scholarly journals An investigation into the problems experienced by parents in democratising school governing bodies in the Trenance Park Region of the Verulam area

2001 ◽  
Author(s):  
◽  
Purnachandra Maharaj
Keyword(s):  
Public Schools ◽  
Training Programme ◽  
Governance Structures ◽  
Structured Interviews ◽  
Indian Parent ◽  
Park Area ◽  
Racial Incidents ◽  
School Finances ◽  
South African Schools Act ◽  
School Governing Bodies

This study focussed on the problems experienced by parents in the democratisation process of school governing bodies in the Trenance Park area. The desegregation of public schools has led to increased enrolment of African learners at the three schools in the Trenance Park area. School governing bodies, consisting of only Indian parent governors at these schools, have continued to function as they did in the past. Parent governors are incapable of handling culturally diverse issues and they also lack the expertise to manage school finances to accommodate the needs of all learners. The researcher explored possible reasons for the lack of African parental involvement. The absence of African parents on school governing bodies adversely affects schools when resolving issues of a cultural or racial nature. In fact the increase of racial incidents at schools has created a tense situation for both learners and educators. A literature survey of governance structures exposed the need for a training programme for governors. Previous governance structures had advisory powers but the Department of Education was responsible for a large majority of their functions. The South African Schools Act of 1996 accorded school governing bodies duties and functions for which they were not trained. Moreover the lack of a training programme created confusion amongst governors and the principal relating to their respective role functions. III Research for this dissertation was conducted by means of structured interviews directed at the chairperson of governing bodies and school principals in the Trenance Park area.

scholarly journals Implications of Covid-19 on the management of school financial resources in quintile 5 public schools

2020 ◽  
Vol 40 (4) ◽  
pp. 1-9
Author(s):  
Pierre du Plessis
Keyword(s):  
Public Schools ◽  
Public Education ◽  
South African ◽  
White Paper ◽  
Research Approach ◽  
Substantial Impact ◽  
School Budgets ◽  
South African Schools Act ◽  
The Impact ◽  
School Governing Bodies

With the promulgation of the South African Schools Act, public education in South Africa was decentralised and communities were made responsible for the governance of public schools. White Paper 1 on Education and Training confirmed the inability of the state to meet the financial requirements of public education. Despite the fact that school governing bodies are responsible for raising substantial funding, their ability to appropriate school funds is limited by legislation, irrespective of the origin of the funds or assets in question. These restrictions have a substantial impact on the way financing is structured and managed by public schools. In 2020 schools were closed for more than 2 months due to the Covid-19 lockdown, and many parents were left questioning why they should pay for services not rendered. Using a qualitative research approach, we aimed to determine the impact of Covid-19 on the management of school fees and resources in public schools. The findings reveal that Covid-19 has had an impact on school budgets, teaching posts and fundraising activities, as well as on the day-to-day running of schools.

scholarly journals The resourcefulness of school governing bodies in fundraising: Implications for the provision of quality education

2020 ◽  
Vol 40 (4) ◽  
pp. 1-9
Author(s):  
Melanie Buys ◽  
Pierre du Plessis ◽  
Raj Mestry
Keyword(s):  
Public Schools ◽  
South African ◽  
Teaching And Learning ◽  
Legal Framework ◽  
State Funding ◽  
The South ◽  
Private Funding ◽  
South African Schools Act ◽  
Effective Teaching And Learning ◽  
School Governing Bodies

With the promulgation of the South African Schools Act of 1996, public education in South Africa was decentralised and communities were made responsible for school governance. This placed the responsibility on school governing bodies (SGBs) to take all measures within their means to supplement state funding for the acquisition of adequate human and physical resources. In this article we explore various fundraising initiatives that will increase the coffers of public schools. Funds provided by donors and sponsors should allow SGBs the discretionary powers to appropriate funds that will promote effective teaching and learning in schools. The perceptions and experiences of principals and SGBs on the management of funds were investigated by means of a qualitative multiple case study. Findings reveal that SGBs have to take an entrepreneurial stance towards supplementing funds provided by the state. In addition, there are serious challenges surrounding school fees such as bad debt and fee exemptions, and this necessitates SGBs to find other sources of revenue. Thus, based on best business practice, SGBs should be given autonomy and take accountability for the management of private funding within the legal framework of the South African Schools Act.

