Learner participation in the school governing bodies: governance of public schools in South Africa

Abstract

This paper offers insights into the importance of school governing bodies (SGB) with particular reference to the participation of learners in the effective governance of public schools. The intention is to proffer an in-depth analysis of how SGBs are effective in school governance and professional management of public schools as enshrined by the South African Schools Act of 1996 (SASA). This qualitative study, which is located within an interpretive paradigm, is underpinned by democratic theories. National and international scholarly literature were interrogated to glean further insight into the research topic. It took a deliberate and concerted effort to interrogate the role of learners in school governance given that leadership and management are associated with youth advocacy and gender. The desktop research used a variety of data collection techniques like literature reviews of academic research and documents to generate different kinds of data sources to be used in the overall analysis like the corpus. Each method of data collection required different expertise and skill sets from the larger project team. Data analysis consisted of two main types of analysis namely, content analysis and gap analysis.
Qualitative in nature, the paper adopted a desktop approach. Selected studies were used to ventilate how youth (teenagers) are projected in the school governance matrix. Age-related stereotypes of the apartheid era in South Africa have been implanted in the mindset of many men and women. These distresses limit their imitativeness potential in leadership performance in school circles. The paper submits that school policies exemplified by the Constitution of South Africa and SASA offer appropriate guidance on how public entities such as SGBs must execute their duties in society. We contend that the role of learners in the school management milieu is viewed as insignificant and a placeholder portfolio. Therefore, the paper suggests ongoing capacity development workshops and training as vital in keeping up with the evolution of the education system. The paper strongly recommends that learners should be able to understand their roles and functions within the school and education system to make them more visible and efficient in any role dealing with school governance issues. A collaborative-cum participatory approach (learners’ strength) advocates the importance of working particularly, alongside the school principals and understanding the principal’s role in the SGB. Such an approach will enhance SGBs’ effectiveness and broaden learners’ participation in school governance as a way of creating sound future leaders. All in all, learners provide a vital cog in school governance matters.