committees in Lesotho." University of the Western Cape, 2012. http://hdl.handle.net/11394/7065.
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Magister Educationis - MEdA larger number of schools in Lesotho are owned and controlled by churches whereas the government pays teachers’ salaries and provides school facilities through the national budget. It is through this partnership that the Lesotho government and the churches have a strong link that characterises the Lesotho school management system. However, there have been some major shifts taking place in the education sector of Lesotho that are affecting the way schools are organised, managed and governed. The BCP government considered to revise all the education bills which resulted in the enactment of the LEA of 1995. The LEA of 1995 vested the responsibility of the management of primary schools on democratically elected committees. The study investigated the working relationships between principals and chairpersons of school management committees (SMCs) of selected church primary schools in Lesotho. The focus of the study was to analyse the working relationships between principals and chairpersons of the SMCs towards their roles and responsibilities as set out in the LEA of 1995. The study was approached from the capability approach. The core of the capability approach is to evaluate the achievement of a society by paying attention to what its members are able to be and to do. One of the roles of the SMCs is to allocate resources in schools by recommending for the appointment of teachers. Therefore, the study utilised the capability approach in order to explore the freedoms that principals have towards choosing resources that they want for schools. The study adopted the qualitative research approach. Data was collected through three qualitative research instruments namely, semi-structured interviews, observations and document analysis. The interviews were conducted for 16 participants who comprised the chairpersons of the two SMCs (RCC and LEC), principals’ representatives, teachers’ representatives and principals who were non-members of the SMCs. The purpose of the observations was to observe the physical environments, the behaviours of schools as well as the general availability of resources. Document analysis was done in order to draw on the conclusions of the contents of the SMCs’ records of minutes, schools’ financial reports and progress reports. The researcher used different methods of data collection in order to find answers to the research questions and also to achieve the aims of the study. The researcher used both constant comparative method and content analysis to analyse data. The data was analysed and interpreted against the views of the participants and literature review. The study confirmed that in both of the SMCs, most of the principals generally had satisfactory working relationships with the chairpersons. The findings of this study revealed that even though the SMCs perform their roles and responsibilities as set out in the LEA of 1995, there are some broad challenges that church schools face that emanate from the social conversion factors such as social norms, culture and practices within church schools, and environmental conversion factors like geographical locations. The findings further revealed that lack of adequate resources such as classrooms and teachers hampered the teachers’ capability to deliver instruction in a normal way because they had to teach multi-grades. These were found to be the challenges that affected the principals’ freedoms and capabilities to use and convert resources into achievement. Furthermore, the study exposed fair decision-making regarding resource allocation by the SMCs. Principal were free to use school funds as long as they submit the financial reports to the SMCs at the end of the year. However, the conclusion drawn from document analysis showed that not all the schools under study submitted financial reports. The findings reflect that there are no transparent guarantees in some of the school regarding the control and use of school funds. The findings of this study have some implications and recommendations to the Ministry of Education and training, church schools, teachers and principals who wish to work in church schools. The study recommends that the Ministry of Education and Training should reconsider the representation of one principal for six schools in the SMCs by establishing the school management system that calls for one school management committee per school. The Ministry of Education and Training in partnership with churches should make efforts to delineate the appropriate roles of churches in the provision of education with regard to the local hiring system whereby the SMCs select teachers to be appointed in their schools. Teachers should be transferred to the schools where multi-grade teaching is still practised in order to rationalise distribution of teachers in church schools. Principals and teachers should make informed decisions when choosing the schools that they want to work at, especially if it is a church school. They should make sure that the church schools they choose to be appointed to shall serve their beliefs, not only to focus on salaries.
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Cornelissen, Rudolph Peter. "A study of the leadership approaches of principals heading National Strategy Learner Attainment (NSLA) schools in the metro central education district in the Western Cape province." University of the Western Cape, 2020. http://hdl.handle.net/11394/7241.
