The relevance of the school governance body to the effective decolonisation of education in South Africa

Decolonisation of education is understood in this paper as a means of formalising indigenous culture and knowledge within the formal school system. The focus of this paper is to see how the School Governance Body (SGB) can bring about decolonised education for sustainable development. The African societal culture and traditions seem to be misunderstood and side-lined today because of the privilege enjoyed by western values in formal education used to develop African children. The involvement of people at the grass roots who are still endowed with vast knowledge on this cultural heritage should be considered as an option. The South African school system gave room for community participation in the administration and management of schools under the system of School Governing Bodies (SGBs). These bodies have the potential of being a good source of indigenous knowledge and culture to the school system that will make the education more relevant and functional; hence, leading to sustainable development, if it is properly planned and tapped into. For this to happen, there is the need to examine the relevance of the body through close analysis of its composition and strength to assist in the decolonisation of education. This study adopted an ethnography approach of qualitative research. Three rural-based Eastern Cape communities were used where 18 parents participated in the study. Data were gathered through key informant interviews (KII) and focus group discussions (FGD). One of the results is that traditional leaders are part of the SGB, which makes it a good source of indigenous knowledge and traditions. It was recommended that the composition of the members of SGBs should statutorily include a recognised knowledgeable individual (RKI) in the community to make the body a good source of indigenous knowledge

African Parents as Partners in School Governance in South Africa?

Partnership in education is a global phenomenon, which is relatively new in the South African context. This is especially so in African communities, which pre-1994 did not have legitimate representation in education issues. This paper problematizes the phenomenon of school- parent partnership. The paper acknowledges that parental representation in the selected schools is in line with the prescriptions of South African Schools Act (SASA) 84 of 1996. This inclusion only refers to their numerical representation. When it comes to participation, however the parents seem to have positioned themselves as outsiders, as have educators. As a result, parents mostly rely on and rubber stamp whatever the educators have already decided. This study used the qualitative research approach through structured and semi structured interviews and documentary analysis to investigate how the partnership between parent SGB members and educators unfolds in school governance. From the findings it emerged that parent SGB members were mere pseudo partners in matters of policy development and implementation in the selected schools. As the government has enacted some progressive pieces of legislation such as SASA, this paper is calling for communities, especially Black African one to regroup and reclaim their place in education as they did, when they reclaimed their political freedom from the minority white regime pre- 1994. DOI: 10.5901/mjss.2014.v5n16p42

The use of technology to enable school governors to participate remotely in meetings: A solution to skilled governor shortages in schools?

Governor recruitment is increasingly difficult, with schools in remote locations struggling to recruit skilled governors. This paper evaluates Lloyds Banking Group’s (LBG) ‘e-governor’ concept – volunteer LBG employees who attend governing board meetings remotely. Interview data collected from five e-governors as well as key school stakeholders is analysed and showed that schools often value e-governor contributions more than the e-governors did themselves. This was due to the difficulties of building relationships with their schools with technology and outdated governing body practices exacerbating this problem. We conclude by recommending a model of ‘flexi-governance’ as a potential solution to skilled governor recruitment shortages

A longitudinal comparison of emotional, behavioral and attention problems in autistic and typically developing children

Background Mental health problems are elevated in autistic individuals but there is limited evidence on the developmental course of problems across childhood. We compare the level and growth of anxious-depressed, behavioral and attention problems in an autistic and typically developing (TD) cohort. Methods Latent growth curve models were applied to repeated parent-report Child Behavior Checklist data from age 2–10 years in an inception cohort of autistic children (Pathways, N = 397; 84% boys) and a general population TD cohort (Wirral Child Health and Development Study; WCHADS; N = 884, 49% boys). Percentile plots were generated to quantify the differences between autistic and TD children. Results Autistic children showed elevated levels of mental health problems, but this was substantially reduced by accounting for IQ and sex differences between the autistic and TD samples. There was small differences in growth patterns; anxious-depressed problems were particularly elevated at preschool and attention problems at late childhood. Higher family income predicted lower base-level on all three dimensions, but steeper increase of anxious-depressed problems. Higher IQ predicted lower level of attention problems and faster decline over childhood. Female sex predicted higher level of anxious-depressed and faster decline in behavioral problems. Social-affect autism symptom severity predicted elevated level of attention problems. Autistic girls' problems were particularly elevated relative to their same-sex non-autistic peers. Conclusions Autistic children, and especially girls, show elevated mental health problems compared to TD children and there are some differences in predictors. Assessment of mental health should be integrated into clinical practice for autistic children

