Normativa Para Puentes con Aisladores y Disipadores Generalidades del Eurocódigo 8-

The interviewees responded as follows: P1 commented that:

“The SGBs were promised by the MEC that they would receive detailed training as well as finance training DVDs, but this never happened. The department is quick to tell a school what they are not doing, as opposed to how, in individual training.”

P2 indicated that:

“Regarding programmes aimed in developing SGBs and principals, it’s a yes or no. The staff had training due to life-long learning, but when it comes to parents, they are promised training by the MEC, which never takes place. In the past seven years, there have been two superficial finance workshops which have left the parents confused and unprepared.”

P3 noted that:

“We still need further development on financial management. Currently, we do not have any programmes in place which are aimed at training and developing principals and their SGBs

91

but we do get invitations from independent service providers but we cannot afford it because it is expensive.”

P4 made the following remark:

“The department should conduct follow-up training programmes as we just have an introductory seminar when the new office-bearers commence. I feel the Education Department needs to do training at each school, on an individual basis. One shoe does not fit all. Each school is unique, so training should be implemented on needs.”

From these responses, it is evident that the interviewees are extremely concerned about inadequate training for SGB members on financial management. It is worth noting that the interviewees highlighted the issue of individual training and that training itself should be implemented according to needs as each school is unique. Analysis of responses from SGB members of selected schools reflected that they have also received inadequate training. To further illustrate this concern, SGBM1 responded:

“We really need intensive training; we have serious problems on roles and responsibilities. Some members think they are more important than others.”

SGBM2 remarked:

“The training we receive is not enough to provide us with skills needed for financial management. The people presenting these workshops seem to lack enough knowledge on what they are talking about. We need more training and we need them to attend to our problems.”

SGBM3 indicated that:

“We still need training in managing the school finances; maybe the department should use people with expertise because when people ask questions in the workshops, they sometimes fail to answer and principals from other schools will help answer”.

SGBM4 commented:

“The programmes aimed at developing SGBs are not in place. We lack enough knowledge on finances. The principal ends up making most decisions for us. We need continuous training which will help members co-opted.”

92

FCM1 commented that:

“Training of members is really required; we were given files in the training but parents do not have time to read the documents and the Schools Act, they need something practical.”

Data showed that interviewees lack financial training and that have a negative impact in terms of helping SGBs to fulfil their financial duties. Participants accentuated the need for financial training and further development on financial management. SASA (South Africa, 1996b) stipulates that it is the responsibility of the Department of Education to provide training to SGBs on all matters, including financial matters of the school.

Clarke (2007: 278) indicates that the management of the school’s finances can be one of the most challenging of a principal’s responsibilities, because for many, it is an area in which they have little or no training or expertise. It is also likely that the elected members of the governing body may be equally ill-equipped for the task. Furthermore, Van Wyk (2001: 24) notes that it is clear that the competence of the SGB is directly related to the amount of training they receive. The indication here is that the interviewees are not sufficiently trained for the execution of their financial duties. The interviewees divulged that there is a lack of financial knowledge of individuals entrusted with funds in respective schools due to inadequate training and this affects effective management of financial resources.

Section 19 (1a and b) of the SASA states that the Provincial Department of Education must provide introductory training for newly-elected SGBs and also provide continuous training for effective performance and to prepare SGBs to assume additional functions. It is clearly apparent that the training provided by the department is not sufficient to equip members with relevant skills for managing school finances.

Sub-theme 2: Overlapping responsibilities of individuals entrusted with school finances

Overlapping responsibilities by individuals entrusted with school finances were also a great concern in selected schools. FCM1 voiced his apprehension in this manner:

“In all the previous years, we had a non-functional finance committee. It was just window dressing for the department’s monitoring purposes. The previous finance officer used to run the show. Approved purchases, took decisions on financial matters of the school, over-ruling everyone even the principal. We started functioning when the new SGB was democratically elected. We were on the ball, assisting the SGB in managing school finances but it was hardly

93

a year and then everything was in shambles due to the SGB’s racial differences. Some members of the SGB stepped down and by-elections were held. Now the newly elected SGB run the show, they get involved in the management of the school, confusing school governance and school management. The chairperson is more into finances and even wants to take over the professional leadership of the principal.”

P1 commented that:

“The finance committee is a sub-committee of the SGB but it is now creating confusion as it does not seem to know its roles and interferes in all financial matters including questioning the SGB’s decisions.”

Clarke (2007:280) warns about the effect of overlapping responsibilities, stating that the first and most important aspect of managing school finances is to be quite clear about who is responsible for what. He advised that overlapping responsibilities need to be minimised, because the areas of overlap are also likely to be areas of conflict or of “passing the buck”, with no one taking responsibility. The lines of authority need to be clearly drawn, so it is quite clear to everyone who is responsible when problems arise.

Section 15 and 16 of the SA SA clearly define the status and responsibilities of the SGB and principal (cf Chapter 2, 2.7.2). Roles and responsibilities of the SGB need to be addressed timeously to minimise conflict and the issue of overlap.

Documents reflecting the SGB’s execution of duties were analysed. In School A, after perusing the SGB minutes file and the register of members since their term of office in 2012, it was revealed that members have been changed constantly and there is a lack of continuity. Members have resigned due to unforeseen circumstances. Meetings adjourned in the early hours of the morning. A lack of collaboration and a failure to reach collective decisions were evident, as minutes were poorly formulated and members’ words quoted unprofessionally, revealing so much conflict. In School C, minutes were also poorly formulated and the rate of absenteeism seemed to be high, resulting in postponement of meetings as decisions could not be taken. School B and D’s minutes were professionally written, demonstrating good organisational skills although when perusing School’s D minutes, the principal seemed to dominate in most decision-making, and decisions taken by the principal were not challenged. Section 19 (1a and b) of the SASA (1996) stipulates that the Head of Department must establish a programme to provide introductory training of newly elected governing bodies to

94

enable them to perform their functions. The department should further provide continuing training to the governing bodies to promote the effective performance of their functions. However, it was evident that SGBs faced challenges in executing their roles, particularly the most crucial one which is management of school finances. Karlsson (2002: 332) indicates that principals continue to play a dominant role in meetings and decision-making.

4.5 TO INVESTIGATE THE FUNCTIONALITY OF THE FINANCE COMMITTEE