Abstract:
The aim of this study was to investigate the merger of schools’ programmes in the
Department of Basic Education (DBE) in Vhembe District for the academic years 2010 to
2016. When small schools are not merged, it is difficult for the Department of Basic
Education to adequately allocate resources for effective and efficient teaching and
learning. The study adopted Eisner’s Connoisseur Model of Enquiry as its theoretical
framework. Besides the theoretical framework, the study also adopted a legal framework:
SASA, Act No. 84 of 1996. This study was conceptualised within the interpretive
paradigm, subsumed under a qualitative research design. Data was collected through
interviews and document analysis. The population of the study was eighty-five (85)
schools identified for merger in the Vhembe District. Purposive sampling was used to
select nine (09) principals from the merging schools, three (03) Deputy Manager
Governance officials from the identified circuits and one (01) district governance official
in Vhembe District. Hence the sample of the study was thirteen (13) participants. Data
was analysed thematically. The study revealed that most schools identified for merger
were merged prematurely; that is, schools were merged before the provision of relevant
infrastructure and resources in the merging centres and this caused the communities to
reject mergers. The study recommends that proper consultation with relevant local
structures like traditional leaders in particular is crucial to ensure that the merging of
schools is implemented with minimal challenges. Correct interpretation, implementation
of policies and effective monitoring of programmes should be ensured to advocate for
school merging.