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Doctor EducationisThis thesis investigated the leadership approach associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. The research problem addressed the leadership practices and personality traits that characterised the leadership approaches of principals heading high schools which have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions. The main research question was: What leadership practices and personality traits characterised the leadership approaches of principals heading schools who have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions? Thereafter, four subsidiary research questions guided this research. Firstly, what were the leadership practices of principals in selected successful NSL schools? Secondly, what personality traits characterised these principals? Thirdly, what learning and teaching challenges did principals heading these schools face? Lastly, how did these principals address the learning and teaching challenges in these schools? The literature and past research supported and provided information that leadership at schools plays a pivotal role for teaching and learning to be successful. However, the literature does not prescribe a specific leadership approach, but recommended a contingency leadership approach. The contingency leadership approach was used as the theoretical framework for this study. This approach recognises that there is no single preferred style of leadership and that the situational context must be taken into account for leadership to be effective. The study was guided by the qualitative methodological paradigm which is embedded in the interpretivist approach in order to develop rich and in-depth descriptions and meaning, feelings and experiences gathered from respondents. The case study as a qualitative research design was used to collect, analyse and interpret data from principals, teachers and selected members of the School Management Team (SMT). The population comprised of fifteen high schools in the Metro Central Education District, Cape Town that underwent the NSLA intervention. However, the investigation took place at five schools in the Metro Central Education District and participants remained part of this initiative for more than three consecutive years. These schools are resident in a wide area on the Cape Flats. All principals at the time, were permanently appointed. Two research instruments were used. A questionnaire to collect data about the leadership of principals was completed by post level one teachers. This questionnaire covered three areas, the biometric information of the respondent, the leadership behaviour of the principal and the leadership approach promoting teaching and learning. A semi-structured interview was done with the principal and selected members of the Schools Management Team (SMT). Descriptive statistics were used to analyse the questionnaire. To analyse the semi-structured interviews, categories and themes were used to maximise the information collected. Through qualitative research the researcher was able to develop rich and in-depth descriptions of meaning, feelings and experiences through analysis. The study concluded that to achieve long-term academic improvement amongst NSLA schools an integrated leadership approach for principals is recommended. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into account the situational context for effective leadership and decision-making. Limitations in respect of this research were enumerated. Finally, recommendations based on the conclusions were highlighted including recommendations for further investigation.
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Botes, Cobus. "Adopting the Public Accounts Committee Model for financial oversight in South African municipalities - a case study of the Public Accounts Committee in the City of Cape Town." Thesis, University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6799.
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Thesis (MPA)--University of Stellenbosch, 2011.Since its inception in 1861 when the first public accounts committee was established in the United Kingdom, this oversight mechanism has developed into a model for non-executive financial oversight and accountability at the national and provincial levels of government throughout the Commonwealth and beyond. A few municipalities in South Africa have also established public accounts committees, but they are a few isolated cases. The hesitance on the part of South African municipalities to establish a good governance mechanism with a proven track record is a cause of concern, especially in view of the poor financial management that prevails throughout the local sphere of government. In this case study of the public accounts committee established in the City of Cape Town in 2006, the researcher explores the feasibility of the implementation of the public accounts committee model within the local government sphere in South Africa. Twenty internationally recognised public accounts committee practices were identified and used to probe the selected case to gain in-depth knowledge of the extent to which the committee adheres to these recognised practices. Where the committee deviated from accepted practices, the reasons for the deviation and its impact on the effectiveness of the committee were analysed. Finally, the key lessons learnt from the experience of the public accounts committee in the City of Cape Town are used in order to make two sets of recommendations: Firstly, recommendations on how the public accounts committee of the City of Cape Town can become more effective than it currently is – recommendations which are also relevant to any municipality wishing to establish a public accounts committee. The second set of recommendations is addressed to the national authorities in charge of finance and local government, as the challenge of establishing improved governance systems in local government is of national importance, and it is within the power of these authorities to remove a few key obstacles in the way of establishing municipal public accounts committees.
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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.
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Cheung, Mei-cheung. "Teachers' perception of incorporated management committee (IMC) under the school-based management (SBM) in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320485.
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Cheung, Mei-cheung, and 張美翔. "Teachers' perception of incorporated management committee (IMC) under the school-based management (SBM) in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35320485.
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Rangongo, Paul. "The functionality of school governing bodies with regard to the management of finances in public primary schools." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27257.
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This research set out to explore the financial management by SGBs in public primary schools. The challenges as they were experienced by SGBs were identified. This study revealed that some public schools SGBs are dysfunctional with regard to the management of finances. The understanding of roles and responsibilities pertaining to the management of finances is insufficient. SGBs are still battling to understand the roles especially of the chairperson, treasurer and the secretary. There is a lack of monitoring and understanding of roles. Understanding of the financial legislative framework is still a challenge to rural public schools. Knowledge and interpretation of the other policies and regulations, Acts and prescripts is a major concern. There are transgressions of, and non-compliance with the financial legislative framework. The study further found that the SGBs’ perceptions, experience, feelings and thoughts with regard to management of finances are such that their lack of knowledge and skills in finance due to inadequate training makes them feel uncertain and unsure of their competence to manage finances. The quality of the training that they have received does not adequately empower them to manage finance successfully as it is offered by incompetent people. The contents of the prescripts, circulars, manuals and Acts are not clear at all to them. The English language used in the documents makes it especially difficult for SGB members, especially the parent component, to grasp what is needed. In some of the schools investigated, budgeting processes are done unilaterally by the principals who dominate every sphere of governance and relevant stakeholders are not involved. The PED should bear in mind that an investment in SGB training is an investment in their empowerment and decentralization of finances to public schools. If well trained SGBs could render a better service in managing public finances. A procurement management system should be developed, monitored and evaluated from the circuit level. Schools must be encouraged to create procurement clusters or budget clubs. Lengthening the time in office for the SGB from three to four or even five years will add value for money in the form of human investment. The issue of continuity must be ensured after each and every election or four years of re-election, especially in the portfolio of treasurers. This will enable governors to develop their experience over a longer period. During this time there should be continuous training as stipulated in section 19 of SASA. The PED should consider incentive programmes or honoraria for SGB members as a sign of acknowledgement, based on performance, to improve the quality of their effectiveness and efficiency in the management of school finances. The department must develop a financial assessment programme and remediation initiatives to decisively respond to schools that are dysfunctional in terms of financial management. CopyrightDissertation (MEd)--University of Pretoria, 2011.
