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Collaboration between school management teams and governing bodies in effectively managing public primary school finances.
Basson, Philip;Mestry, Raj
Academic Journal Academic Journal | South African Journal of Education; May2019, Vol. 39 Issue 2, p1-11, 11p Please log in to see more details
The South African Schools Act 84 of 1996 requires school governing bodies (SGBs) to ta... more
Collaboration between school management teams and governing bodies in effectively managing public primary school finances.
South African Journal of Education; May2019, Vol. 39 Issue 2, p1-11, 11p
The South African Schools Act 84 of 1996 requires school governing bodies (SGBs) to take responsibility for the management of school finances. However, research in this field of study revealed that many SGB members lack the necessary knowledge and financial skills to effectively and efficiently manage schools' finances. This has resulted in more financial responsibilities assigned to principals, who in turn solicit the assistance of other members of school management teams (SMTs), which include heads of departments (HoDs) and deputy principals. Given that principals and SGBs grapple with the demands of managing financial resources effectively, this study explores the necessity for SMTs to collaborate with principals and SGBs. Qualitative research was used to determine the factors that drive or hinder authentic collaboration among SMT members and SGB governors in the Gauteng West and Johannesburg West education districts. This research followed an interpretivist approach, focusing on the descriptive, contextual and exploratory nature of the inquiry. Findings revealed that collaboration between members of the SGBs and SMTs on school finances are usually non-existent. It is recommended that more structures and opportunities should be created to enable effective communication and teamwork among various role-players. Cultivating and sustaining collaborative relationships between members of SGBs and SMTs will certainly contribute to effective financial management. [ABSTRACT FROM AUTHOR]

Subject terms:

SCHOOL management teams - PUBLIC education financing - PRIMARY schools - HIGH school department heads - FINANCIAL management

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The role of governing bodies in the management of financial resources in South African no-fee public schools.
Mestry, Raj
Academic Journal Academic Journal | Educational Management Administration May2018, Vol. 46 Issue 3, p385-400, 16p Please log in to see more details
The National Norms and Standards for School Funding policy was adopted by the governme... more
The role of governing bodies in the management of financial resources in South African no-fee public schools.
Educational Management Administration May2018, Vol. 46 Issue 3, p385-400, 16p
The National Norms and Standards for School Funding policy was adopted by the government to address equity in South African public schools. This pro-poor funding policy compels the state to progressively fund schools based on a quintile ranking system. Schools lacking in infrastructure, physical and financial resources and usually located within poor socio-economic environments are ranked quintiles 1 and 2. These schools are referred to as no-fee schools and are provided with far more state funding than well-resourced schools, ranked quintiles 4 and 5. More recently, quintile 3 schools, serving middle-of-the-range communities, have also been declared no-fee schools. Most of the school governing bodies and principals serving no-fee schools experience numerous challenges in effectively managing their schools’ funds. Using a quantitative research approach, the study aimed to determine the views of teachers and school management team members of how no-fee schools manage the funds received from the state and other fundraising initiatives. The findings revealed that governing bodies of no-fee schools lacked the necessary financial and entrepreneurial skills and, therefore, experienced great difficulty in preparing budgets and cash flow projection statements that could enable them to effectively manage the schools’ funds. [ABSTRACT FROM AUTHOR]

Subject terms:

EDUCATION -- South Africa - NATIONAL norms (Education) - SCHOOLS -- Government policy - SCHOOL rules & regulations - PUBLIC schools - EDUCATIONAL finance

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A critical analysis of the learners' constitutional rights to basic education in South African public schools.
Mestry, Raj
Academic Journal Academic Journal | Koers: Bulletin for Christian Scholarship. 2017, Vol. 82 Issue 3, p1-12. 12p. Please log in to see more details

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Empowering principals to lead and manage public schools effectively in the 21st century
Mestry Raj
Periodical Periodical | South African Journal of Education, Mar 2017, Vol 37, Issue 1, p. 1-11. Please log in to see more details

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Empowering principals to lead and manage public schools effectively in the 21st century
Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 37, Iss 1, Pp 1-11 (2017) Please log in to see more details
Globally, education systems have been affected by radical social, political and econom... more
Empowering principals to lead and manage public schools effectively in the 21st century
South African Journal of Education, Vol 37, Iss 1, Pp 1-11 (2017)
Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.

