Learner Participation in School Governance: The Views of Learner Governors in South African Schools

Abstract

This article explores the view of learner governors in school management in South Africa. The South African Schools Act No. 84 of 1996 stipulates that all public secondary schools in South Africa must have democratically elected Representative Councils of Learners (RCL). This Act was intended to foster collective decision-making in schools. Apart from a literature review on learner management, empirical study investigation based on quantitative research paradigm was used to collect data from learner governors on their role in school management. The findings highlighted the important functions of learner governors in schools and it is concluded by the submission that it is essential for schools to build the necessary frameworks and communication avenues for developing learner governors.

Leadership and the challenges faced by South African schools in a changing world

“…Various comments have been made by unions, the South African education department, principals, teachers and federations of SGBs regarding the concerns that prevail regarding the effectiveness and functionality of SGBs (Barnes et al 2012;Eberhard 2015;Heystek 2006;Mahlangu 2008;Xaba 2011). Disagreements regarding the governing function of the SGB and the management function of the SMT may result in conflict in the school (Collingridge 2013;Duma 2014aDuma , 2014bHeystek 2006;Mafora 2013;Mavuso & Duku 2014;Mnucube & Mafora 2013;Mnucube & Naido 2014). These differences of opinion in schools in South Africa have a negative impact on the school climate.…”

“…In South Africa, the SGB plays a significant and valuable role as a local governing structure in schools, which is also emphasised by the DoBE and the various provincial education departments. The SGB must be competent to fulfil its role within the control of the school through subcommittees (Duma 2014a(Duma , 2014bMafora 2013;Mavuso & Duku 2014;Mestry & Khumalo 2012;Mnucube 2009;Mnucube & Mafora 2013;Mnucube & Naido 2014). There are nine key areas that form part of the role description of the SGB (Collingridge 2013;DoBE 2015;North West DoE 2012Steyn & Wolhuter 2008).…”

“…Harmonious collaboration amongst members of the SGB, between the governing body and the rest of the staff, and between the governing body, the parent community and the learners of the school, is crucial for the establishment and maintenance of a positive school climate. The quality of the relationship that exists between the governing body and the other role players of the school plays a significant role in the nature of the prevailing climate in the school concerned (Duma 2014a(Duma , 2014bMafora 2013;Mavuso & Duku 2014;Mestry & Khumalo 2012;Mnucube 2009;Mnucube & Mafora 2013;Mnucube & Naido 2014;Steyn et al 2017). Several studies further point out that if the SGB successfully performs its function and responsibilities, it creates a favourable starting point and opportunity for establishing a positive school climate (Barnes et al 2012;Eberhard 2015;Heystek 2006;Mahlangu 2008;Xaba 2011).…”

“…Another aspect where the governing body can positively influence the school climate is when the role of the principal or executive and the role of the governing body are clearly distinguished and there is no interference between the various roles and no role confusion (Collingridge 2013;Duma 2014aDuma , 2014bMafora 2013;Mavuso & Duku 2014;Mestry & Khumalo 2012;Mnucube 2009;Mnucube & Mafora 2013;Mnucube & Naido 2014;Steyn et al 2017). The SGB is responsible for the overall control of the school, and the principal is the professional manager of the school; both have a responsibility to support each other to ensure the effective functioning of the school.…”

“…School governing bodies play a very important role in the overall governance of schools. There are concerns amongst various education communities in South Africa that the responsibilities of governing structures are not being fulfilled (Barnes, Brynard & De Wet 2012;Duma 2014aDuma , 2014bEberhard 2015;Heystek 2006;Mahlangu 2008;Mavuso & Duku 2014;Mafora 2013;Mnucube & Mafora 2013;Mnucube & Naido 2014;Xaba 2011). Not only does a dysfunctional school governance structure cause a school to become dysfunctional, but it can also have a negative impact on the school climate (Government Programmes and Policies 2017; Monki 2013).…”