Education Management and Policy Studies
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Aina, Adebunmi Yetunde. "Financial management decision-making processes in public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65455.
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The South African Schools Act 84 of 1996 prescribes how schools should manage their finances and involve their stakeholders in financial management decision-making. The relevant literature reveals that principals in many schools situated in township and rural areas play a dominant role in the financial management of their schools which is contrary to the prescriptions of the South African Schools Act. This study aimed to identify financial management decision-making processes utilized in fee-paying public primary schools, the factors that influence financial management decision-making and the role and influence of individual stakeholders in financial management decision-making. The study followed a qualitative research approach with a multiple case study research design. Five fee-paying public primary schools were purposively selected. Participants included governing body chairpersons, principals and financial managers of the schools. Data was collected by means of semi-structured interviews and document analysis. The findings from the data suggest that financial management decision-making processes utilized in fee-paying public primary schools are: needs analysis, budget drafting and procurement processes. The study also reveals that members of school governing bodies (SGB) in fee-paying schools situated in affluence areas are educated professionals who, as required by the South African School Act, exert a strong influence in financial management decision-making in schools.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
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Mtshakaza, Lungile Eric. "An assessment of the role of the procurement committee in the management of school funds with reference to selected schools in Libode District." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1014583.
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The South African Schools Act (Act 84 of 1996) stipulates that the State must fund all the public schools from the public revenue on an equitable basis. Each school should elect a School Governing Body (SGB) whose primary function is to manage school finances. The principal of the school, who is also a member of the SGB, is the accounting officer. The SGB has to elect the finance committee which should run the school’s finances and, in turn elects the procurement committee - a sub-committee of the finance committee. In terms of the South African Schools Act, (Act 84 of 1998, as amended) there are two categories of public schools which may be created in South Africa. One category is based on Section 20 of the South Africa Schools Act with stipulated functions applicable to all public schools, while the other category is based on Section 21 of the Act which includes added stipulated functions above those applicable to all public schools. The study investigated the factors affecting the performance of procurement committees in schools. Among others, the study found that more formal training on financial management was necessary in schools in order to empower the procurement committees. Inadequate support with regard to the availability of supporting documentation and logistics was also raised as a matter of concern.
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Lau, Shiu-kwong, and 劉少光. "Assistant principals and administrative committee system: decision making in Hong Kong aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956488.
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Nyambi, Makhayingi Mandrew. "The contribution of School Governing Bodies in section twenty-one rural schools." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09052005-104953.
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De, Bruin Lizelle. "Budget control and monitoring challenges for school governing bodies / Lizelle de Bruin." Thesis, North-West University, 2014. http://hdl.handle.net/10394/10609.
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This study focussed on the budget control and monitoring challenges for school governing bodies. The study engaged a qualitative in-depth research into the challenges school governing bodies experience regarding budget control and monitoring based on the fact that budget control and monitoring are dimensional tools of financial management aimed at ensuring proper financial management and accountability. The research, grounded on social constructivism and employing a phenomenological pragmatic approach for data collection was purposely and conveniently confined to town schools in the Ekurhuleni District. Data was collected using interviews with school principals, finance officers and a treasurer and Institutional Development and Support Officers. Findings from the data indicated that while there were areas where school governing bodies did well, they faced numerous challenges in budget control and monitoring. It was found that there were challenges regarding the budgeting process in so far as budget preparation, budget implementation, and budget control and monitoring. Miscellaneous challenges influencing the budget control and monitoring process found included poor financial reporting, the low level of parental literacy which seemed to influence the meaningfulness of and realistic nature of the budgeting processes and the generic, inadequate and poor training school governors were provided with. Recommendation from the study mainly concern the provision of customised, focussed and needs-based training in financial and budget management after determining the skills audit to determine training and capacity building needs of school governors, holding principal to account for financial management as ex officio members of governing bodies, reviewing the quintile classification of schools based on the poverty index and considering the backgrounds of learners at town schools, who mostly are from previously disadvantaged backgrounds and ensuring that schools report on finances in languages parents understand and linking budgeting process to schools’ educational goals.MEd (Education Management), North-West University, Vaal Triangle Campus, 2014
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Douglas, Anne. "The significance of James Bay Cree cultural values and practices in school committee policy-making : a documentary study." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59542.
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This documentary study sought to determine the relevance of the James Bay Cree's cultural values and practices to their policy-making process as school committee members. The Cree's formal school system, for which they have full responsibility, is based on the values and practices of non-native society.Using the historical method, both primary and secondary sources were searched for relevant information concerning Cree culture and its distinguishing characteristics. Evidence of a distinct egalitarian society, practicing consensus, reciprocity and communal land use was found. Sources also indicated the continuing existence and adaptability of Cree values and practices despite prolonged interaction with non-native society.