Subject terms:

change management - continuing professional development - curriculum leadership - instruction - principalship - professionalization - qualifications - training - Education (General) - L7-991 - Special aspects of education - LC8-6691

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Empowering principals to lead and manage public schools effectively in the 21st century
Mestry, Raj
Academic Journal Academic Journal | South African Journal of Education; Vol 37, No 1 (2017) ; 2076-3433 ; 0256-0100 Please log in to see more details
Globally, education systems have been affected by radical social, political and econom... more
Empowering principals to lead and manage public schools effectively in the 21st century
South African Journal of Education; Vol 37, No 1 (2017) ; 2076-3433 ; 0256-0100
Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.Keywords: change management; continuing professional development; curriculum leadership; instruction; principalship; professionalization; qualifications; training

Subject terms:

change management - continuing professional development - curriculum leadership - instruction - principalship - professionalization - qualifications - training

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Empowering principals to lead and manage public schools effectively in the 21st century
Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 37, Iss 1, Pp 1-11 (2017) Please log in to see more details
Globally, education systems have been affected by radical social, political and econom... more
Empowering principals to lead and manage public schools effectively in the 21st century
South African Journal of Education, Vol 37, Iss 1, Pp 1-11 (2017)
Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.

Subject terms:

change management - continuing professional development - curriculum leadership - instruction - principalship - professionalization - qualifications - training - Education (General) - L7-991 - Special aspects of education - LC8-6691

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Principals' perspectives and experiences of their instructional leadership functions to enhance learner achievement in public schools
Mestry, Raj
Academic Journal Academic Journal | Journal of Education (University of KwaZulu-Natal). January 2017 0(69):257-280 Please log in to see more details
School principals are faced with new demands, more complex decisions and additional re... more
Principals' perspectives and experiences of their instructional leadership functions to enhance learner achievement in public schools
Journal of Education (University of KwaZulu-Natal). January 2017 0(69):257-280
School principals are faced with new demands, more complex decisions and additional responsibilities than ever before. Their day is usually filled with diverse administrative and management functions such as procuring resources, managing learner discipline, resolving conflicts with parents and dealing with unexpected teacher and learner crises. However, it is imperative for school principals to accentuate their role as instructional leaders by emphasising best teaching practices and keeping their schools focused on curriculum, teaching, and assessment to meet learner needs and enhance learner achievement. Using open-ended questionnaires and personal interviews with eight school principals, this study investigated how the principals perceived and experienced their functions as instructional leaders to improve learner performance. Findings revealed that many school principals repudiated claims that their primary function was to manage teaching and learning. However, those school principals that place high priority on curricular matters undoubtedly influence teacher and learner performance positively.

Subject terms:

Education & Educational Research - Education, Scientific Disciplines - Education, Special