scholarly journals Towards a governance and management model for teaching schools in South Africa

2014 ◽  
Vol 4 (3) ◽  
pp. 18
Author(s):  
Sarah Gravett ◽  
Coert Loock
Keyword(s):  
South Africa ◽  
Public Schools ◽  
South African ◽  
School Type ◽  
National Education ◽  
The Public ◽  
Planning Framework ◽  
Education And Development ◽  
South African Schools Act ◽  
School Governing Bodies

This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible models for governance of teaching schools. The article recommends two models that fit the mandate of teaching schools as envisioned in the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011–2025: 1) a model that provides for teaching schools as a school type at national (not provincial) level, and 2) the independent school model

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

Patient perceptions of experience with cardiac rehabilitation after isolated heart valve surgery

2017 ◽  
Vol 17 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Tina B Hansen ◽  
Selina K Berg ◽  
Kirstine L Sibilitz ◽  
Ann D Zwisler ◽  
Tone M Norekvål ◽  
...  
Keyword(s):  
Cardiac Rehabilitation ◽  
Heart Valve ◽  
Isolated Heart ◽  
Personal Responsibility ◽  
Training Programme ◽  
Valve Surgery ◽  
Rehabilitation Programme ◽  
Heart Valve Surgery ◽  
Structured Interviews ◽  
Cardiac Rehabilitation Programme

Background: Little evidence exists on whether cardiac rehabilitation is effective for patients after heart valve surgery. Yet, accepted recommendations for patients with ischaemic heart disease continue to support it. To date, no studies have determined what heart valve surgery patients prefer in a cardiac rehabilitation programme, and none have analysed their experiences with it. Aims: The purpose of this qualitative analysis was to gain insight into patients’ experiences in cardiac rehabilitation, the CopenHeartVR trial. This trial specifically assesses patients undergoing isolated heart valve surgery. Methods: Semi-structured interviews were conducted with nine patients recruited from the intervention arm of the trial. The intervention consisted of a physical training programme and a psycho-educational intervention. Participants were interviewed three times: 2–3 weeks, 3–4 months and 8–9 months after surgery between April 2013 and October 2014. Data were analysed using qualitative thematic analysis. Results: Participants had diverse needs and preferences. Two overall themes emerged: cardiac rehabilitation played an important role in (i) reducing insecurity and (ii) helping participants to take active personal responsibility for their health. Despite these benefits, participants experienced existential and psychological challenges and musculoskeletal problems. Participants also sought additional advice from healthcare professionals both inside and outside the healthcare system. Conclusions: Even though the cardiac rehabilitation programme reduced insecurity and helped participants take active personal responsibility for their health, they experienced existential, psychological and physical challenges during recovery. The cardiac rehabilitation programme had several limitations, having implications for designing future programmes.

Beyond Posters and Pennants: College-Going Messaging at Three Racially and Economically Diverse Public Schools

2019 ◽  
Vol 121 (11) ◽  
pp. 1-42
Author(s):  
Melissa A. Martinez ◽  
Isaac Torres ◽  
Katherine Lewis
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Low Income ◽  
Students Of Color ◽  
Common Ground ◽  
Ecological Model ◽  
Structured Interviews ◽  
College Going ◽  
Field Notes ◽  
College Going Culture