Social factors influencing child health in Ghana

Objectives Social factors have profound effects on health. Children are especially vulnerable to social influences, particularly in their early years. Adverse social exposures in childhood can lead to chronic disorders later in life. Here, we sought to identify and evaluate the impact of social factors on child health in Ghana. As Ghana is unlikely to achieve the Millennium Development Goals’ target of reducing child mortality by two-thirds between 1990 and 2015, we deemed it necessary to identify social determinants that might have contributed to the non-realisation of this goal. Methods ScienceDirect, PubMed, MEDLINE via EBSCO and Google Scholar were searched for published articles reporting on the influence of social factors on child health in Ghana. After screening the 98 articles identified, 34 of them that met our inclusion criteria were selected for qualitative review. Results Major social factors influencing child health in the country include maternal education, rural-urban disparities (place of residence), family income (wealth/poverty) and high dependency (multiparousity). These factors are associated with child mortality, nutritional status of children, completion of immunisation programmes, health-seeking behaviour and hygiene practices. Conclusions Several social factors influence child health outcomes in Ghana. Developing more effective responses to these social determinants would require sustainable efforts from all stakeholders including the Government, healthcare providers and families. We recommend the development of interventions that would support families through direct social support initiatives aimed at alleviating poverty and inequality, and indirect approaches targeted at eliminating the dependence of poor health outcomes on social factors. Importantly, the expansion of quality free education interventions to improve would-be-mother’s health knowledge is emphasised

Evaluating Sex and Age Differences in ADI-R and ADOS Scores in a Large European Multi-site Sample of Individuals with Autism Spectrum Disorder

Research on sex-related differences in Autism Spectrum Disorder (ASD) has been impeded by small samples. We pooled 28 datasets from 18 sites across nine European countries to examine sex differences in the ASD phenotype on the ADI-R (376 females, 1763 males) and ADOS (233 females, 1187 males). On the ADI-R, early childhood restricted and repetitive behaviours were lower in females than males, alongside comparable levels of social interaction and communication difficulties in females and males. Current ADI-R and ADOS scores showed no sex differences for ASD severity. There were lower socio-communicative symptoms in older compared to younger individuals. This large European ASD sample adds to the literature on sex and age variations of ASD symptomatology

Intraperitoneal drain placement and outcomes after elective colorectal surgery: international matched, prospective, cohort study

Despite current guidelines, intraperitoneal drain placement after elective colorectal surgery remains widespread. Drains were not associated with earlier detection of intraperitoneal collections, but were associated with prolonged hospital stay and increased risk of surgical-site infections.Background Many surgeons routinely place intraperitoneal drains after elective colorectal surgery. However, enhanced recovery after surgery guidelines recommend against their routine use owing to a lack of clear clinical benefit. This study aimed to describe international variation in intraperitoneal drain placement and the safety of this practice. Methods COMPASS (COMPlicAted intra-abdominal collectionS after colorectal Surgery) was a prospective, international, cohort study which enrolled consecutive adults undergoing elective colorectal surgery (February to March 2020). The primary outcome was the rate of intraperitoneal drain placement. Secondary outcomes included: rate and time to diagnosis of postoperative intraperitoneal collections; rate of surgical site infections (SSIs); time to discharge; and 30-day major postoperative complications (Clavien-Dindo grade at least III). After propensity score matching, multivariable logistic regression and Cox proportional hazards regression were used to estimate the independent association of the secondary outcomes with drain placement. Results Overall, 1805 patients from 22 countries were included (798 women, 44.2 per cent; median age 67.0 years). The drain insertion rate was 51.9 per cent (937 patients). After matching, drains were not associated with reduced rates (odds ratio (OR) 1.33, 95 per cent c.i. 0.79 to 2.23; P = 0.287) or earlier detection (hazard ratio (HR) 0.87, 0.33 to 2.31; P = 0.780) of collections. Although not associated with worse major postoperative complications (OR 1.09, 0.68 to 1.75; P = 0.709), drains were associated with delayed hospital discharge (HR 0.58, 0.52 to 0.66; P < 0.001) and an increased risk of SSIs (OR 2.47, 1.50 to 4.05; P < 0.001). Conclusion Intraperitoneal drain placement after elective colorectal surgery is not associated with earlier detection of postoperative collections, but prolongs hospital stay and increases SSI risk

Negotiated identities: dynamics in parents\' participation in school governance in rural Eastern Cape schools and implication for school leadership

School governance is a feature of school leadership in schools in South Africa. Currently, there is a dearth of research examining the dynamics in, and how parents navigate their way through, the process of school governance. Using a qualitative approach, we investigated these dynamics. The sample was parents in rural communities in secondary schools in the Eastern Cape. The parents responded to questions in semi-structured phenomenological interviews. Multiple factors linked to gender politics and African traditions shaped how parents participated in school governance. School governance practices were imbued with a tension between values inherent in African traditions/ customs and values of modern school policies/legislations. While outlining the implications for school leadership, we argue that conflict and tension in school governance is likely to continue unless leadership practices and policy provisions reflect more of people's customs/traditions. South African Journal of Education Vol. 28 (3) 2008: pp. 431-45