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SciELO

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Internal whole-school evaluation in South Africa.
Govender, Neelan;Grobler, Bennie;Mestry, Raj
Academic Journal Academic Journal | Educational Management Administration Nov2016, Vol. 44 Issue 6, p996-1020, 25p Please log in to see more details
The Holistic Equilibrium Theory of Organizational Development was used to gain an in-d... more
Internal whole-school evaluation in South Africa.
Educational Management Administration Nov2016, Vol. 44 Issue 6, p996-1020, 25p
The Holistic Equilibrium Theory of Organizational Development was used to gain an in-depth understanding of the influence of holistic staff capacity on conducting effective internal whole-school evaluation (IWSE) within the Gauteng Department of Education’s public secondary schools. In the context of South African education, the staff of each public school are legally mandated to conduct an IWSE annually to self-determine their school development paths within a school improvement framework. This IWSE programme, however, takes a myopic unidimensional approach to whole school improvement, demanding public school staff, from diverse milieus with varying degrees of capacity, to take greater ownership of their own development needs through self-evaluative mechanisms. Using a concurrent triangulation mixed methods approach comprising a structured questionnaire, supported by focus group interviews, individual interviews with school principals and open-ended responses, this study elicited data on five distinct but integrated theoretical capacity dimensions: school evaluation, school improvement, collaborative cultures, professional learning communities and transformational leadership. The findings from both data collection strands corroborated the overarching conclusion that development of holistic capacities, transcending a technicist, bureaucratic approach, is more likely to result in the meaningful use of IWSE scaffolding school improvement. [ABSTRACT FROM AUTHOR]

Subject terms:

SOUTH Africa - SCHOOLS - PUBLIC institutions - SCHOOL-based management - HIGHER education

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Leadership development : a lever for system-wide educational change
Naicker Suraiya R.;Mestry Raj
Periodical Periodical | South African Journal of Education, Mar 2016, Vol 36, Issue 4, p. 1-12. Please log in to see more details

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Leadership development: A lever for system-wide educational change
Suraiya R Naicker;Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 36, Iss 4, Pp 1-12 (2016) Please log in to see more details
The continuous poor performance of South Africa’s learners is detrimental to its devel... more
Leadership development: A lever for system-wide educational change
South African Journal of Education, Vol 36, Iss 4, Pp 1-12 (2016)
The continuous poor performance of South Africa’s learners is detrimental to its developing economy. The need for education change prompted two universities to initiate a system-wide change strategy in a poorly performing school district. The leverage for change was leadership development, involving school principals and district officials. The global impetus for driving leadership development is based on the positive association between high-quality leadership and effective schools. The change strategy was a three year leadership development intervention programme. An evaluative case study was used to investigate the experiences of the participants during the implementation of the programme. Research methods included individual interviews, observation, and a survey by means of a questionnaire. Using systems theory as a theoretical framework, various disconnections were identified in the school district. These disconnections concern the interrelationships between the educational leaders which hinder organisational learning. Changing the culture of the school district through system-wide collaboration could be the key to systemic improvements. Strategies such as collective capacity building, joint problem-solving, networking and system leadership, might provide the essential ‘glue’ for strengthening the interconnections within the school district.

Subject terms:

collective capacity building - district officials - education change - educational leadership - leadership development - principals - school district - system leadership - system-wide change - Education (General) - L7-991 - Special aspects of education - LC8-6691

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The perceptions of stakeholders of the implementation of a state funding model in South African public schools.
Mestry, Raj;Berry, Brian
Academic Journal Academic Journal | Africa Education Review; Jun2016, Vol. 13 Issue 2, p82-95, 14p Please log in to see more details
The government has made great strides in redressing past imbalances in education throu... more
The perceptions of stakeholders of the implementation of a state funding model in South African public schools.
Africa Education Review; Jun2016, Vol. 13 Issue 2, p82-95, 14p
The government has made great strides in redressing past imbalances in education through the National Norms and Standards for School Funding (NNSSF) policy that focuses on equity in school funding. This NNSSF model compels the state to fund public schools according to a poverty quintile system, where poor schools are allocated much more funding for resources than affluent schools. Using qualitative research, school management teams, school governing bodies and principals of six public schools located within the Gauteng West District were interviewed to determine their views of how the NNSSF policy had been implemented. One of the findings revealed that equity in public schools has not been fully achieved since funding provided by the state is insufficient to address the backlog in educational resources. It is recommended that the state abandons the policy of funding schools according to quintile rankings but instead, fund schools based on resource needs. [ABSTRACT FROM AUTHOR]

