Perspectives of school governing bodies on best practices in desegregated schools: preliminary findings
OUTPUT TYPE: Conference or seminar papers
PUBLICATION YEAR: 2005
TITLE AUTHOR(S): N.B.Malada
KEYWORDS: EDUCATIONAL POLICY, EDUCATIONAL REFORM, INTEGRATION, POST APARTHEID SOUTH AFRICA, SCHOOLS
Print: HSRC Library: shelf number 3361
HANDLE: 20.500.11910/7396
URI: http://hdl.handle.net/20.500.11910/7396
PUBLICATION YEAR: 2005
TITLE AUTHOR(S): N.B.Malada
KEYWORDS: EDUCATIONAL POLICY, EDUCATIONAL REFORM, INTEGRATION, POST APARTHEID SOUTH AFRICA, SCHOOLS
Print: HSRC Library: shelf number 3361
HANDLE: 20.500.11910/7396
URI: http://hdl.handle.net/20.500.11910/7396
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This paper presents the perspectives of school governing bodies on best practices in desegregated schools. The paper is drawn from a study in 9 schools that have engaged in the process of desegregation since the policy was instated in 1995. The paper departs from the point that school governing bodies, as centres of power in schools, play a pivotal role in shaping the direction of school both in policy formulation and the governance of schools. Key preliminary findings presented in this paper shows that albeit that SGBs perceptions on best practices relates to common commendable practices in schools, desegregated schools present invaluable opportunities in preparing learners for their future lives in a democratic South Africa.-
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