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The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape
Thesis (MEd)--Stellenbosch University, 2026.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1867613864944730112 |
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| access_status_str | Open Access |
| author | Tamri, Hannah Boshra |
| author2 | Feldman, Jennifer |
| author_browse | Feldman, Jennifer Tamri, Hannah Boshra |
| author_facet | Feldman, Jennifer Tamri, Hannah Boshra |
| author_sort | Tamri, Hannah Boshra |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2026. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/135788 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:42:55.322Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/135788 The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape Tamri, Hannah Boshra Feldman, Jennifer Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Thesis (MEd)--Stellenbosch University, 2026. Tamri, H. B. 2026. The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/4a550c15-ac98-4f43-8aa5-2003636e8366 This research explores the implementation and effect of the public school partnership (PSP) model in two collaboration schools in the Western Cape, South Africa. The PSP is a type of public-private partnership aimed at improving the quality of education in schools in low-resourced communities. This research was guided by the overarching research question: How does the public school partnership model (PSP) play out in two collaboration schools in the Western Cape? This was further explored through three sub resarch questions: • What is the aim of the collaboration school project as a public school partnership (PSP) model in schools in underserved communities? • How do the different structures of the PSP model contribute to developing effective school functioning in the two collaboration schools? • How does the PSP model impact school governance and teaching and learning in two collaboration schools ? The study was framed within the interpretivist paradigm and employed a detailed qualitative case study design. Data were collected through focus group discussions and semi-structured interviews with teachers, a principal, and school operating partners (SOPs) at the two schools: one in a suburban township and the other in a rural agricultural community. I used public-private partnerships (PPP) as a conceptual framework to interpret findings, particularly focusing on the equity/accountability tensions at play in this type of partnership. The findings revealed that the PSP aimed to extend equity through providing resources, professional development, agency, and a governance structure. However, for teachers, the model often consisted of surveillance, exclusion from decision-making, and challenges with discipline. For principals and SOP, sustainability and accountability were at the forefront, framing the PSP as a system reform and not just a classroom intervention. Context played a role in both schools: teachers at the urban school (School A) highlighted surveillance and contested authority, while teachers at the rural school (School B) noted authority, discipline, and dual accountability. The study contributes to debates on public-private partnerships in education by showing how the PSP’s dual logics of equity and accountability play out in different contexts. It argues that for the PSP to achieve its aims, accountability systems must be balanced with tangible classroom support that reinforces teacher authority and protects learning time. The research also provides insights into the policy implications of the PSP, particularly for governance structures, teacher support, and sustainability in South African education. Masters 2026-04-10T09:21:12Z 2026-04-10T09:21:12Z 2026-03 Thesis https://scholar.sun.ac.za/handle/10019.1/135788 en Stellenbosch University 203 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Tamri, Hannah Boshra The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape |
| title | The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape |
| title_full | The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape |
| title_fullStr | The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape |
| title_full_unstemmed | The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape |
| title_short | The Complexities of Collaboration: Exploring the Public School Partnership Model in Two Schools in the Western Cape |
| title_sort | complexities of collaboration exploring the public school partnership model in two schools in the western cape |
| url | https://scholar.sun.ac.za/handle/10019.1/135788 |
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