Subject terms:

STAKEHOLDERS - PUBLIC schools - NATIONAL norms (Education) - EDUCATIONAL fundraising - SCHOOL administration

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The management of user fees and other fund raising initiatives in self-managing public schools
Mestry Raj
Periodical Periodical | South African Journal of Education, Mar 2016, Vol 36, Issue 2, p. 1-11. Please log in to see more details

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The management of user fees and other fundraising initiatives in self-managing public schools
Mestry, Raj
Academic Journal Academic Journal | South African Journal of Education. May 2016 36(2):01-11 Please log in to see more details
In view of redressing past imbalances created by the apartheid regime and achieving eq... more
The management of user fees and other fundraising initiatives in self-managing public schools
South African Journal of Education. May 2016 36(2):01-11
In view of redressing past imbalances created by the apartheid regime and achieving equity in funding public schools, the post-1994 government introduced the Norms and Standards for School Funding policy that severely reduces state funding to schools located within affluent areas. However, the South African Schools Act, No. 84 of 1996 makes provision for school governing bodies (SGBs), responsible for financial and physical resource management of schools, to supplement state funding. In order to ensure that effective teaching and learning takes place, self-managed SGBs secure funding from parents, corporates and the broader community through school (user) fees, donations and unconventional fundraising projects. These additional funds enable SGBs to provide schools with state-of-the-art physical resources, and to employ teaching and nonteaching staff not provided for in the post-provisioning norms determined by the department of education. Using quantitative research, this study aimed to determine how self-managed SGBs manage funds through user fees and other fundraising initiatives. Findings revealed that governing bodies of most self-managed schools were able to secure substantial funding from school fees and other fundraising initiatives, and managed the funds effectively and efficiently.

Subject terms:

Education & Educational Research - Education, Scientific Disciplines - financial management - norms and standards - quintiles - resource management - school fees - school funding - selfmanagement

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SciELO

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The management of user fees and other fundraising initiatives in self-managing public schools
Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 36, Iss 2, Pp 01-11 (2016) Please log in to see more details
In view of redressing past imbalances created by the apartheid regime and achieving eq... more
The management of user fees and other fundraising initiatives in self-managing public schools
South African Journal of Education, Vol 36, Iss 2, Pp 01-11 (2016)
In view of redressing past imbalances created by the apartheid regime and achieving equity in funding public schools, the post-1994 government introduced the Norms and Standards for School Funding policy that severely reduces state funding to schools located within affluent areas. However, the South African Schools Act, No. 84 of 1996 makes provision for school governing bodies (SGBs), responsible for financial and physical resource management of schools, to supplement state funding. In order to ensure that effective teaching and learning takes place, self-managed SGBs secure funding from parents, corporates and the broader community through school (user) fees, donations and unconventional fundraising projects. These additional funds enable SGBs to provide schools with state-of-the-art physical resources, and to employ teaching and nonteaching staff not provided for in the post-provisioning norms determined by the department of education. Using quantitative research, this study aimed to determine how self-managed SGBs manage funds through user fees and other fundraising initiatives. Findings revealed that governing bodies of most self-managed schools were able to secure substantial funding from school fees and other fundraising initiatives, and managed the funds effectively and efficiently.

Subject terms:

financial management - norms and standards - quintiles - resource management - school fees - school funding - selfmanagement - Education (General) - L7-991 - Special aspects of education - LC8-6691

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Directory of Open Access Journals

