Perspectives of school governing bodies on best practices in desegregated schools: preliminary findings

Abstract

This paper presents the perspectives of school governing bodies on best practices in desegregated schools. The paper is drawn from a study in 9 schools that have engaged in the process of desegregation since the policy was instated in 1995. The paper departs from the point that school governing bodies, as centres of power in schools, play a pivotal role in shaping the direction of school both in policy formulation and the governance of schools. Key preliminary findings presented in this paper shows that albeit that SGBs perceptions on best practices relates to common commendable practices in schools, desegregated schools present invaluable opportunities in preparing learners for their future lives in a democratic South Africa.