This thesis proposes that these cultural values and practices predispose the Cree to be effective school committee members. The study provides data for a possible future ethnographic study of Cree school committee participation. Further research could also focus on the policy-making process required of Cree school board members.
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Costa, Marisa de Santana da. "Monitoramento do sistema de gestão da rede estadual do Rio de Janeiro pelo comitê gestão integrada da escola – a dinâmica de trabalho e seus desafios." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3069.
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A presente pesquisa foi desenvolvida no âmbito do Mestrado do Programa de PósGraduação Profissional em Gestão e Avaliação da Educação Pública. No ano de 2011, a Secretaria de Estado de Educação do Rio de Janeiro adotou a Gestão Integrada da Escola (GIDE) como sistema de gestão, com foco em resultados. Esta dissertação teve como objetivo analisar as ações da rotina do Comitê GIDE, responsável por monitorar a implantação da política pública da rede estadual do Rio de Janeiro. Para implantar a GIDE nas escolas, foram selecionados Agentes de Acompanhamento da Gestão Escolar (AAGE), que são profissionais responsáveis por orientar os gestores escolares na coleta de dados, análise das variáveis que causam impacto nos resultados da escola, elaboração e acompanhamento do plano de ação. Os Agentes de Acompanhamento da Gestão Escolar são orientados por técnicos que formam o Comitê GIDE, que é o objeto de estudo da presente pesquisa. O Comitê GIDE monitora as ações dos AAGEs e a implantação do sistema nas unidades escolares. A presente pesquisa contemplou o estudo da rotina e dos principais desafios do Comitê GIDE, suas relações internas com as superintendências da Subsecretaria de Gestão de Ensino e suas relações com os Agentes de Acompanhamento da Gestão Escolar. Foram aplicados questionários aos superintendentes e aos AAGEs Representantes e, a partir dos resultados, foi proposto um Plano de Ação Educacional com o objetivo de sugerir ações para melhorar a rotina de trabalho dos técnicos do Comitê GIDE e aprimorar, de uma forma geral, os aspectos referentes às relações de trabalho com a Subsecretaria de Gestão de Ensino.
This research was developed under the Master's Graduate Professional Program in Management and Public Education Evaluation. In 2011, the Secretary of State of Rio de Janeiro Education adopted the Integrated Management School (GIDE) as management system, focusing on results. This work aimed to analyze the routine actions of GIDE Committee, responsible for monitoring the implementation of public policy of the state of Rio de Janeiro. To deploy the GIDE in schools, were selected from the School Management Monitoring Agents (AAGE), who are professionals responsible for guiding school managers in data collection, analysis of the variables that impact on school results, preparation and monitoring of the plan action. The School Management of the Monitoring Agents are guided by technicians who form the GIDE Committee, which is the object of study of this research. The GIDE Committee monitors the actions of Aages and deployment of GIDE at schools. This research included the study of the routine and the main challenges of GIDE Committee, its internal relationships with the superintendents of Education Management Secretariat and its relations with the School Management Monitoring Agents. Questionnaires were applied to superintendents and Aages representatives and from the results proposed an Educational Action Plan in order to suggest actions to improve the work routine of technicians GIDE Committee and improve, in general, the aspects concerning the working relationships with the Education Management Secretariat.
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Jordaan, Johannes Cornelius. "Skoolbegrotings as finansiële bestuursinstrument om effektiewe onderrig en leer in openbare skole te bevorder." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24097.
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AFRIKAANS: Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid vir skoolfinansies drasties verander deur die instelling van selfbestuur by skole. Daar bestaan tans groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en skoolbeheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Sommige skole se begrotings het sedert 1994 van `n paar honderd duisend rand tot `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas bykomende bestuurverantwoordelikhede op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie bykomende finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief uit te voer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om die vertrekpunte waarbinne skoolfinansies bestuur en beheer word, te bepaal, asook om aan die hand van kontrole- en beheermaatreëls te bepaal of begrotings aangewend word om onderrig en leer in openbare skole te bevorder. ENGLISH: Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self-management of schools, accountability for schoolfinances has changed dramatically. Some schools’ budgets have increased from a few hundred thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body; these developments increase the principal’s managerial responsibilities. Principals and school governing body members are often not qualified to shoulder this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to identify the principles for the control and management of schools’ finances and also to establish whether budgets are managed in such a way that instruction and learning in public schools are propagated.Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.
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MacDougall, Carol A. "School health committees: Perceptions of public health staff." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=81035&T=F.
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Marole, Jone Andreas. "An investigation of the links between principals, advisory school committees and management committees in the management of primary school education in Lesotho : a study of three schools in Botha-Bothe district." Thesis, 2002. http://hdl.handle.net/10413/1824.