Context It has been argued that high schools with a majority of students of color and from low-income backgrounds must be purposeful in fostering a college-going culture in order to address the challenges and inequities historically underserved students face in preparing for and accessing a higher education. However, what this looks and sounds like in practice is not always clear, leaving schools seeking common ground on how to create a college-going environment. Purpose Through a symbolic and ecological model of college readiness framework, the messaging associated with the college-going culture at three racially and economically diverse Texas high schools that had consistently high college ready graduate rates was examined. The research questions that guided the study included: What types of college-going culture messages are conveyed at the schools, and how? How might such messaging impact students, school staff and leaders? Research Design This study drew on data from a three-year, multi-site descriptive case study of three public high schools in different regions of Texas that all served approximately 50% or more of students with financial need and 72% to 97% students of color, specifically Latina/o and Black students. Data Collection and Analysis Data was collected during week-long, yearly visits to the three schools and included: school and district documents; individual and group semi-structured interviews with 194 individuals including administrators, teachers, support staff, students, parents, and community members; observations of common areas and classrooms; archival data; and researcher-derived documents including field notes, memos, and photographs of the school grounds and school activities. This paper primarily drew on the pictures taken of the schools (in hallways, classrooms, and shared spaces like cafeterias and libraries), field notes, memos, and interview data that specifically spoke to the visual and verbal messaging associated with the college-going culture. Analysis of data revealed six themes: college is a revered goal with many options; varying degrees of integration; support and resources are at your reach; think college and career; finding funding for college is vital; college is an individual and shared success. Conclusions This study's findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;

scholarly journals “They are Scared of Me”: Black Male Perceptions of Sense of Belonging in U.S. Public Schools

2020 ◽  
Vol 15 (2) ◽  
pp. 36-49
Author(s):  
Jennifer Grace
Keyword(s):  
Public Schools ◽  
Black Males ◽  
Black Male ◽  
Sense Of Belonging ◽  
Structured Interviews ◽  
Racially Diverse ◽  
Predominantly Black ◽  
Male Perceptions ◽  
Practical Recommendations

Using a Critical Race framework, this study examined black male perceptions of their sense of belonging in U.S. public schools. The author conducted semi-structured interviews with ten black males who had been expelled from schools. Findings reveal perceptions of a stark discrepancy in the quality of education provided at schools that are predominantly black vs. schools that are more racially diverse. Furthermore participants describe school as a hostile environment for black males citing microaggressions, isolation, and verbal abuse as indicators. Based on the findings, practical recommendations for supporting the educational experiences of black males are offered.

scholarly journals Governing Transactions and Interdependences between Linked Value Chains in a Circular Economy: The Case of Wastewater Reuse in Braunschweig (Germany)

2018 ◽  
Vol 10 (4) ◽  
pp. 1125 ◽  
Author(s):  
Oliver Maaß ◽  
Philipp Grundmann
Keyword(s):  
Wastewater Treatment ◽  
Circular Economy ◽  
Crop Production ◽  
Local Level ◽  
Wastewater Reuse ◽  
Value Chains ◽  
Governance Structures ◽  
Structured Interviews ◽  
Agriculture Sector ◽  
Agricultural Wastewater

Reusing wastewater in agriculture has attracted increasing attention as a strategy to support the transition towards the circular economy in the water and agriculture sector. As a consequence, there is great interest in solutions for governing the transactions and interdependences between the associated value chains. This paper explores the institutions and governance structures for coordinating transactions and interdependences between actors in linked value chains of wastewater treatment and crop production. It aims to analyze how transactions and interdependences shape the governance structures for reusing wastewater at the local level. A transaction costs analysis based on data from semi-structured interviews and a questionnaire is applied to the agricultural wastewater reuse scheme of the Wastewater Association Braunschweig (Germany). The results show that different governance structures are needed to match with the different properties and requirements of the transactions and activities between linked value chains of wastewater treatment and crop production. Interdependences resulting from transactions between wastewater providers and farmers increase the need for hybrid and hierarchical elements in the governance structures for wastewater reuse. The authors conclude that aligning governance structures with transactions and interdependences is key to efficiently governing transactions and interdependences between linked value chains in a circular economy.

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