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All Journal International Journal of Environmental, Sustainability, and Social Science International Journal of Humanities Education and Social Sciences Edukasiana: Jurnal Inovasi Pendidikan
Mavuso, Mzuyanda Percival
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategies used by Rural Secondary School Governing Bodies to Enhance the Quality of Education Tomose, Zimisele Raymond; Mavuso, Mzuyanda Percival; Olawumi, Kayode Babatunde
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i1.969

Abstract

This study explored the strategies employed by School Governing Bodies (SGBs) to enhance the quality of education in three selected secondary schools in the Eastern Cape Province, South Africa. Despite some improvement in Grade 12 results within the province, a downward trend was observed until 2016, raising concerns given that SGBs are legally mandated to improve educational quality. This qualitative research employed semi-structured interviews to gather data from twenty-two participants, including eighteen SGB members, two school principals, and two Education Development Officers (EDOs). The study applied Governance Theory as a framework to investigate the strategies used by SGBs to promote educational quality in their schools. The findings revealed that while SGB members were often inadequately trained for their governance roles, some employed strategies such as goal-sharing, fostering a common purpose, and engaging the community to improve education. However, the study also highlighted divergent views, with some participants questioning whether SGBs had any concrete strategies to enhance educational quality. Based on these findings, the study recommends the development of clear guidelines to assist SGBs in formulating effective strategies to improve the quality of education in schools. This paper will contribute to the body of existing knowledge, practice, and policy development to enhance the performance of the SGB to enhance the quality of education in South Africa.
Inhibitors for the provision of quality education in the selected rural secondary schools from school governance perspective Mavuso, Mzuyanda Percival; Tomose, Zimisele Raymond; Olawumi, Kayode Babatunde
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 4 No 3 (2024): IJHESS DECEMBER 2024
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v4i3.1294

Abstract

Over the years, South Africa has experienced a downward trend in the quality of education at the inception of democracy. Statistics from the Department of Basic Education on the matric results from 2014 to 2016 indicate a downward trend in learners' academic performance from the Eastern Cape Province. This is even though SGB is amongst the major stakeholders tasked to promote the quality of education in schools. This paper, therefore, explored the inhibitors to the quality of education in three rural secondary schools in Buffalo City Metro Education District from a point of school governance perspective. Since this study was premised on a qualitative approach, semi-structured interviews were used to collect data from participants. Twenty-two participants were drawn from eighteen SGB members, two secondary school principals, and two Education Development Officers. This paper used the school effectiveness framework as a lens to explain the inhibitors to the quality of education in the selected rural secondary schools from a school governance perspective. Findings reveal a lack of capacitation of SGB by school leadership and the Department of Basic Education (DBE), divergent views about the role of school leadership in ensuring effective school governance, and how SGB is involved in financial matters Therefore, this paper recommends that the DBE organize extensive training programmes to capacitate school leaders and SGB members on school governance issue, provide supervisory roles in the management of school funding regularly in line with the provision of the SASA 1996
Integration of Environmental Ethics Education in the Classroom: A of Related Literature OLAWUMI, Kayode; MAVUSO, Mzuyanda Percival
International Journal of Environmental, Sustainability, and Social Science Vol. 4 No. 4 (2023): International Journal of Environmental, Sustainability, and Social Science (Jul
Publisher : PT Keberlanjutan Strategis Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v4i4.741

Abstract

Due to the catastrophic impact of global warming and various environmental challenges, ecological issues are a topic of discussion in every country in the globe. Researchers believed that solutions to environmental problems lie in the integration of environmental ethics education in schools to create awareness of moral values and attitudes of humans toward the environment. However, there seem to be inadequate efforts to integrate environmental ethics education into the school curriculum. This study, therefore, argues for the examined literature to find out how school teachers integrate environmental ethics education in lessons. The study adopted the qualitative systematic literature review method, and twenty-six peer-review articles were selected from the EBSCO, Scopus, and Google Scholar databases. The twenty-six selected peer-review articles were analyzed to determine the level of integration of environmental ethics education in South African classrooms. The study revealed that the internalization of environmental ethics education as a moral foundation may make humans aware of their interaction with the environment. According to literature, awareness of improved environmental ethics education assist human to behave and act ethically towards nature thereby contributing to the reduction in environmental damage and improving environmental conservation and management. The study, therefore, suggests the organization of environmental ethical awareness in-service training programs by the Department of Basic Education for teachers which will expose them and their learners to environmental ethics, disciplined behavior, and positive attitude towards their environment.  
Co-Authors OLAWUMI, Kayode Olawumi, Kayode Babatunde Tomose, Zimisele Raymond