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The study explores communication links existing in the management of primary schools
in Lesotho. The frequency of the links as well as the content and channels used in the
transmission of messages between the principals, advisory school committees and
management committees were investigated. The Lesotho primary education management
system involves the principals, advisory school committees and management committees.
Management committees in Lesotho manage all primary schools under their jurisdiction.
Principals manage schools on daily basis on behalf of the management committees.
Advisory school committees advise the management committees on all matters relating to
education.
Questionnaires, interviews and school record books were the research tools used in this
study.
The responses revealed that links exist between the above bodies even though the links
are inadequate in most instances. The way through which messages are sent vary from link to link but most of the links are in the form of meetings. These meetings are often
below the stipulated number in the country's Education Act.Thesis (M.Ed.) - University of Natal, 2002.
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Ryan, Susan Patricia. "A theory of democratic governance : the role of social and human capital in local school governance and the link to school outcomes /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9943111.
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Al-Lehaidan, Ibrahim. "Audit committee effectiveness Australia and Saudi Arabia /." 2006. http://eprints.vu.edu.au/1438/1/Al_Lehaidan.pdf.
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The mere presence of the audit committee does not necessarily translate into an effective monitoring body. As a result, the search for mechanisms to enhance corporate governance and increase the quality of financial reports has mostly focused on the structure of audit committees. This thesis empirically investigates whether there is an association between audit committee effectiveness (ACE) and the selection of a high quality auditor for both Australian and Saudi listed companies using their local guidelines to enhance ACE as benchmarks. In addition, the association between ACE and non-audit services (NAS) purchases is examined only for Australian listed company as providing such services by the incumbent auditors is not allowed for Saudi listed companies. Moreover, this thesis also empirically examine the relationships between six audit committee characteristics, namely, independence, size, activity, charter, expertise and literacy and the selection of a high quality auditor for both Australian and Saudi listed companies. Also the relationships between the six audit committee characteristics and NAS purchases are empirically tested only for Australian listed companies. While there was a positive (negative) association between ACE and the selection of a specialist auditor (the magnitude of NAS purchases) for the Australian Stock Exchange (ASX) listed companies, there was no association between ACE and the selection of a specialist auditor for the Saudi Stock Market listed companies. Because both countries have very similar recommendations regarding enhancing audit committee effectiveness, the findings of this thesis indicate that there are other factors such as different audit committee framework, different market development and cultural factors that might affect ACE. In addition, the findings indicate that audit committee independence is the most important determinant of both audit quality and NAS purchases for the ASX listed companies. Because complying with audit committee recommendations is costly especially for small companies, which have limited resources, audit committee independence should have the priority when locating the limited resources.
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Yuen, Elaine. "The experiences of Chinese women and school councils in Toronto." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362486&T=F.
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Masenya, Selaki James. "School-based unionism in a Gauteng school district." Diss., 2013. http://hdl.handle.net/2263/24470.
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The purpose of this study was to explore and understand school-based teacher unionism by conducting an empirical analysis of the views and experiences of stakeholder groups in a Gauteng district. Participants saw the role of teacher unions at school level as being the protection of their members. Principals and SGB members and some SMT members thought school based unions protected teachers from being disciplined. Defending of teachers or members was seen as one of the most important roles of teacher unions. This was seen as important because it will ensure that the rights of teachers are not trampled upon especially by school principals. While school principals recognised the rights of union members to join union and the right of unions to organise in the schools they thought that they were unduly and wrongly defending bad teachers. This article also argues that principals were never adequately trained on how to manage union existence at schools. Most participants thought that the role, responsibility and right of teacher unions at school level could not be overlooked. However they still felt that this was emphasised over the rights of other stakeholder groups in the schools especially the learners. Principal and teacher participants, most notably SADTU members, expressed dissatisfaction with their union and did not seem to think that it plays a constructive role in schools. It is argued in this article that teachers’ unions play a role in schools and that this role is either positive or negative. This article is based on my research of school based teacher unionism in one Gauteng district.Dissertation (MEd)--University of Pretoria, 2013.
Education Management and Policy Studies
unrestricted
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Nthangeni, Nkhwathiseni Daniel. "The role of the school governing body in financial management in Vhuronga 2 Circuit of Vhembe District." Diss., 2015. http://hdl.handle.net/11602/761.
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Du, Plooy Kevin James. "Investigating the participation of school management teams in managing the instructional programme : a case study." Thesis, 2010. http://hdl.handle.net/10500/4225.
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Public concern about the quality of teaching and learning is at an all time high in respect of
certain schools in South Africa. This study focuses on the participation of the SMT
members in managing the instructional programme with a view on improving the academic
performance of learners. The lack of the involvement of all the members of the SMT thus
prompted this investigation.
Apart from the literature review, an empirical investigation, based on a qualitative
paradigm involving interviews, was undertaken to collect data at selected primary schools
in Circuit 1 in the Metropole North Education District of the Western Cape Education
Department. Other methods used included observations as well as the analyses of
documents relevant to the investigation.
