NATIONAL ASSEMBLY
FOR WRITTEN REPLY
QUESTION 44
DATE OF PUBLICATION OF INTERNAL QUESTION PAPER: 14/02/2013
(INTERNAL QUESTION PAPER: 1/2013)
44. Mrs A T Lovemore (DA) to ask the Minister of Basic Education:
(1) What criteria are used to assess the efficacy of school
governing bodies (SGBs);
(2) whether a scoring system exists; if not, on what basis are SGBs
determined to be dysfunctional; if so, what are the relevant
details;
(3) what are the details of the support offered to SGBs identified
as dysfunctional;
(4) whether the responsibilities of SGBs considered dysfunctional
are assumed by an appropriate structure until such SGBs achieve
functionality; if not, why not; if so, what are the relevant
details? NW46E
RESPONSES:
(1) What criteria are used to assess the efficacy of school governing
bodies (SGBs)?
The criteria to assess SGB functionality is contained in the Whole
School Evaluation (WSE) Tool. Section 3 of the tool evaluates
school governance matters. The criteria evaluate the establishment
and effectiveness of the SGB, provision of clear direction by the
SGB, performance of SGB functions within its legal and financial
mandate and the functions relating to the employ of staff employed
by the SGB.
(2) Whether a scoring system exists; if not, on what basis are SGBs
determined to be dysfunctional; if so, what are the relevant
details?
The WSE tool uses the rating scale rather than scores. The scale
has five levels namely, needs urgent support, needs improvement,
acceptable, good and outstanding. The scale can easily be
converted into scores from 1 to 5 (A five-point Likert scale).
(3) What are the details of the support offered to SGBs identified as
dysfunctional?
All SGBs receive generic training at first and thereafter focused
training in terms of specific needs as identified through the
monitoring and evaluation process by Circuit Managers or Whole
School Evaluation officials. A dysfunctional SGB receives targeted
support according to its identified area/s of weakness.
The Department has supplied all Circuit Managers and principals
with Capacity Building Programmes for School Governing Bodies
Guidelines to assist them with knowledge and skills to support
SGBs better.
(4) Whether the responsibilities of SGBs considered dysfunctional are
assumed by an appropriate structure until such SGBs achieve
functionality; if not, why not; if so, what are the relevant
details?
Section 25 of the South African Schools Act provides for the
provincial Head of Department, if the SGB fails to perform one or
more of functions allocated to it, to appoint sufficient persons
to perform such functions on behalf of the SGB for a period of
time until a new SGB is elected or has been capacitated to can
assume its responsibilities.