文档介绍：International Journal of Special Education
2003, Vol 18, .
IN QUEST OF A SPECIAL EDUCATION PROGRAMME FOR
DEMOCRATIC SCHOOL GOVERNANCE IN SOUTH AFRICA
Faried Adams
and
Yusef Waghid
University of Stellenbosch
Since the promulgation of the South African Schools Act of 1996 the national Department of Education assumed that democratic school governance would transform schools into sites of munity involvement. Crucial decision-making responsibilities have devolved from central government to self-governing munities, incorporated into School Governing Bodies (SGBs). Unfortunately this has not been the case thus far. This article explores current practices of SGBs in selected schools in the Grassy Park area of the Western Cape. It seeks to demonstrate that most school governors from amongst parents lack critical, linguistic and managerial skills to essfully implement idealistic policies as espoused in the Act, thus enhancing the need for a special education programme which could augment the knowledge and skills levels of these governors.
The South African Schools Act (Act No. 84 of 1996) aims to advance the democratic transformation of society (Act 1996: 2). The Act makes provision for democratically munity-based school governing bodies (SGBs). School governance was in most cases a new terrain for the overwhelming majority of South munities. For the elected school govern