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A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996
Bibliography: leaves 87-93.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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School of Education
2014
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| _version_ | 1867613259615436800 |
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| access_status_str | Open Access |
| author | Du Toit, Asa |
| author2 | Soudien, Crain |
| author_browse | Du Toit, Asa Soudien, Crain |
| author_facet | Soudien, Crain Du Toit, Asa |
| author_sort | Du Toit, Asa |
| collection | Thesis |
| description | Bibliography: leaves 87-93. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/10413 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:17.409Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/10413 A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996 Du Toit, Asa Soudien, Crain Educational Administration, Planning and Social Policy Bibliography: leaves 87-93. The South African Schools Act (SASA), 1996 (Act No. 84 of 1996) seeks parents educators, learners and the broader community to become more actively involved in the school as an organisation in two ways: 1.) by serving on the school governing body (SGB); and, 2.) by providing the SGB with support through participation in the everyday activities of the school. The focus of this study is an examination of the extent to which the SASA (1996) has bee realized in two schools in the Athlone area, with particular respect to parental participation. This is done through an analysis of the two schools studied, using Ball (1994) as its main text. The form of comparison used in this study is essentially that of comparing the performance of the two schools across common activities relating to parental participation in school governance. The theoretical framework provided by Ball (1994) argues that there is non-linearity in the process of policy-making and that the three contexts of policy-making are the context of influence; the context of policy text production; and, the context of practice. This study centers around the latter as it researchers policy implementation, the practice of policy and the micro-politics involved in its recontextualization. 2014-12-28T15:02:19Z 2014-12-28T15:02:19Z 2001 Master Thesis Masters MEd http://hdl.handle.net/11427/10413 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Educational Administration, Planning and Social Policy Du Toit, Asa A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996 |
| thesis_degree_str | Master's |
| title | A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996 |
| title_full | A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996 |
| title_fullStr | A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996 |
| title_full_unstemmed | A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996 |
| title_short | A comparative analysis of parental participation in schools with regard to the South African Schools Act of 1996 |
| title_sort | comparative analysis of parental participation in schools with regard to the south african schools act of 1996 |
| topic | Educational Administration, Planning and Social Policy |
| url | http://hdl.handle.net/11427/10413 |
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