20211109_roleofsgbs_wp_pakadechilengabutao-1-3b865389f311d639.pdf

This research paper examines the role of School Governing Bodies (SGBs) in underperforming schools in KwaZulu Natal, South Africa. It finds that while the South African Schools Act (SASA) decentralizes governance to empower communities, in practice, SGBs in poor areas are often ineffective due to low parental capacity, sporadic district training, and a heavy reliance on school principals. This results in 'principal-dominated' governance where SGBs act as rubber stamps for decisions rather than strategic partners in improving academic performance. The paper also highlights tensions in teacher appointments, including the influence of localism ('son of the soil') and political affiliations.

• The decentralisation of education governance to SGBs is ineffective in underperforming schools, where SGBs often fail to function as intended and instead increase the governance burden on principals.
• There is a significant disparity between 'Section 20' and 'Section 21' schools; Section 20 schools are typically historically disadvantaged and have limited governance powers, while Section 21 schools possess greater autonomy and financial power.
• Many SGBs in underperforming schools are 'principal-dominated,' functioning as crisis committees that merely endorse decisions already made by the principal rather than engaging in collective decision-making.
• Parental participation in SGBs is hindered by low education levels, poverty, and unemployment, as well as a lack of information and poor timing regarding SGB elections.
• District support and training for SGBs are described as sporadic and reactive, often focusing on financial management or legal compliance rather than strategic long-term school improvement.
• Teacher appointments are a major point of contention, with some SGBs influenced by 'son of the soil' practices (hiring from the local community) or party politics, while others face illegal placements of educators by the department without SGB recommendation.
• While SGBs have the opportunity to influence academic performance through School Improvement Plans (SIPs), these are often treated as mere compliance exercises led by principals with little actual SGB input.
• SGB members in low-income communities may experience resentment due to the volunteer nature of the role, as membership can hinder their access to other income-generating opportunities.

APA

-1, Pakade, N., & Chilenga-Butao, T. (2021). 20211109_roleofsgbs_wp_pakadechilengabutao-1-3b865389f311d639.pdf. Public Affairs Research Institute. https://pari.org.za/wp-content/uploads/2021/11/20211109_RoleofSGBs_WP_PakadeChilengaButao-1.pdf

Chicago

-1, Noma Pakade, and Thokozani Chilenga-Butao. 20211109_roleofsgbs_wp_pakadechilengabutao-1-3b865389f311d639.pdf. Public Affairs Research Institute, 2021. https://pari.org.za/wp-content/uploads/2021/11/20211109_RoleofSGBs_WP_PakadeChilengaButao-1.pdf.

Wikipedia

{{cite report |last1=-1 |last2=Pakade |first2=Noma |last3=Chilenga-Butao |first3=Thokozani |title=20211109_roleofsgbs_wp_pakadechilengabutao-1-3b865389f311d639.pdf |publisher=Public Affairs Research Institute |date=October 2021 |url=https://pari.org.za/wp-content/uploads/2021/11/20211109_RoleofSGBs_WP_PakadeChilengaButao-1.pdf |access-date=17 August 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{1202120211109roleofsgbswppakadechilengabutao13b865389f311d639pdf, author = {-1 and Pakade, Noma and Chilenga-Butao, Thokozani}, title = {{20211109\_roleofsgbs\_wp\_pakadechilengabutao-1-3b865389f311d639.pdf}}, institution = {Public Affairs Research Institute}, year = {2021}, month = oct, url = {https://pari.org.za/wp-content/uploads/2021/11/20211109_RoleofSGBs_WP_PakadeChilengaButao-1.pdf}, urldate = {2026-08-17}, note = {Indexed by Climate Insights Directory} }