The influence of school proprietors on the roles and responsibilities of school governing bodies in church-owned schools in Lesotho (original) (raw)
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2012
A larger number of schools in Lesotho are owned and controlled by churches whereas the government pays teachers’ salaries and provides school facilities through the national budget. It is through this partnership that the Lesotho government and the churches have a strong link that characterises the Lesotho school management system. However, there have been some major shifts taking place in the education sector of Lesotho that are affecting the way schools are organised, managed and governed. The BCP government considered to revise all the education bills which resulted in the enactment of the LEA of 1995. The LEA of 1995 vested the responsibility of the management of primary schools on democratically elected committees. The study investigated the working relationships between principals and chairpersons of school management committees (SMCs) of selected church primary schools in Lesotho. The focus of the study was to analyse the working relationships between principals and chairpers...
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Prof. T.V Manyike, my supervisor, for her invaluable expert guidance and continued inspirational support and advice throughout the study. She was always here to phone me to inquire about my progress and to motivate me to proceed with the study. It was an honour and a privilege to work with her over the years: her constructive remarks and comments on each chapter of the research work were developmental and have contributed to the fruitful outcomes of this thesis. She has taken much care of me as a growing researcher, through her encouraging attitudes and remarks. Her professionalism is outstanding. She has always done her utmost to assist me with the study until I completed the thesis successfully. Dr. Mdhluli M.A, for the support and motivation he provided throughout this study. My children, Nolwazi, Venitta and Charmaine and grandchild, Princess, for their constant support and encouragements. My colleagues, Mr. Nyambi L.Y, Ms. Mkabela S.N and Ms. Mahlalela T.G, for their unwavering support. My parents, Norah and Jama (late), for having provided me with a solid education foundation to build upon and their constant encouragement throughout this study. The Circuit Manager for Nkomazi West Circuit, Ms. Mubi S.L, for granting permission to conduct this study in her circuit. Special words of gratitude to the participants in this study for their sacrifices, willingness to provide invaluable data that made this a big success. iii DEDICATION I dedicate this dissertation to my late father, Jama Simon Luphoko, my beloved mother, Norah Nyakwabe Sambo, and my children, Venitta and Charmaine. It has been through their understanding and encouragement that I have been able to succeed in my educational endeavours.
The role of school governing bodies in Rural Section 21 schools in Sisonke District
2018
This dissertation is dedicated to my late parents Mhlukaniselwa Franciscus and Petronella Sontiwe Duma for initiating me into Christianity and education. I also dedicate this dissertation to my spouse Elizabeth Nomaledi and our children, Jabulisile, Thobile, Ntombizodwa, Zanele and Mtuseni for their sacrifice and understanding during the time I was committed to this study.
2015
Seventeen years after the passing and enactment of the South African Schools Act (SASA), Act 84 of 1996 which regulates the establishment of democratically elected school governing bodies (SGB) and which contains directives on how to organise and manage school funds, SGBs are still struggling to understand their roles and responsibilities. This study is aimed at investigating the perceptions of school governing body members as regards to their financial management roles in selected no-fee schools in the Maraba Circuit of the Limpopo Province, South Africa. The study used a qualitative research design within the interpretive paradigm. In addition, decentralisation theory served as the theoretical framework for the study. A sample comprising 22 participants from six selected no-fee schools was purposefully selected to act as the research participants. Semi-structured interviews and document analyses of official documents were conducted in order to collect the requisite data. The resea...
Policy and Practice: Financial Management in Schools in the Mafeteng District of Lesotho
Journal of Social Sciences
Despite the efforts of the Lesotho Ministry of Education to enhance principals' performance and the existence of guidelines in the form of a chapter on financial management in the Manual for Principals of Secondary and High Schools, financial management capacity is a concern in Lesotho secondary and high schools. This article reports on findings emanating from in-depth personal interviews with school principals on financial management practices in their schools. Qualitative content analysis was used to analyse the narratives. Identified themes were juxtaposed with the Lesotho Ministry of Education's policy guidelines on financial management. The study highlighted the deficiency of, as well as problems regarding the implementation of the policy: (1) There is a noteworthy discrepancy between the policy and school financial theory. (2) Despite the policy document's extensive directives on financial planning and organisation, problems regarding budgeting, the collection and recording of school fees, as well as a lack of administrative support abound. (3) The absence of a clear policy directive on financial leadership and control is reflected by unsatisfactory financial leadership and arbitrary auditing practices. Findings of this study repudiate the argument that the existence of a financial policy will inevitably lead to sound financial management in Lesotho schools, and consequently quality education.
Decoloniality of school governance in Lesotho: A Religio-historical approach
Pharos journal of theology, 2021
In this work, I examined the church's continuous ownership and governance of schools in Lesotho using colonial discourse analysis. I began by underlining the power struggle between the church and the state in school management, which dates back to the introduction of Western formal education in Lesotho by missionaries. I then argued that coloniality is the cause of the church's continued ownership and governance of schools. I also demonstrated how the church's continued ownership and administration of schools has harmed the church's credibility while also jeopardising education service delivery in the country. Decoloniality is presented as a counter-approach in my recommendation. Decoloniality deconstructs and reveals the limitations of coloniality ideology masquerading as the truth of events, as promoted by both religious and secular fundamentalists. Decoloniality proposes border thinking at various stages of delinking from a mission Christian education system. Border thinking assumes a diversity of viewpoints, with religious and secular viewpoints coexisting in the delivery of public education.
School Management Team strategies for effective parental involvement at secondary schools in Lesotho
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who acted as a supervisor for this study. I am fortunate to be guided by her as she was always on my side when there was a need. She was patient and had extraordinary knowledge on the research topic. Without Dr Molly, it was not possible to acquire this degree. God bless you always Dr. The SMT and parents' respondents who were willing to be interviewed and allowed me to gain a deeper understanding of the research topic. My family; my sisters 'Mapulane, Ntsatsi, Makhotso, Mamotheo, Maphomolo and my brother Michael, Lethoko and Tsela who gave me all their love, understanding, prayers and loyal support. Colleagues from Hermon and Poelano Secondary Schools and friends who gave me necessary support, understanding as well as motivation when most needed. I cannot forget my husband Mr. Nathaniel Sethaba-thaba Lethoko for financial support, love and encouragement.