Section twenty-one status and school governing bodies in rural schools
Abstract
English: Awarding section twenty-one status to schools in South Africa was hailed as a significant
milestone towards the democratisation and functioning of schools in South Africa.
The purpose of the study was to examine the influence on the school governing bodies
in rural schools of the allocation of the section twenty functions by the provincial
government’s member of the Executive Committee (MEC). A case study involving three
types of schools, for instance a moving school, a stationary school as well as a promenading
school, was conducted in Bushbuckrigde. It emerged from the findings of
the case study that many SGBs were not coping with the functions thrust upon them
because of lack of skills and involvement. As a result the bulk of the duties and
responsibilities that they are supposed to carry out are performed by the principals and
educators. Afrikaans: Die toekenning van artikel 21-status aan skole in Suid-Afrika is beskou as ’n belangrike
stap in die proses van demokratisering en verbetering van skole. Die doel van die navorsing
was om die invloed op die funksionering van beheerliggame in plattelandse
skole te bepaal ten opsigte van die toekenning van artikel 21-funksies aan die skole
deur die lid van die provinsiale regering se Uitvoerende Raad (LUR). Drie tipes
skole, naamlik ’n stagnerende skool, ’n statiese skool en ’n ontwikkelende skool in
die Bushbuckridge-gebied in Mpumalanga was deel van die gevallestudie. Uit die navorsing
is dit duidelik dat die beheerliggame moeite ondervind om die funksies uit
te voer weens ’n gebrek aan vaardighede en betrokkenheid. Die gevolg is dat die meeste
van die funksies steeds deur die hoof of onderwysers verrig moet word.
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