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Leadership development: A lever for system-wide educational change
Naicker, Suraiya R;Mestry, Raj
Academic Journal Academic Journal | South African Journal of Education; Vol 36, No 4 (2016); 1-12 ; 2076-3433 ; 0256-0100 Please log in to see more details
The continuous poor performance of South Africa’s learners is detrimental to its devel... more
Leadership development: A lever for system-wide educational change
South African Journal of Education; Vol 36, No 4 (2016); 1-12 ; 2076-3433 ; 0256-0100
The continuous poor performance of South Africa’s learners is detrimental to its developing economy. The need for education change prompted two universities to initiate a system-wide change strategy in a poorly performing school district. The leverage for change was leadership development, involving school principals and district officials. The global impetus for driving leadership development is based on the positive association between high-quality leadership and effective schools. The change strategy was a three year leadership development intervention programme. An evaluative case study was used to investigate the experiences of the participants during the implementation of the programme. Research methods included individual interviews, observation, and a survey by means of a questionnaire. Using systems theory as a theoretical framework, various disconnections were identified in the school district. These disconnections concern the interrelationships between the educational leaders which hinder organisational learning. Changing the culture of the school district through system-wide collaboration could be the key to systemic improvements. Strategies such as collective capacity building, joint problem-solving, networking and system leadership, might provide the essential ‘glue’ for strengthening the interconnections within the school district.Keywords: collective capacity building; district officials; education change; educational leadership; leadership development; principals; school district; system leadership; system-wide change

Subject terms:

collective capacity building - district officials - education change - educational leadership - leadership development - principals - school district - system leadership - system-wide change

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BASE

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Leadership development: A lever for system-wide educational change
Suraiya R Naicker;Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 36, Iss 4, Pp 1-12 (2016) Please log in to see more details
The continuous poor performance of South Africa’s learners is detrimental to its devel... more
Leadership development: A lever for system-wide educational change
South African Journal of Education, Vol 36, Iss 4, Pp 1-12 (2016)
The continuous poor performance of South Africa’s learners is detrimental to its developing economy. The need for education change prompted two universities to initiate a system-wide change strategy in a poorly performing school district. The leverage for change was leadership development, involving school principals and district officials. The global impetus for driving leadership development is based on the positive association between high-quality leadership and effective schools. The change strategy was a three year leadership development intervention programme. An evaluative case study was used to investigate the experiences of the participants during the implementation of the programme. Research methods included individual interviews, observation, and a survey by means of a questionnaire. Using systems theory as a theoretical framework, various disconnections were identified in the school district. These disconnections concern the interrelationships between the educational leaders which hinder organisational learning. Changing the culture of the school district through system-wide collaboration could be the key to systemic improvements. Strategies such as collective capacity building, joint problem-solving, networking and system leadership, might provide the essential ‘glue’ for strengthening the interconnections within the school district.

Subject terms:

collective capacity building - district officials - education change - educational leadership - leadership development - principals - school district - system leadership - system-wide change - Education (General) - L7-991 - Special aspects of education - LC8-6691

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BASE

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The management of user fees and other fundraising initiatives in self-managing public schools
Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 36, Iss 2, Pp 01-11 (2016) Please log in to see more details
In view of redressing past imbalances created by the apartheid regime and achieving eq... more
The management of user fees and other fundraising initiatives in self-managing public schools
South African Journal of Education, Vol 36, Iss 2, Pp 01-11 (2016)
In view of redressing past imbalances created by the apartheid regime and achieving equity in funding public schools, the post-1994 government introduced the Norms and Standards for School Funding policy that severely reduces state funding to schools located within affluent areas. However, the South African Schools Act, No. 84 of 1996 makes provision for school governing bodies (SGBs), responsible for financial and physical resource management of schools, to supplement state funding. In order to ensure that effective teaching and learning takes place, self-managed SGBs secure funding from parents, corporates and the broader community through school (user) fees, donations and unconventional fundraising projects. These additional funds enable SGBs to provide schools with state-of-the-art physical resources, and to employ teaching and nonteaching staff not provided for in the post-provisioning norms determined by the department of education. Using quantitative research, this study aimed to determine how self-managed SGBs manage funds through user fees and other fundraising initiatives. Findings revealed that governing bodies of most self-managed schools were able to secure substantial funding from school fees and other fundraising initiatives, and managed the funds effectively and efficiently.

