Analysing management and governance issues in the King William's Town education district in the Eastern Cape.

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dc.contributor.authorTomose, Zimisele Raymond
dc.date.accessioned2026-04-10T07:30:24Z
dc.date.available2026-04-10T07:30:24Z
dc.date.issued2014
dc.descriptionMasters Thesis
dc.description.abstractThe need to promote quality service delivery and ensure that schools are managed and governed in a democratic way has led the state in South Africa to enact the South African Schools Act (SASA) 84 of 1996. The SASA (No. 84 of 1996) envisions a participatory, inclusive, transparent, accountable and responsive education system, through creating the enabling structures of School Governing Bodies (SGBs) as vehicles or mechanisms to ensure the realization of these democratic ethos. It is within this vein that the current study sought to investigate the challenges facing the management and governance of schools within the King Williams Town Educational District. Deductive reasoning through the use of quantitative methodology which supported by extensive literature review was employed in conducting the study and the data was elicited through the use of Likert scale questionnaires. The study was anchored upon the decentralization and cooperative governance theories.
dc.identifier.citationTomose,Z.R.Analysing management and governance issues in the King William's Town education district in the Eastern Cape.Alice.University of Fort Hare.
dc.identifier.urihttp://hdl.handle.net/20.500.11837/3991
dc.language.isoen
dc.publisherUniversity of Fort Hare
dc.relation.ispartofseriesN/A
dc.subjectEducation
dc.subjectSchool Management
dc.subjectEducation Planning
dc.titleAnalysing management and governance issues in the King William's Town education district in the Eastern Cape.
dc.typeThesis

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