Browsing by Author "Maharaj, Ameerchund"

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    The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)
    (University of the Western Cape, 2005) Maharaj, Ameerchund; Lazarus, S; Sayed, Y; Faculty of Education
    The study was concentrated on the period following the first democratic elections for a new government in South Africa, that is, post -1994 up to the year 2000. The change from a system based on fixed apartheid ideology to a more open and democratic one meant that the political scene became more characterized by fierce competition and volatility. The aim of the research was to understand the nature of the contestation as it manifests itself in both the development and implementation of school governance policy at national, provincial and local levels in a climate of political change and turbulence.
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    The Development and Implementation of School Governance Policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)
    (University of the Western Cape, 2005) Maharaj, Ameerchund; Lazarus, Sandy; Sayed, Y
    This study was initiated while the researcher was still an educator at' a secondary school in Cape' Town, South Africa. This was the period of the mid-1990s soon after the first democratically elected government assumed power in -South Africa: During this period of transition, large-scale reforms were expected on', the, education- front. Educational management and specifically school management were an integral part of these reforms. In terms of school management the idea of parents taking. on a greater .role was receiving wide support. School governing bodies (SGBs) comprising various constituencies and with greater powers were supposed to be the instrument spearheading change III school management. . This study traverses three levels of policy development: national, provincial and local (that is, school). It seeks to understand how school governance policy is developed and implemented using the principle of contestation to guide the analysis. The following questions guided the research: What were the contestations which led to the development of school governance policy at national level. How was provincial school governance policy developed from national policy and what were the areas of contention between the two. What were the contestations resulting from implementation of school governance policy at the school level. At all three levels the discussion of the contestations was limited to the powers and functions of SGBs. By shedding more light on the above questions, it was hoped that the nature of policy contestation would become clearer. This in turn could enhance the study of policy analysis and development.