Subject terms:

financial management - norms and standards - quintiles - resource management - school fees - school funding - selfmanagement - Education (General) - L7-991 - Special aspects of education - LC8-6691

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BASE

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Understanding and managing conflict: a prerequisite for post-merger FET colleges
Mestry, Raj;Grobler, Bennie;Bosch, Mark
Academic Journal Academic Journal | South African Journal of Higher Education; Vol 27, No 3 (2013) ; 1753-5913 ; 1011-3487 Please log in to see more details
It was common practice in the pre-1994 South Africa that many historical black univers... more
Understanding and managing conflict: a prerequisite for post-merger FET colleges
South African Journal of Higher Education; Vol 27, No 3 (2013) ; 1753-5913 ; 1011-3487
It was common practice in the pre-1994 South Africa that many historical black universities and Further Education and Training (FET) colleges were deeply entangled in ongoing conflict, instability and crisis. The academic and administrative staff was in constant conflict with senior management while councils were also deeply divided among themselves, especially on the issue of governance and management. As a result of political changes in South Africa in 1994, the government proposed that the higher education system should be restructured to address past inequalities. Subsequent investigations into restructuring the education system resulted in a wave of mandated mergers across the sector. The Department of Education made provision for the merging of technical colleges by addressing the social structural inequalities manifested through apartheid, and ensuring that limited resources are effectively and efficiently utilized. However, FET mergers introduced a number of organizational changes and dynamics resulting in heightened emotions, fear of job losses, having to move sites, and changes to conditions of service that were unfavourable. Using a questionnaire, this study investigated the perceptions of academic staff on how managers and management teams handled conflict in post-merger FET colleges. The empirical findings included lack of conflict management skills, poor communication and lack of participative decision-making amongst role-players. The Conflict Resolution Model was developed to provide a substantial basis for assisting managers to effectively manage conflict during future FET merging processes, or at newly merged institutions.

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Understanding and managing conflict: a prerequisite for post-merger FET colleges
Mestry, Raj;Grobler, Bennie;Bosch, Mark
Academic Journal Academic Journal | South African Journal of Higher Education; Vol 27, No 1 (2013) ; 1753-5913 ; 1011-3487 Please log in to see more details
It was common practice in the pre-1994 South Africa that many historical black univers... more
Understanding and managing conflict: a prerequisite for post-merger FET colleges
South African Journal of Higher Education; Vol 27, No 1 (2013) ; 1753-5913 ; 1011-3487
It was common practice in the pre-1994 South Africa that many historical black universities and Further Education and Training (FET) colleges were deeply entangled in ongoing conflict, instability and crisis. The academic and administrative staff was in constant conflict with senior management while councils were also deeply divided among themselves, especially on the issue of governance and management. As a result of political changes in South Africa in 1994, the government proposed that the higher education system should be restructured to address past inequalities. Subsequent investigations into restructuring the education system resulted in a wave of mandated mergers across the sector. The Department of Education made provision for the merging of technical colleges by addressing the social structural inequalities manifested through apartheid, and ensuring that limited resources are effectively and efficiently utilized. However, FET mergers introduced a number of organizational changes and dynamics resulting in heightened emotions, fear of job losses, having to move sites, and changes to conditions of service that were unfavourable. Using a questionnaire, this study investigated the perceptions of academic staff on how managers and management teams handled conflict in post-merger FET colleges. The empirical findings included lack of conflict management skills, poor communication and lack of participative decision-making amongst role-players. The Conflict Resolution Model was developed to provide a substantial basis for assisting managers to effectively manage conflict during future FET merging processes, or at newly merged institutions.

