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An investigation into the management of allocated funds in schools: a case study of two selected schools in Fort Beaufort District in the Eastern Cape Province

- Cakwebe, Pindiwe Theodora

Authors: Cakwebe, Pindiwe Theodora
Date: 2013
Subjects: Allocated Funds , Constitution , Education , Financial Management -- Government , Paper Budget -- Quintile , School Governing Body -- Section 21 school
Language: English
Type: Thesis , Masters , MPA
Identifier: vital:11706 , http://hdl.handle.net/10353/d1015204 , Allocated Funds , Constitution , Education , Financial Management -- Government , Paper Budget -- Quintile , School Governing Body -- Section 21 school
Description: The South African Schools Act (No. 84 of 1996) mandates the government to make financial allocations to needy schools. Section 21 of the Act read together with the National Norms and Standards for School Funding, stipulates that schools falling into certain categories (quintiles) receive given amount of funds per each and every learner. The funds are meant to help promote the equal and unparalleled access to education for all citizens as set-out in Section 29 of the Constitution of the Republic of South Africa (1996). The study focused on investigating the manner in which two selected Section 21 primary schools are managing their allocated funds. The empirical study made use of a qualitative paradigm through which data was collected using interviews and focus group discussions to collect data from a sample comprising of thirty-five respondents. In terms of data analysis, the study used a qualitative analysis approach to interpret data into readable information for the various categories of audiences in the study. The findings of the study were, inter alia, that financial management skills are low in the schools, the amounts appropriated to schools needs to be revised upwards because schools need more funding for renovations and property development in schools, sanctions for those guilty of school financial misconduct are too soft and auditing of financial record is not being constantly done. The study recommends that the following be considered in order to help improve school financial management; the training of financial officers in school on how to best manage funds, imposition of stiffer penalties for offenders of financial misconduct and increase in allocation aimed at school property development.
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Date Issued: 2013

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Challenges of information and communication technology policy implementation in rural South Africa

- Chisango, Grasia, Lesame, Carol

Authors: Chisango, Grasia , Lesame, Carol
Date: 2017
Subjects: Information society , Digital inclusion , Education
Language: English
Type: text , article
Identifier: http://hdl.handle.net/11260/5592 , vital:44611 , https://doi.org/10.18820/24150525/Comm.v22.4
Description: While the South African government has implemented an information and communication technology (ICT) policy to address issues of universal access and service, questions remain about the effective implementation of this policy in rural areas. This article explores the extent to which ICT policy and regulation were implemented in rural South Africa, with specific reference to the Eastern Cape province. Focus group interviews and in-depth face-to-face interviews were conducted to collect qualitative data from 28 high school learners, two local municipal mayors and two women support group leaders in the Chris Hani District Municipality. A theme analysis indicated that the Universal Service and Access Agency of South Africa (USAASA) is failing to fulfil its mandate of promoting universal access and service. It is recommended that the provincial government in the Eastern Cape design an ICT strategy for its municipalities and that there should be easy access to Thusong Service Centres in rural areas.
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Date Issued: 2017

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