As a case study this research examined the involvement of all the members of the SMT by
utilizing the principles of participative management. It is hoped that this study will
contribute to the improvement of the academic performance of schools by virtue of what
has been highlighted as a reason for the poor performance of schools namely the lack of
involvement of all the members of the SMT in the management of the instructional
programme.
The literature findings revealed that School Management Teams (SMTs) have to be
properly structured. The SMT should be involved in decision-making in matters that
concern them. This, together with a more effective and efficiently managed instructional
programme, should improve the academic performance of learners.
Empirical findings indicated that the members of the SMT consider themselves
professionally trained individuals with the expertise needed to deliver what is expected
from them. The study further revealed that the success of a school depends on effective
instruction as a result of the effective management and leading of the instructional
programme by all members of the SMT.Education management
M.Ed. (Education Management)
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Mashele, Murray Elleck. "Strategies to build the governance capacity of school governing bodies in previously disadvantaged communities." Diss., 2009. http://hdl.handle.net/10500/3552.
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In this study, a literature review and qualitative research design are used in an attempt to establish the obstacles to the effective governance of schools in previously disadvantaged communities. From the research, it emerges that the SGBs govern their schools intuitively. This is because they lack knowledge of how schools should be governed. Various strategies to build the governance capacity of these SGBs are formulated in this study to assist them to govern their schools effectively. Effective governance is an important instrument that can restore order, protect the rights of both learners and educators, prevent discipline problems amongst learners and establish the provision of quality education in these communities.Teacher Education
M.Ed. (Education Management)
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Chauke, Thabitha Makaela. "Effectiveness of rural-based secondary School Governing Bodies in Limpopo Province of South Africa: Implication for rural development." Thesis, 2017. http://hdl.handle.net/11602/949.
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PhDRDVInstitute for Rural Development
The need for sustaining the provision of high quality education in all countries cannot be overemphasised. Linked to this is the centrality of ensuring that effective governance prevails. In an effort to address the latter challenge in South Africa, School Governing Bodies (SGBs) were introduced through the South African Schools Act (SASA) 84 of 1996. A SGB is composed of democratically elected members, viz. Principal who serves in an ex officio capacity, teacher representatives, learner representatives in secondary schools, and parent representatives. The parent representatives are the majority in this body. The current case study was carried out to analyse the effectiveness of SGBs in rural secondary schools with respect to their designated roles and responsibilities. The mixed methods approach in two sequentially integrated phases was applied in the study undertaken in Vhembe District‟s Thulamela Municipality in Limpopo Province of South Africa. There were nine secondary schools located in rural areas from four circuits. In each circuit two schools were sampled, a performing and an underperforming. Principals, teacher governors and non-governors, learner governors and non-governors, teacher union representatives, a traditional leader, circuit managers, manager for governance, deputy managers for governance and parent governors participated in the study. Interviews were held with Principals, and the following governors; teachers, learners and parents, individually, and focus group interviews were held with the following non-governors: teachers and learners who were purposively sampled to take part in this study in Malamulele cluster of Vhembe Education District. A questionnaire was generated from the results of the qualitative data and completed by Principals, parent governors, teachers and learners. To analyse and organise qualitative data, Thematic Content Analysis was used and for quantitative data, the Statistical Package for Social Sciences (SPSS) version 22.0 was used. The results revealed that the governors related well with traditional leaders; parent governors‟ illiteracy impacted negatively on their performance; Principals and teachers were not supportive to parent governors; funding received from government was insufficient; and learner governors were passive during meetings with other governors. There were no statistically significant effects of schools and interest group or category of respondents on the views expressed. However, statistically significant effects (P < 0.05) were observed with regard to the following challenges: “some Principals are not conversant with Department of Basic Education (DBE) policies and may mislead SGBs in making informed decisions”; „„the writing of quarterly reports v by SGBs that would assess their progress in relation to their plans,‟‟ and “some teacher governors are bench warmers and are not interested in SGB activities”. It was recommend that Traditional leaders be represented in the SGB; parent governors be encouraged to further their studies to improve their literacy; training should address the needs of schools instead of using a one-size-fits-all type of training; and the funding model used by government be relooked into so that rural secondary schools and their communities could benefit more. The cordial relationship existing between traditional leaders and SGBs was crucial for improved disciplining of learners and nurturing strong bonds between schools and neighbouring communities. This work provides ingredients for formulating strategies for improving the performance of rural-based secondary SGBs and enhancing their contribution to local development.
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Mahomole, Mahlodi Johannes. "A historical investigation into school governing structures in Limpopo Province of South Africa." Diss., 2008. http://hdl.handle.net/10500/2320.
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The school effectiveness, the school's ability to deliver (produce results), and the improvement of the matriculation (Grade 12) results in the Limpopo Province has been a priority ever since the new democratic government took over in 1994.
The Limpopo Province has always scored lower than all the other nine provinces in the country in the matriculation (Grade 12) results. Among the reasons given as contributing to this state of affairs, was the ineffective way of governing and administering schools. This research investigated the development of the school governing structures in the Limpopo Province. The focus was mainly on revealing the nature of the school governing structures that existed in the province and how those governing structures influenced the overall performance of the schools.