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BASE

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The Perceptions and Experiences of School Management Teams and Teachers of the Management of Physical Resources in Public Schools.
Mestry, Raj;Bodalina, Kishan
Academic Journal Academic Journal | Educational Management Administration May2015, Vol. 43 Issue 3, p433-451, 19p Please log in to see more details
The effective management of physical resources significantly impacts on the quality of... more
The Perceptions and Experiences of School Management Teams and Teachers of the Management of Physical Resources in Public Schools.
Educational Management Administration May2015, Vol. 43 Issue 3, p433-451, 19p
The effective management of physical resources significantly impacts on the quality of teaching and learning in schools. The procurement, utilization and maintenance of physical resources through organized structures, well-designed policies and rigid processes are critical for quality education. According to the South African Schools Act 1996, a governing body is responsible for managing the school’s finances and physical assets. However, most school governing bodies seriously lack essential knowledge and skills to manage both, the finances as well as physical resources effectively, resulting in poor learner performance and low educational outcomes. We administered a structured questionnaire to investigate the management teams and teachers’ perceptions and experiences of the management of physical resources in schools. Findings revealed that many governing bodies lack the necessary financial skills to develop practical budgets and procure physical resources economically for their schools. They are unable to set-up systematic structures and stringent processes, and this has caused wasteful expenditure for schools, and the failure of teachers to maintain and productively use physical resources. Their function to constantly monitor and evaluate the procurement and maintenance of physical resources is seriously lacking. Governors who are proficient will experience very little difficulty in managing the school’s physical resources effectively. [ABSTRACT FROM PUBLISHER]

Subject terms:

EDUCATION -- South Africa - SCHOOL facility equipment - SCHOOL administration - EDUCATIONAL finance - EDUCATION policy - GOVERNMENT purchasing - SCHOOL administrator attitudes - TEACHER attitudes

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Developing educational leaders: A partnership between two universities to bring about system-wide change.
Naicker, Suraiya R.;Mestry, Raj
Academic Journal Academic Journal | South African Journal of Education; May2015, Vol. 35 Issue 2, p1-11, 11p Please log in to see more details
This study investigated a system-wide change strategy in a South African school distri... more
Developing educational leaders: A partnership between two universities to bring about system-wide change.
South African Journal of Education; May2015, Vol. 35 Issue 2, p1-11, 11p
This study investigated a system-wide change strategy in a South African school district, which sought to build the leadership capacity of principals and district officials to improve instruction. The three-year venture was called the Leadership for Learning Programme (LLP). A distinctive feature of the LLP was that it was based on a partnership between two universities, a local one with understanding of the local context of schools, and an international institution, which brought international expertise, experience and repute/branding. Both universities had a shared vision to contribute to the ailing South African school landscape by using leadership development to leverage change. The LLP was implemented in a single school district, where the overall learner performance was unsatisfactory. A qualitative approach was used to research this change intervention. One of the main findings was that collaboration between principals collectively and district officials, as well as among principals, was lacking. It is recommended that collaborative structures such as professional learning communities, networks and teams are established to reduce isolation and fragmented work practices in the school district. This may speed up system-wide change towards improved learner performance. [ABSTRACT FROM AUTHOR]

Subject terms:

SOUTH Africa - EDUCATIONAL leadership -- Societies, etc. - SCHOOL districts -- Services for - SYSTEMS theory education - EDUCATIONAL standards - UNIVERSITIES & colleges

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Developing educational leaders: A partnership between two universities to bring about system-wide change
Suraiya R Naicker;Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 35, Iss 2, Pp 01-11 (2015) Please log in to see more details
This study investigated a system-wide change strategy in a South African school distri... more
Developing educational leaders: A partnership between two universities to bring about system-wide change
South African Journal of Education, Vol 35, Iss 2, Pp 01-11 (2015)
This study investigated a system-wide change strategy in a South African school district, which sought to build the leadership capacity of principals and district officials to improve instruction. The three-year venture was called the Leadership for Learning Programme (LLP). A distinctive feature of the LLP was that it was based on a partnership between two universities, a local one with understanding of the local context of schools, and an international institution, which brought international expertise, experience and repute/branding. Both universities had a shared vision to contribute to the ailing South African school landscape by using leadership development to leverage change. The LLP was implemented in a single school district, where the overall learner performance was unsatisfactory. A qualitative approach was used to research this change intervention. One of the main findings was that collaboration between principals collectively and district officials, as well as among principals, was lacking. It is recommended that collaborative structures such as professional learning communities, networks and teams are established to reduce isolation and fragmented work practices in the school district. This may speed up system-wide change towards improved learner performance.

