Use of scorecards in measuring the governance of public special schools
The original publication is available at :
Jonas, P. T. & Muller, K. 2013. Use of scorecards in measuring the governance of public special schools. Administratio Publica, Vol 21(1):127-141.
Conflicts and dis-functionality in public schools is frequently the root 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. On of these is absence of "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 adequately measurement for school governance to identify specific areas of failure. The authors have designed a measurement instrument to address this particular gap in management of public schools. This is in the form of a balanced scorecard based on Kaplan and Norton (1996) but only developed specifically for measuring the public, educational and non-profit sector. A number of school governance performance areas based on the regulatory frameworks like th South African Schools Act (Act 84 of 1996) have been linked to specific indicators and measures and streamlined towards meeting key targets for achieving satisfactory school outcomes.