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A Critical Analysis of Legislation on the Financial Management of Public Schools: A South African Perspective
Mestry, Raj
Periodical Periodical | Mestry, Raj / 46 De Jure 162 (2013) / De Jure, Vol. 46, Issue 1 (2013), pp. 162-177 Please log in to see more details

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Financial school management explained / Raj Mestry , Tom Bisschoff
PRINTED MATL | 2009
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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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Human resource management in education : rebalancing the scales / Coert Loock, Bennie Grobler, Raj Mestry
PRINTED MATL | 2006
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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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Financial school management explained / Tom Bisschoff, Raj Mestry
PRINTED MATL | 2003
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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

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

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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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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.

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

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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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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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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

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

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School Searches and Drug Testing: Are They an Infringement of Learners' Rights and Constitutional Values
Mestry, Raj
Periodical Periodical | Mestry, Raj / 24 S. Afr. J. on Hum. Rts. 144 (2008) / South African Journal on Human Rights, Vol. 24, Issue 1 (2008), pp. 144-156 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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The Constitutional Right to Freedom of Religion in South African Primary Schools
Mestry, Raj
Periodical Periodical | Mestry, Raj / 12 Austl. & N.Z. J.L. & Educ. 57 (2007) / Australia & New Zealand Journal of Law & Education, Vol. 12, Issue 2 (2007), pp. 57-68 Please log in to see more details

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Developing educational leaders : a partnership between two universities to bring about system-wide change
Naicker Suraiya R.;Mestry Raj
Periodical Periodical | South African Journal of Education, Mar 2015, Vol 35, Issue 2, 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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The implications of the National Norms and Standards for School Funding policy on equity in South African public schools
Mestry Raj;Ndhlovu Raymond
Periodical Periodical | South African Journal of Education, Mar 2014, Vol 34, Issue 3, p. 1-11. Please log in to see more details

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Children's Rights to Basic Education: Implications for the State to Fund Schools in South Africa
Mestry, Raj
Periodical Periodical | Mestry, Raj / 1 Int'l J. Educ. L. & Pol'y 225 (2005) / International Journal for Education Law and Policy, Vol. 1, pp. 225-235 Please log in to see more details

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The Motivation for Corporate Institutions to Invest Funds in Public Schools
Mestry, Raj;Verster, Jacques
Academic Journal Academic Journal | Mediterranean Journal of Social Sciences; Vol 5, No 23 (2014): November 2014; 176 Please log in to see more details
More recently, the state has tactfully appealed to corporate institutions to channel a... more
The Motivation for Corporate Institutions to Invest Funds in Public Schools
Mediterranean Journal of Social Sciences; Vol 5, No 23 (2014): November 2014; 176
More recently, the state has tactfully appealed to corporate institutions to channel available funds to public schools. The Broad Based Black Economic Empowerment Act of 2003 stipulates that corporate institutions should spend at least one percent of its profit after tax on socio-economic development. Corporate institutions have the option of directing funds to educational institutions or steering funds to institutions outside of education. This paper examines the rationale behind corporate institutions providing funding to public schools: Some of the corporate institutions may want to realise economic growth over the long-term; some hope to gain or sustain consumer and employee loyalty in the short/medium-term. A qualitative research method was used to explore the motivation for corporate institutions, located in the central district of Cape Town, channeling funds to public schools. This study was anchored on the assumption that the sustainability of corporate funding in public schools is dependent on the achievement of high returns (or excessive profits). Some findings revealed that corporate institutions use stringent criteria to provide funds to schools; community relations are strengthened when schools are provided with additional funding; and the sustainability of funds in public schools is potentially dependent on the level of employee and community involvement. DOI:10.5901/mjss.2014.v5n23p176

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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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Financing Education in the Gauteng Province of South Africa: A Twenty Year Analysis of using Budgets to Improve Opportunities
Mestry, Raj
Academic Journal Academic Journal | Mediterranean Journal of Social Sciences; Vol 5, No 23 (2014): November 2014; 500 Please log in to see more details
The historical pattern of educational financing has been characterised by severe racia... more
Financing Education in the Gauteng Province of South Africa: A Twenty Year Analysis of using Budgets to Improve Opportunities
Mediterranean Journal of Social Sciences; Vol 5, No 23 (2014): November 2014; 500
The historical pattern of educational financing has been characterised by severe racial and regional inequalities in South Africa. The unequal and separate funding of public education under the apartheid regime created huge disparities between white and black schools and this had serious implications for the provision of quality education, learner performance and educational outcomes, especially in historically disadvantaged schools. After the democratic elections in 1994, the government faced enormous challenges in funding education. The education policies primarily aimed at redressing the inheritance of race-based inequality and to build a new and unified national system based on equity. Education receives a large share of the national budget and within the education budget increased spending is allocated to redress inequalities in school education. Using the qualitative research method, it was found that the Gauteng Department of Education (GDE) has worked vigorously to improve funding and budgeting to redress the imbalances and to achieve quality education. In the past twenty years, it has achieved near universal access to education, reduced dropout rates across all grades in the secondary school phase, increased and sustained learner performance, especially at Grade 12 level, increased and equalised education spending, and made substantial progress in eliminating the infrastructure backlogs. DOI:10.5901/mjss.2014.v5n23p500

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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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Teachers' reflections on distributive leadership in public primary schools in Soweto
Mestry Raj;Naicker Suraiya R.
Periodical Periodical | South African Journal of Education, Mar 2013, Vol 33, Issue 2, p. 1-15. Please log in to see more details

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South African Principalship, Agency & Intersectionality Theory
Schmidt, Michèle;Mestry, Raj
Report Report | Comparative and International Education / Éducation Comparée et Internationale Please log in to see more details
Gender bias towards South African female principals remains a problem and compelling i... more
South African Principalship, Agency & Intersectionality Theory
Comparative and International Education / Éducation Comparée et Internationale
Gender bias towards South African female principals remains a problem and compelling issue for research. The Constitution policy addresses gender equality, yet women still do not experience equal rights in practice. This study uses a theory of intersectionality to examine two Black South African women’s leadership experiences in their roles as principals in two South African schools. The goal of the paper is to examine how these women negotiate obstacles in their work that may constrain their agency as leaders in South African schools. The project involves semi-structured interviews and the results provide a significant contribution to the small body of literature around female principals experiences in the role of the principalship in South Africa. The following themes emerged to illustrate the challenges these women face and the actions they take with which to negotiate these challenges: gender discrimination; lack of respect by parents; stereotyping of the women in motherhood roles; violence; and, lack of funding and resources.

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intersectionality theory - principalship - gender - South Africa - agency - Education - Educational Administration and Supervision - Educational Leadership - Elementary and Middle and Secondary Education Administration

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