Subject terms:

educational leadership - intervention - leadership development - partnership - principal - school district - systemic change - systems theory - system-wide change - Education (General) - L7-991 - Special aspects of education - LC8-6691

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Developing educational leaders: A partnership between two universities to bring about system-wide change
Suraiya R Naicker;Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 35, Iss 2, Pp 01-11 (2015) Please log in to see more details
This study investigated a system-wide change strategy in a South African school distri... more
Developing educational leaders: A partnership between two universities to bring about system-wide change
South African Journal of Education, Vol 35, Iss 2, Pp 01-11 (2015)
This study investigated a system-wide change strategy in a South African school district, which sought to build the leadership capacity of principals and district officials to improve instruction. The three-year venture was called the Leadership for Learning Programme (LLP). A distinctive feature of the LLP was that it was based on a partnership between two universities, a local one with understanding of the local context of schools, and an international institution, which brought international expertise, experience and repute/branding. Both universities had a shared vision to contribute to the ailing South African school landscape by using leadership development to leverage change. The LLP was implemented in a single school district, where the overall learner performance was unsatisfactory. A qualitative approach was used to research this change intervention. One of the main findings was that collaboration between principals collectively and district officials, as well as among principals, was lacking. It is recommended that collaborative structures such as professional learning communities, networks and teams are established to reduce isolation and fragmented work practices in the school district. This may speed up system-wide change towards improved learner performance.

Subject terms:

educational leadership - intervention - leadership development - partnership - principal - school district - systemic change - systems theory - system-wide change - Education (General) - L7-991 - Special aspects of education - LC8-6691

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A critical analysis of the National Norms and Standards for School Funding policy: Implications for social justice and equity in South Africa.
Mestry, Raj
Academic Journal Academic Journal | Educational Management Administration Nov2014, Vol. 42 Issue 6, p851-867, 17p Please log in to see more details
Assessment of the legacy of apartheid at the end of the apartheid era in South Africa ... more
A critical analysis of the National Norms and Standards for School Funding policy: Implications for social justice and equity in South Africa.
Educational Management Administration Nov2014, Vol. 42 Issue 6, p851-867, 17p
Assessment of the legacy of apartheid at the end of the apartheid era in South Africa highlighted major inequalities between white and black, urban and rural areas, and several departments of education. Eighteen years into democracy, the country needs to distinguish between the initiatives taken by the government to address the apartheid legacy, the actual changes made in education and the results thereof, and the continuities and discontinuities in education. Historically disadvantaged schools now receive larger state funding (no-fee schools) and school fee exemptions are granted to lower income or unemployed parents who find difficulty in paying school fees for their children, regardless of race. The public schooling system, especially township schools, is still characterized by low pass rates, low teacher and learner morale, a resurgence of violence amongst learners, ineffective leadership by school managers, poor governance by school governing boards and generally declining school quality, efficiency and effectiveness. The purpose of this paper is to interrogate the National Norms and Standards for School Funding (NNSSF) policy, in order to assess whether this post-apartheid government policy has succeeded in addressing social justice and equity in public primary and secondary education [ABSTRACT FROM PUBLISHER]

Subject terms:

EDUCATIONAL equalization -- South Africa - POST-apartheid era - DISADVANTAGED schools - EDUCATION -- South Africa -- Finance - SOCIAL justice - TOWNSHIPS (South Africa) - PRIMARY education - SECONDARY education

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