Litshani, N. F.Mashau, T. S.Manwadu, L. R.Makhuvele, Sevha Thomas2017-07-062017-07-062016-05Makhuvele, S.T. 2016. Capacity-building of school governing bodies in area of policy interpretation and implementation. . . http://hdl.handle.net/11602/732http://hdl.handle.net/11602/732MEd (Educational Management)Department of Educational ManagementThe aim of the study was to investigate the capacity-building of School Governing Bodies (SGBs) in the area of policy interpretation and implementation. The research was carried out in schools under Klein Letaba Circuit in the Mopani Education District, in the Limpopo Province. This was a qualitative study where the researcher used purposive sampling to select schools and participants and interviews and document analysis to collect requisite data. In analysing data collected, content analysis was used. On the basis of data analysed and interpreted, the research findings revealed that SGBs do not have the necessary capacity to interpret and implement policies in schools. This is as a result of the inadequate training that they receive during their term of office, high level of illiteracy among them and lack of monitoring and support by the Department of Basic Education (DBE). The study therefore recommends that SGBs be adequately trained in their home languages and encouraged to form cluster committees to share experiences to develop their capacity. The DBE should continuously monitor and support SGBs in the execution of their duties.1 online resource (x, 142 leaves)enUniversity of VendaMEd (Curriculum Studies)School governing bodyUCTDPolicy interpretationPolicy implementationDecentralisationCapacity-building379.15310968259School boards -- South Africa -- LimpopoSchool management and organizationSchool boards -- Law and legislation -- South Africa -- LimpopoEducational law and legislation -- South Africa -- LimpopoDissertationMakhuvele ST. Capacity-building of school governing bodies in area of policy interpretation and implementation. []. , 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/732Makhuvele, S. T. (2016). <i>Capacity-building of school governing bodies in area of policy interpretation and implementation</i>. (). . Retrieved from http://hdl.handle.net/11602/732Makhuvele, Sevha Thomas. <i>"Capacity-building of school governing bodies in area of policy interpretation and implementation."</i> ., , 2016. http://hdl.handle.net/11602/732TY - Dissertation AU - Makhuvele, Sevha Thomas AB - The aim of the study was to investigate the capacity-building of School Governing Bodies (SGBs) in the area of policy interpretation and implementation. The research was carried out in schools under Klein Letaba Circuit in the Mopani Education District, in the Limpopo Province. This was a qualitative study where the researcher used purposive sampling to select schools and participants and interviews and document analysis to collect requisite data. In analysing data collected, content analysis was used. On the basis of data analysed and interpreted, the research findings revealed that SGBs do not have the necessary capacity to interpret and implement policies in schools. This is as a result of the inadequate training that they receive during their term of office, high level of illiteracy among them and lack of monitoring and support by the Department of Basic Education (DBE). The study therefore recommends that SGBs be adequately trained in their home languages and encouraged to form cluster committees to share experiences to develop their capacity. The DBE should continuously monitor and support SGBs in the execution of their duties. DA - 2016-05 DB - ResearchSpace DP - Univen KW - School governing body KW - Policy interpretation KW - Policy implementation KW - Decentralisation KW - Capacity-building LK - https://univendspace.univen.ac.za PY - 2016 T1 - Capacity-building of school governing bodies in area of policy interpretation and implementation TI - Capacity-building of school governing bodies in area of policy interpretation and implementation UR - http://hdl.handle.net/11602/732 ER -