Learner representatives in the governing bodies of secondary schools
| dc.contributor.author | Heystek, J | |
| dc.date.accessioned | 2017-09-13T06:49:29Z | |
| dc.date.available | 2017-09-13T06:49:29Z | |
| dc.date.issued | 2001 | |
| dc.description.abstract | Englsih: Learners in secondary schools are officially represented in school governing bodies (SGBs) in terms of the South African Schools Act, Act 84 of 1996. As part of the democratisation process in South African society, decision-making power has been decentralised to the local level, where all role-players in the school and the community can contribute to its management. The important role of learners in the governing body must be seen against the background of learners’ involvement since 1976 in the antigovernment struggle to improve the conditions in black schools. Over the past few years, learners’ contribution to positive school management has been limited. They are seen as representing their fellow learners, and the relationship between adults and learners in the governing body has created some problems. The fact that learners have been excluded from certain meetings or parts of meetings may have serious implications for the legal status of those meetings and for the decisions of the SGBs. | en_ZA |
| dc.description.abstract | Afrikaans: Leerders is volgens die Suid-Afrikaanse Skolewet, Wet 84 van 1996, amptelik verteenwoordig in die beheerliggame van sekondêre skole. Dié insluiting is deel van die demokratiseringsproses van die Suid-Afrikaanse samelewing: die desentralisering van gesag en besluitneming in die onderwysstelsel sodat rolspelers die geleentheid kry om deel te neem aan die besluitnemingsprosesse op die laagste moontlike plaaslike vlakke. Hierdie stap moet gesien word teen die agtergrond van die rol wat leerders in swart skole gespeel het tydens die stryd vanaf 1976 teen die destydse regering en onderwysstelsel. In die afgelope paar jaar het leerders nog nie noemenswaardige bydraes tot die skole se bestuur gemaak nie. Leerders sien hulle rol meestal as verteenwoordiging van hulle mede-leerders. Die probleem is egter dat die volwassenes in die beheerliggaam die leerders as te jonk en onkundig beskou om enige sinvolle, positiewe bydraes tot die skoolbestuur te maak. Die leerders word ook gereeld van die vergaderings of dele van die vergaderings van die skoolbeheerliggame verskoon. | af |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Heystek, J. (2001). Learner representatives in the governing bodies of secondary schools. Acta Academica, 33(3), 207-230. | en_ZA |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/6877 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | School governing bodies | en_ZA |
| dc.subject | Learner representatives | en_ZA |
| dc.subject | Secondary schools | en_ZA |
| dc.subject | Role of learners | en_ZA |
| dc.subject | Management and governance | en_ZA |
| dc.title | Learner representatives in the governing bodies of secondary schools | en_ZA |
| dc.type | Article | en_ZA |