The researcher found that the most suitable school governing structures for the Limpopo Province schools are those that will provide parents with more meaningful participation in the education of their children and will inculcate democracy in the governance of schools.Educational Studies
M.Ed. (History of Education)
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Govender, Rookumani. "The role of the school library committee in governance : case studies of three public schools in Kwazulu-Natal." Thesis, 2007. http://hdl.handle.net/10413/860.
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Makiri, Ntombizodwa Moudrick. "An investigation into the effectiveness of finance committees at schools / Ntombizodwa Moudrick Makiri." Thesis, 2014. http://hdl.handle.net/10394/14775.
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This study intended to explore the effectiveness of finance committees at schools. A qualitative design, using interviews with purposely selected participants made up of fifteen school principals and ten finance officers in the Sedibeng Districts of the Gauteng Department of Education was used for data collection. This was aimed at exploring how effective school finance committees are and to recommend ways of improving their effectiveness in executing their financial management function. The literature study exposed the conceptual framework and essence of the functional effectiveness of school finance committees, which laid the basis for the empirical study. The empirical study was based on the social constructivist paradigm with the phenomenological approach as the strategy of enquiry. Findings of the study indicate that school finance committees are generally structured in line with policy directives. It was also found that the performance and attitudes of office-bearers of finance committees affected the effectiveness of finance committees. Firstly and for various reasons, principals as ex-officio members generally played a dominant role in finance committees. Reasons include their perceived ‘high‘ level of knowledge regarding financial management and the lack of knowledge and skills of other finance committee members to execute their responsibilities. Secondly, finance committee effectiveness was found to be negatively affected by poor budgetary processes – from the planning process to the implementation and monitoring, which include weaknesses in financial administration and reporting as well as evaluation of the budget implementation process. As a result, the management of funds was often characterised by budget variances and the need for virement. Recommendations of the study address the need for intensive capacity-building for finance committee members in specific areas of their roles and functionality. This must be accompanied by constant monitoring by Departmental development and support officers responsible for school governance. In this regard, there must be a feedback and system that enables corrective action to be taken as soon as signs of poor performance emerge. Finally, it is recommended that the structure of the finance committee be reviewed, especially as it concerns office-bearers. In this regard, it is recommended that finance officers be charged with the responsibility of financial administration and not double up as secretaries of school governing bodies.MEd (Education Management)--North-West University, Vaal Triangle Campus, 2015
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Kabayiza, Barnabe. "Exploring the collaborative role of government and the Catholic Church in education decentralization in Rwanda : a case study of two secondary schools in Nyarugenge District." Thesis, 2012. http://hdl.handle.net/10539/11407.
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The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community.
The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development?
The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies.
The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system
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support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.
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Ntshangase, Doctor Mbukeni. "School managers' perceptions of teacher unions in the Vryheid region." 2001. http://hdl.handle.net/10500/15674.
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This study is based on a need for teacher union involvement in the management
of schools to enhance effective teaching and efficient learning. The rationale
behind it was to disclose the current perceptions of school managers concerning
teacher union involvement in the management of schools in the Vryheid region,
with a view to determining the extent to which their perceptions of teacher unions
could be positively influenced to allow for proper consultative school management
as well as active participation of teacher union members in the decision-making
process.
The study revealed that the school managers' perceptions and attitudes are
central to teacher union involvement in the management of schools. If negative,
no effective participatory school management can materialise. The role of the
perceptions and attitudes of school managers in the realisation of the goal of
participative school management is indispensable. The empirical survey and
literature revealed that school managers are in a good position to address the
serious shortcomings regarding the manner in which teacher unions are perceived
in schools.Educational Leadership and Management
M. Ed. (Education Management)
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Dibete, Kgabo Johannes. "The role of the school governing bodies in managing finances in no-fee schools in the Maraba circuit of Limpopo Province." Diss., 2015. http://hdl.handle.net/10500/19901.
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Seventeen years after the passing and enactment of the South African Schools Act (SASA), Act 84 of 1996 which regulates the establishment of democratically elected school governing bodies (SGB) and which contains directives on how to organise and manage school funds, SGBs are still struggling to understand their roles and responsibilities. This study is aimed at investigating the perceptions of school governing body members as regards to their financial management roles in selected no-fee schools in the Maraba Circuit of the Limpopo Province, South Africa. The study used a qualitative research design within the interpretive paradigm. In addition, decentralisation theory served as the theoretical framework for the study. A sample comprising 22 participants from six selected no-fee schools was purposefully selected to act as the research participants. Semi-structured interviews and document analyses of official documents were conducted in order to collect the requisite data. The research participants included school principals, SGB chairpersons, treasurers and finance officers. The data collected was qualitatively analysed through coding and categorisation. The study revealed that the perceptions, experience and understanding of their financial management roles of SGB members often differ. In addition the study discloses that many of the participants lacked competency. In other words they lacked the proper knowledge and skills required to manage their school funds effectively. It would appear that their lack of the proper knowledge and skills was related primarily to their literacy levels and lack of training. The study concluded with the recommendations that SGB members be empowered through continuous and effective training to enable them to understand and fulfill their financial management roles.Educational Leadership and Management
M. Ed. (Education Management)
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Dlamini, Ntombizethu Annatoria. "The role of principals in establishing and managing functional school libraries in King Cetshwayo District, KwaZulu-Natal." Diss., 2018. http://hdl.handle.net/10500/26001.
