The aim of this study was to evaluate the criteria used by the Department of Basic Education for allocating subsidy technical secondary schools. To achieve this aim, the study sought information on government subsidy, legislation, distribution of funds to schools and school funding norms in South Africa. The qualitative ethnographic approach was used, and five technical secondary schools in the Lejweleputswa education district, Free State province, were visited to gathered data related to the aims and objectives of this study. To ensure that the sample accurately reflected the population from which it was drawn, the following participants were purposefully selected from each of the five technical secondary: School Management and Governance Developer (SMGD); principal; chairperson of the School Governing Body; one Head of Department and two educators. The study had thirty participants. Data were collected through an open-ended questionnaire, semi-structured interviews, and document analysis. Each participant was interviewed and completed the questionnaire. Analysis and interpretation of data collected affirmed that criteria used for allocating government subsidy to schools were the same for all schools and was based on the poverty level of the community in the vicinity of the school and on the size of the school in terms of number of learners. Results further revealed that criteria for allocating government subsidy to technical secondary schools needed to be revisited as subsidy received could not sustain these schools to realize their intended education objectives.

Authors:
Constance Mphojane, Central University of Technology, South Africa

About the Presenter(s)
Dr Mphojane is currently working at Central University of Technology, Free State as the Department Manager, Lecturer and Coordinator of School Based Learning/Teaching Practice.

See this presentation on the full schedule – Sunday Schedule

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