An exploration of the role of private sector CSI in promoting good governance in public schools: a case study of three schools in Gauteng, South Africa

Abstract

The delegation of powers to foster a multistakeholder approach in the leadership and governance of public schools in South Africa was intended to address historical injustices. However, governance challenges persist, particularly in disadvantaged communities, due to contextual issues affecting the effective implementation of this mandate. This empirical study aimed to explore the role of private sector Corporate Social Investment (CSI) in promoting good governance in public schools, focusing on three schools in Gauteng, South Africa. Utilising a qualitative research methodology, the study employed purposive sampling to select schools that exhibited specific attributes relevant to the investigation. Literature on governance suggests that good governance is essential for providing quality education and achieving positive learner outcomes. Schools that practice good governance are more likely to achieve good educational outcomes, while those in marginalised communities often face significant challenges due to poor governance linked to the socio-economic status of parents. The research highlights governance challenges in schools and recommends alternative solutions through CSI initiatives to transfer knowledge, expertise, and skills to SGBs, particularly in marginalised communities where parents struggle with limited experience and awareness, hindering their ability to fulfil their responsibilities as mandated by the South African Schools Act of 1996. By bridging the gap between theory and practice, the study contributes to the literature on CSI and school governance, advocating for robust SGB communities that uphold principles of accountability, transparency, and effective management. The research suggests that the private sector’s CSI can transfer good governance practices to schools by adopting clusters of schools and supporting capacity-building training for School Governing Bodies (SGBs), with a focus on governance. Support from the private sector could include coaching, involving non-profit organisations, and co-opting unemployed graduates and professionals from employee volunteer programs to provide expertise in legal, financial, and governance matters. This would enable SGB members to perform their duties more effectively. The findings reveal significant gaps and disparities in the governance skills and expertise of parent governors, especially in marginalized communities. These findings highlight the difficulties such schools face in fulfilling the governance mandate of the South African Schools Act, emphasizing the need for targeted interventions to support and improve governance practices in these contexts.