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It became known that South African learners’ learning outcomes rank poorly on the international stage, even if compared to less developed parts of Sub-Saharan Africa. The root cause of this problem is assumed to lie with the concern of illiteracy, which was argued, could be combated inter alia by ensuring that every public school has a stocked and functional library serviced by a fulltime proficient librarian. The aim of the study was to investigate the role of principals in establishing and managing functional school libraries in the King Cetshwayo District, KwaZulu-Natal. A qualitative investigation was done amongst school principals and their teacher librarians at five Dlangubo Circuit Schools. Data were collected by means of in-depth interviews and document analysis. The study revealed that the principals lack the training and resources to fulfil their role in establishing and maintaining functional school libraries. Recommendations were made on how principals might solve these problems in the future.Dit het aan die lig gekom dat Suid-Afrikaanse leerders se leeruitkomste swak in die internasionale arena vertoon, selfs indien dit met minder-ontwikkelde dele van Sub-Sahara-Afrika vergelyk word. Daar word aanvaar dat die oorsaak van hier probleem vermoedelik die probleem van ongeletterdheid is, wat onder andere oorkom kan word deur te verseker dat elke openbare skool oor ’n toegeruste en funksionele biblioteek beskik wat deur ’n voltydse, bekwame bibliotekaris bestuur word. Hierdie studie ondersoek die rol van skoolhoofde in die vestiging en bestuur van funksionele skoolbiblioteke in die King Cetshwayo-distrik in KwaZulu-Natal. Daar is by vyf skole in die Dlangubu-streek ’n kwalitatiewe ondersoek met behulp van skoolhoofde en hulle onderwyser-bibliotekarisse gedoen. Data is met behulp van diepgaande onderhoude en dokumentanalise versamel. Die studie het aan die lig gebring dat die skoolhoofde ’n gebrek aan opleiding en hulpbronne het ten einde hulle rol in die vestiging en handhawing van funksionele skoolbiblioteke te vervul. Aanbevelings is gemaak oor hoe skoolhoofde in die toekoms moontlik hierdie probleme kan oplos.
Kuvele ukuthi imiphumela yokufunda abafundi baseNingizimu Afrika isezingeni eliphansi mayikeliswe neyamazwengamazwe ngisho noma isiqhathaniswa neyezingxenye ezingaka thuthuki kahle zase- Sub-Saharan Africa. Umsuka walenkinga kusolwa ukuthi udalwa ukungakhuthazwa ukufunda izincwadi nokubhala ,okuyinto okuthiwa ingaqedwa phakathi kokunye ngokuqinisekisa ukuthi zonke izikole zomphakathi zinomtapo wolwazi onezinsizakufunda nezinsizakusebenza ezanele ezisezingeni labantwana nothisha futhi owenganyelwe uthisha oqeqeshiwe ngokusebenza komtapo futhi osebenza ngokugcwele ukuqondana nomtapo wesikole. Inhloso yocwaningo ukuphenya indima yothishanhloko ekusunguleni nasekuphatheni imitapo esebenza ngendlela efanele ezikoleni zase e-King Cetshwayo District, KwaZulu-Natal. Uphenyo olunzulu lwenziwe kothishomkhulu kanye nakothisha ababakhethe ukuthi babuye babhekane nokusebenza nokuphathwa kwe -mitapo yolwazi ezikoleni zabo ezinhlanu ezise Dlangubo Circuit. Ulwazi lwaqoqwa ngama in-depth interviews kanye nokuhlaziywa kwezincwadi abasebenza ngazo ukuze umtapo wolwazi wesikole usebenze ngendlela efanele.Lolu cwaningo luveze ukuthi othishanhloko bashoda ngoqeqesho kwezokuphathwa komtapo wolwazi ezikoleni kanye nezinsizakufunda kubalwa nezinsiza kusebenza eziqondene nokusebenza kahle komtapo wolwazi ezikoleni ukuze bakwazi ukufeza indima yabo ekusunguleni nasekuphatheni gendlala imitapo yolwazi esebenza kahle ezikoleni zabo. Izincomo zenziwe ezikhombisa ukuthi othishanhloko bangazixazulula kanjani lezi zinkinga esikhathini esizayo.
Educational Management and Leadership
M. Ed. (Education Management)
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Baloyi, Colonel Rex. "Interpretations of academic freedom :." Diss., 1998. http://hdl.handle.net/10500/18051.
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