0.4 Summary, recommendations and conclusion

Chapter five

Summary, recommendations and conclusion

5.1.introduction

In chapter four the data collected was analysed and the findings interpreted. Chapter five will commence with a summary of the previous four chapters, thereafter the findings will be used to form a basis for recommendations which will assist school governing bodies manage their finances efficiently, effectively and economically and assists schools in becoming self-reliant.

Summary

Statement of the problem

This study investigated the management of public schools’ finances. In both the literature and empirical study it was established that that the management of public schools’ finances was the responsibility of both the school governing body (which had to carry out its statutory obligations) and the principal (as an ex-officio member of the school governing body).

5.2.2.literature review

Literature relevant to the financial management role of both the school governing body and the principal was reviewed. In order for the key stakeholders to carry out their statutory and fiduciary obligations they would have to display differing degrees of competence in the following areas of focus:

• policy formulation and the development of procedures and practices to control finances (cf 2.3)
• moving the school from self-management towards self-reliance (cf 2.4)
• taking ownership of the school via innovative methods of supplementary funding (cf 2.5)
• taking responsibility for the annual budget and allied tasks (cf 2.6)
• taking cognisance of the differences between professional management and governance (cf 2.7)
• the capacity of the principal and school governing body to manage the school’s finances (cf 2.8)
• the management of current and non-current assets (cf 2.9)
• accounting for the management of the school’s finances (cf 2.10)

All of the above areas of focus must not be viewed in isolation as each area of focus is interconnected and possibly sequential in order for the stakeholders to accomplish their objectives.

The research design and methodology

The study made use of a qualitative research design – the approach was constructivist since reality is socially constructed [Mertens (2005; 12)] and constructivist research tends to rely on the participants views of the situation being studied [Cresswell (2003; 8)].

The views of principals, parents and educators were explored via focus group interviews. Patton (1989; 107) explains that the interview provides a platform for respondents to express their own understandings in their own terms. The interviews were conducted in nine schools in the Pinetown Education District representing both Section 21 and Non-Section 21 schools, Primary and Secondary schools, male and female respondents and all four ethnic groups (cf 3.3).

Analysis of results and research findings

From the empirical study and literature review the following themes emerged rather that the themes being imposed on the data prior to the data collection [McMillan and Schumacher (2001; 461)]:

• the Head of Department to invoke his discretionary powers to allocate Section 21 functions to deserving schools based on the capacity of the school governing body (cf 4.3.1)
• non-existent or ineffective school finance policy (cf 4.3.2)
• ineffective financial controls (cf 2.3 and 3.4.3)
• inadequate school funding (cf 2.5 and 3.4.4)
• the role of the principal and school governing body (cf 2.7 and 3.4.5)
• stakeholder involvement (cf 3.4.6)
• training of the school governing body (cf 2.8 and 3.4.7)
• the role of the Department of Education (cf 3.4.8)