A scorecard for monitoring and evaluation of governance of special schools in the Western Cape

Jonas, Patrick Thando (2011-12)

Thesis (PhD)--Stellenbosch University, 2011.

Thesis

ENGLISH ABSTRACT: Conflicts and dysfunctionality in public schools is often the cause of poor school performance and learner outcomes. This often is a direct result of poor school governance. Studies have previously identified a number of factors affecting the standard of school governance. One of these is absence of an effective monitoring and evaluation system for school governance. The current approach of Whole School Evaluation, which incorporates the Integrated Quality Management System (IQMS), unfortunately does not possess adequate tools for the measurement of school governance with view to identifying specific areas of failure. School governance failures are widespread and costly, but effective governance can provide significant benefits not just for the schools but also for the department, the community and the learners themselves. However, there are two challenges: moving beyond suggestive anecdotes to a systematic approach for measuring the governance of schools, and using the data and rigorous analysis to support schools and improve governance. The researcher has designed a measurement instrument to address this particular gap in the management of public schools. This takes the form of a balanced scorecard based on the Kaplan and Norton Model, but has been specifically developed for measuring the public, education and non-profit sector. A number of school governance performance areas based on regulatory frameworks such as the South African Schools Act (Act 84 of 1996) have been linked to specific indicators and measures. These performance areas related to key targets in order to ascertain the achievement of good school governance outcomes. A learning and developmental approach in the form of a peer review format using a clear and simple process has been developed to apply this measurement system. Through an evaluation study the normative model was applied and tested at selected special schools throughout the Education Management and Development Centres (EMDC) in the Western Cape to test the hypothesis that such a balanced scorecard effectively measures school governance while identifying actual areas of failure. It therefore enables School Governing Bodies (SGBs) to focus on these failures in order to improve school governance and therefore promote the schools’ overall performance. The outcomes of the study have been so impressive that the system can be further developed with stakeholder organisations utilising an online approach that can improve management and save time in view of the schools’ “time-on-task” focus. This is the national government term for time management in teaching and learning in schools. Participants at selected schools further indicated that, with effective orientation and training of SGBs and application teams, this instrument can produce good school and learner outcomes.

AFRIKAANSE OPSOMMING: Konflik en wanfunksionering in openbare skole is dikwels die oorsaak van swak skoolprestasie en leerder-uitkomste. Dit is dikwels ‘n direkte gevolg van swak skoolbestuur. Vorige studies het ‘n aantal faktore geïdentifiseer wat die standaard van skoolbestuur raak. Een van hulle is die afwesigheid van ‘n stelsel vir “doeltreffende monitering en evaluering” van skoolbestuur Die huidige benadering van Totale Skoolevaluering wat die Geïntegreerde Gehaltebeheerstelsel (IQMS) insluit, beskik ongelukkig nie oor voldoende meting van skoolbestuur met die oog op die uitkenning van spesifieke tekortkominge nie. Waar tekortkominge ten opsigte van skoolbestuur wydverspreid en duur is, is dit ook so dat doeltreffende bestuur beduidende voordele kan hê, nie alleenlik vir skole nie, maar ook vir die departement, die gemeenskap en die leerder as sulks. Daar is egter twee uitdagings wat gestel word: om verby voorgestelde wenke te beweeg na ‘n sistematiese benadering vir die meet van die bestuursaard van skole, en om van die data en nougesette analise gebruik te maak om skole te ondersteun en hulle bestuur ‘n helpende hand te bied. Die navorser het ‘n meetinstrument ontwerp om hierdie spesifieke gaping in die bestuur van openbare skole aan te spreek. Dit is in die vorm van ‘n gebalanseede telkaart, gebaseer op Kaplan en Norton (1996), maar wat spesifiek vir die meet van die openbare, onderwys- en nie-winsgewende sektor ontwikkel is. ‘n Aantal prestasies wat spesifiek met skoolbestuur te make het en op regulerende raamwerke soos die Suid-Afrikaanse Skolewet gerig is, is gekoppel aan spesifieke indikatore en maatreëls en met sleutel-teikens belyn met die oog op die bereiking van skooluitkomste. ‘n Leer- en ontwikkelingsbenadering in die vorm van ‘n portierhersieningsformaat, waar ‘n duidelike en eenvoudige proses gebruik is, is ontwikkel om hierdie metingstelsel toe te pas. ‘n Normatiewe model is deur middel van ‘n evalueringstudie toegepas en aan geselekteerde, spesiale skole regdeur die Onderwysbestuur en Ontwikkelingsentrums in Wes-Kaapland getoets met die doel om die hipotese te toets dat so ‘n gebalanseerde telkaart skoolbestuur doeltreffend meet en tegelykertyd ook tekortkominge identifiseer. Vervolgens stel dit Skoolbeheerliggame in staat om op hierdie tekortkominge te fokus ten einde skoolbestuur te verbeter en daarmee saam die skool se oorhoofse prestasie te bevorder. Die resultaat van die studie was so indrukwekkend dat die stelsel verder in samewerking met belanghebbende instansies ontwikkel kan word deur die gebruikmaking van ‘n aanlyn-benadering wat bestuur kan bevorder en tyd spaar, veral in die lig van skole se fokus op “tyd op ‘n taak.” Deelnemers by geselekteerde skole het aangedui dat dié instrument puik skool- en leerder-uitkomste sou kon lewer indien daar doelmatige oriëntasie en opleiding van Skoolbeheerliggame en toepassingspanne is.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/17975
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