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ERIC Number: EJ1147139
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Legislation on School Governors' Power to Appoint Educators: Friend or Foe?
Beckmann, Johan; Prinsloo, Isak
South African Journal of Education, v29 n2 p171-184 2009
The establishment of school governing bodies represents a significant decentralisation of power in the South African school system. The South African Schools Act (Act 84 of 1996) plays an important role in encouraging the principle of partnership in and mutual responsibility for education. With the institution of school governing bodies (SGBs), SASA was aimed to give effect to the principle of the democratisation of schooling by affording meaningful power over their schools to the school-level stakeholders including the governors serving on SGBs. While such decentralisation could well be expected to mean an increase in democratic participation in the governance of schools, this is not necessarily the case. The picture that emerges from the analysis made in this article is that of the state encouraging participation but cautioning against too much involvement and even taking steps to limit the involvement and powers of stakeholders in the appointment of staff. Governors may well view what has happened since 1994 as a promise first fulfilled but later disappointed and frustrated.
Descriptors: Foreign Countries, Educational Legislation, Federal Legislation, Boards of Education, Governance, Board of Education Role, Teacher Selection, School Administration, Administrative Organization, Democracy, School District Autonomy, Power Structure, Parent Rights, Government Role
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa