The principals of the two primary schools where I conducted the investigations, I sincerely appreciate their contribution. The findings of this study highlighted that the two elementary schools experienced a significant shortage of funds that came after the implementation of the FPE program.
Free Primary Education
Part of the problem was that the FPE program forced schools to submit applications that usually only covered stationery, student and teacher books. The ASC and the SGB have a similar role in promoting the interconnectedness and partnership of stakeholders in educating their children; therefore, these concepts will be used interchangeably in this study.
Rationale of the study
Its role is to support the idea of partnership between all people who have an interest in education in schools, and it gives people a much greater role in the governance and development of their schools. How they handled the new requirements in light of the FPE program is a question worth answering from a stakeholder perspective.
Statement of the problem
Conceptual framework
Such parts are the parents of learners, teachers and members of the community who form the external environment and the school as an organisation. All these members must work in a coordinated manner for the common purpose of the school.
The layout of study
According to this study, the experience of the participants studied hopes to reveal the challenges they encountered through their participation in the FPE program. This research focuses on the major challenges experienced by the stakeholders in this study and how challenging experiences were dealt with in light of free primary education.
Conclusion
As a role of the governing body, it is expected that it complements the financial support provided by the state (Mestry, 2005). It is essential for the parents to pay school fees to supplement the state subsidy in primary schools.
Conclusion
In this research I used a case study of two primary schools, where face-to-face interviews were conducted with the two principals, six teachers and four parent representatives. This research used a two-school case study to collect data on participants' experiences of school financial constraints in the two schools, as identified in Chapter One of this research. In this study of stakeholders' experiences with school financial management in light of FPE; I used a case study of two primary schools as my focus area.
The consultation was followed by a concise explanation of the study and a written request from the DEO to conduct the study at both elementary schools (see Appendix 2). The DEO issued me permission (see attachment 3) to use both schools as teaching sites at two primary schools, namely Motlejoa and Rakotsoana. After receiving permission, I visited the principals of both schools on different days at their schools.
The third visit I made to the two schools was successful and the principals gave me permission to conduct my study in their schools.
Ethical consideration
Motlejoa primary is one of the largest primary schools with a high population in Malimong's mediation centre. Before starting the actual interviews, I piloted interviews with two principals, six pedagogues and four parent representatives. Before starting the interviews with the principals of the two elementary schools, I conducted the interviews with the educators in their classrooms.
In the case of this study, part of the interview questions composed for the educators focused on their knowledge regarding the date of implementation of the FPE program. The educators were also asked to respond to the availability and abundance of the teaching and learning resources. The educators were asked to respond to how such challenges were addressed in light of the FPE program.
In the interview process, parent representatives were asked to answer what challenges they faced with FPE.
Trustworthiness of the study
Secondly, the data were obtained through document analysis of the two primary schools studied. The principal of School B stated that "the abolition of school fees made it difficult for me and other primary schools under the FPE program to maintain school buildings". The principal of School A said that “the government should allow primary schools following the FPE program to generate their own resources to meet these financial challenges”.
When implementing the FPE program, primary schools faced financial challenges that affected the day-to-day operations of primary schools. The consequences of the abolition of school fees affected the effective functioning of primary schools on the FPE program. When asked about security challenges, the principal of school B replied that "since the beginning of the implementation of the FPE program, elementary schools have not been able to provide security measures."
It was also suggested by 3 parent representatives (75%) that "the government should have a written document that clearly gives the roles of ASCs in primary schools in the FPE programme".
The resolutions to the challenging experiences
The financial data was analyzed, comparing income from government funding with money raised from school fees. The principal of the primary school in Rakotsoana provided me with the school fees data for three years and 2006. Of this number, 433 students (76%) of the enrolled students attended the FPE program from grades one to four and did not have to pay school fees. reimbursements.
According to the enrollment records for 2005, 131 students (19%) were enrolled in the sixth and seventh grades and still had to pay school fees. Based on the enrollment in 2006, the financial support from the government was much less than what the school could receive from the fees charged. Although the collection of school fees was delayed, the financial situation of the primary school was much better than after the introduction of the program.
The school fee records revealed that 162 learners of classes six and seven (18%) of the enrollment were expected to pay school fees.
Summary
It examined how the financial problems that occurred at the two primary schools studied were managed. The other limitation was that the two primary schools involved in the study were special and did not have exactly the same situation as other primary schools. The findings could not be applied to all primary schools because the researcher wanted the data for the two primary schools studied.
With the help of key research questions, principals, educators and parents' representatives in the Advisory School Committees of both elementary schools came to the following conclusions. It has become clear that the survival of primary schools in Lesotho is in the hands of state funds. Finally, the Lesotho government may need to rethink the FPE program given the problems facing primary schools.
This limited the financial management of primary schools, as money from school fees no longer flowed into primary school bank accounts.
Recommendations
Before the implementation of FPE programme, the budget in primary schools was drawn up by the Advisory School Committee (ASC) whose role is to advise the principal and the educators on all educational matters. According to Bisschoff (1997), it can be seen that primary schools do not perform effectively and efficiently due to insufficient funds. Following the FPE programme, primary schools were required to provide estimated class enrollments for the following year so that the government could allocate the resources.
Since schools are multicultural organizations consisting of a number of interdependent substructures, it is essential to reintroduce school fees in primary schools. Regarding the "Free Primary Education" (FPE) as it was adapted by the government of Lesotho for the Basotho children, this educational funding can be sustained in primary schools, but to call it "free education" is wrong. It should no longer be called "FPE" as it does not cater for all basic educational needs in primary schools.
Primary schools must be provided with sufficient financial resources as the government must contribute a larger amount than all other stakeholders.
The Free Primary Education policy
The fundamental basis of the FPE program is the desire to ensure that every Mosotho has access to basic education. This desire is expressed in the objectives of the FPE policy: . to make basic education accessible to all Basotho; .. to ensure that all Basotho have equal opportunities for basic education; .. to ensure quality delivery proVlSlon in all basic education centers in Lesotho;. I am asking you to give me permission to conduct interviews at the following schools, Rakotsoana and Motlejoa Primary Schools.
My research topic is "Stakeholders' Experiences of School F'manciaJ Management in Free Primary. Education: A Case Study of Two Rural Primary Schools in the Berea District of Lesotho". The people involved will be two principals, six teachers and four members of the School Advisory Committee (SAC) from the two schools.
In analyzing the data, confidentiality and anonymity will be strictly respected and at no stage of my report will his name be included.
ERMISSION TOCONDUCT RESEARCH IN BEREA DISTRICf PRIMARY SCHOOlS IN LESOTHO
34; Stakeholders' experience of school financial management in the context of Free Primary Education: A case study of two primary schools in the rural areas of Berea District in Lesotho". I kindly request you to allow me to interview you, three educators and two members of the School Advisory Committee During the interviews you are free to respond in the language of your choice and you are not obliged to answer all the research questions.
34; stakeholders' experiences in school financial management in the context of Free Primary Education: A case study of two primary schools in the rural areas of Berea District in Lesotho". During the interviews, you are free to answer in your chosen language and you are not obliged to answer all research questions My research topic is "Stakeholders' Experiences of School Finance in the Context of Free Primary Education: A Case Study of Two Primary Schools in the Rural Areas of Berea District in Lesotho ".
If you are ready to participate, I will arrange with you for further explanations regarding the conduct of the interviews.
