Section twenty-one status and school governing bodies in rural schools
CITATION: Heystek, J. & Nyambi, M. Section twenty-one status and school governing bodies in rural schools. Acta Academica, 39(1):226-257.
The original publication is available at http://journals.ufs.ac.za
Awarding section twenty-one status to schools in South Africa was hailed as a significant milestone towards the democratisation and functioning of schools in South Africa. The purpose of the study was to examine the influence on the school governing bodies in rural schools of the allocation of the section twenty functions by the provincial government’s member of the Executive Committee (MEC). A case study involving three types of schools, for instance a moving school, a stationary school as well as a promenading school, was conducted in Bushbuckrigde. It emerged from the findings of the case study that many SGBs were not coping with the functions thrust upon them because of lack of skills and involvement. As a result the bulk of the duties and responsibilities that they are supposed to carry out are performed by the principals and educators.
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