Governance effectiveness at Kediemetse Public School (1994–1999)
Mongake, Monti Malebo Vincent
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The Department of Education is regarded as one the most important departments in government structure. This Department prepares future generations for life and for the future well-being of the country. Like any other department, the Department of Education has a lot to offer to the community in the way of educational services. These services are stipulated in the South African Constitution (SA, 1996). It is therefore expected that the Department of Education will deliver quality educational services to the community. The only way to reach this goal is if the Department has the necessary resources and quality governance at its disposal. Although the Government spends a lot on education, it is unfortunately a fact that there is still a lack of service delivery on the side of school governance. School governance is seen by many as the backbone of community involvement in the day to day running of the school as well as direct participation in the education of their children. School governance, although intended to deliver effective service to the school and the community in particular, often has its negative side. This could be in the form of interference from the part of the community in the management of the school, or the creation of a low level of morale among teachers and some parents. The Department of Education has introduced the new governing body system as proposed by the South African Schools Act (Act 84 of 1996) after recommendation by the Hunter Commission. The implementation of this system was not as easy as it was thought to be, and created confusion amongst parents, teachers and school governing body members. To establish what these problems exactly entail, a study was conducted at Kediemetse Public School. For this study, it was important to have a knowledge of: • The attitudes of different school communities towards school governance; • the satisfaction/dissatisfaction of different role players and their participation/ involvement in governance matters; and • whether satisfactory arrangements exist to accommodate various role players/school communities with regard to governance issues. It is the intention of this study to determine these aspects at Kediemetse Public School.