APPENDICES
5.4 RECOMMENDATIONS
5.4.3 Action to be taken by relevant stakeholders to intensify discipline in rural secondary schools in KwaZulu-Natal
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manuals for governing body members be available in the vernacular and facilitation of workshops also be conducted in it so that members can understand, since most of them are illiterate.
5.4.3 Action to be taken by relevant stakeholders to intensify discipline in rural
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(b) Principals should facilitate capacity-building programmes for members of the school governing bodies
The study reveals that governing body members should be equipped to understand the role they need to play in schools. It is important for principals to facilitate and develop capacity-building programmes for members of the school governing body. They need to be knowledgeable about SASA, the Constitution and the Bill of Rights as these have a bearing on the formulation of school policies. The most important leadership style in the maintenance of discipline is the democratic or participative approach. This approach recognizes democratic principles of governance, and involves everyone in the process of decision – making. It is recommended that school principals should facilitate in-service training of governing body members in management and leadership skills, as this will empower members to do their work effectively. It is impossible for them to perform their duties without being empowered.
(c) Principals should provide translation services for members of governing bodies who know only the indigenous language (isiZulu).
The study revealed that a high percentage of governing body members are illiterate, and know only isiZulu. Language proficiency is essential for members of the governing body if they are to deal with education Acts and policies since they are in English with no vernacular versions available. It is therefore recommended that translators be used in training programmes and meetings attended by members of the governing body in order to overcome communication problems.
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5.4.3.2 The role of members of the school governing body in magnifying discipline in schools
(a) Members of the school governing body should engage in the formulation and implementation of school policies.
The study reveals that a high proportion of members of the school governing body cannot participate in the formulation and implementation of school policies.
Section 20 of SASA states that the school governing body must develop the mission statement of the school, adopt a code of conduct for learners, and support the principal, educators and other staff in the performance of their professional functions (cf 2.6.2).
It is recommended that they must not be left behind when decisions about school policies, programmes and routines are planned and formulated.
(b) The school governing body should play an important role in the establishment and maintenance of sound discipline
The study also recommends that members of the governing body must be effective in instilling discipline among learners (cf 2.6.2). The school alone cannot deal with disciplinary issues without the cooperation of parents. Discipline and manners start at home. Since parents are primary educators, they instill basic values in learners (cf 2.5.1; 4.3.8.2). Members of the governing body must encourage parents to work with educators to instill discipline without resorting to corporal punishment. Schools should be safe environments where effective teaching and learning takes place.
In order to ensure safety and security, it is recommended that schools employ trained security guards who will work with police officers to deal with crime- related incidents in schools.
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5.4.3.3 The role of the Department of Education in solidifying discipline in schools
(a) The Department of Education must establish literacy classes for school governing body members
The study reveals that a high proportion of members of governing bodies are illiterate and semi-literate (cf 4.2.1.4;4.3.2). Owing to the high rate of illiteracy, governing body members cannot participate effectively in schools, and principals end up not taking them seriously. Members of the governing body are involved in school administration duties such as supervision, policy-making, decision- making, control and their participation depends on their level of education.
It is therefore recommended that the Department of Education provide adult education for governing body members based on literacy and numeracy, which are prerequisites for effective participation in school administrative duties.
(b) The Department of Education must provide transport for school learners
The study reveals that latecoming by learners is one of the problems affecting discipline in rural secondary schools. Most respondents indicated that learners depend on public transport to and from schools (cf4.3.2; 4.3.7). Learners walk for long distances to and from school. The transport problem makes it difficult for schools to control discipline.
It is therefore recommended that the Department of Education provide school buses for learners so that running a school does not depend on public transport.
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(c) The Department of Education should introduce guidance and counselling in rural secondary schools in KwaZulu-Natal
The study revealed that rural secondary schools in KwaZulu-Natal have a high proportion of learners who have social problems such poverty, infection with HIV/AIDS, living in child-headed families, staying with grandparents, coming from dysfunctional and abusive families, abusing drugs, and so forth. Schools need to work with social welfare, and it is important to offer guidance and counselling to these learners.
It is recommended that each school assign a person that will be responsible for guidance and counselling, and they must be trained by government.