THE STRUCTURE AND FUNCTIONS OF A PREFECT SYSTEM IN PRIMARY SCHOOLS PREDOMINANTLY ATTENDED BY BLACK LEARNERS G.P. BOWENI B.A., B.Ed. DISSERTATION SUBMITTED IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MAGISTER EDUCATIONIS IN EDUCATION MANAGEMENT AT NORTH-WEST UNIVERSITY (Potchefstroom Campus). Supervisor: Prof. P.C. van der Westhuizen Assistant supervisor: Prof M J Mosoge Potchefstroom ACKNOWLEDGEMENTS My heartfelt gratitude is expressed towards the following individuals who made it possible for this work to be a success: My supervisor Prof. P.C. van der Westhuizen, who was my mentor and encouraged me when I was about to give up. My assistant supervisor, Prof. M.J Mosoge, whose advice and continued faith in my abilities were a source of motivation. The staff of Ferdinand Postma Library for their friendly service and procurement of literature sources. A special thanks to Ms M. Wiggill for her patience and guidance in finding relevant sources for me. The Statistical Consultation Service of the University, Potchefstroom campus, especially Mrs Bruytenbach for interpreting data, and Dr. Suria Ellis, for evaluating it as well as her guidance. To Dr. Amanda van der Merwe, for the linguistic editing of the manuscript. To Prof.Lessing, for his assistance in preparing the bibliopgraphy. All school managers who, amidst their tight schedule, willingly and faithfully responded to the questionnaire. The Department of Education, through the District Manager, Mr J.C. Motaung, for permitting me to conduct the research in schools. Lastly, my humble thanks to God Almighty who gave me the wisdom to fulfill this mission. To Him I say " THE LORD IS MY SHEPERED, I SHALL NOT WANT" (Psalm: 23). DEDICATION To my parents, the late Boy John Donald Boweni and my dear mother Brunhilde Montsoane Boweni, who gave me the necessary courage to hold on to Jesus and who taught me that even when I find myself walking through the valley of the shadow of death, I should fear no one but put my trust in Him (Psalm. 23:4). To my lovely wife, Dimakatso Sheila who assisted me by typing tables and some of the typing work; and to my handsome boys Khensani, Ntsako and Refumo, to whom this work should serve as an inspiration to follow in my footsteps. I wish to thank them for giving me the opportunity to concentrate on my work while I left them alone at times when they needed me. To all my brothers and sisters, who continuously prayed for me and knew that one day the youngest of them all would achieve this academic qualification. To God almighty, who endlessly gave me the wisdom and the courage to complete this degree. I say from the bottom of my heart " LET HIS NAME BE PRAISED. The purpose of this research was to investigate the structure and function of a prefect system in primary schools predominantly attended by black learners. It is the wish of learners to partake fully in school governance to bring about desirable changes within the education system. The riots that broke out in 1976, proved beyond doubt that learners no longer wished to be onlookers in the system, but to actively take part in stabilising it for their own future. In the past, learners who served in the prefect council were randomly chosen and elected by the principal and the staff. This was done in isolation of the learners in the school. Favouritism and popularity were the main features for a learner to be elected. At any given moment during the course of the year, a member of the council who did not perform according to the principles as set out by staff members, was sacked and replaced by anybody who they felt would do a better job. The democratic government that was voted for in 1996 brought about drastic changes within the education system. Unlike in the past, where learners were omitted as part of education stakeholders, the present government gives due consideration to learners' inputs and ideas. Legislative Acts such as the South African Schools Act (Act No. 84 of 1996) were passed to accommodate the needs and aspirations of learners. In terms of section 10 (3) of Act No. 84 of 1996, public schools are allowed to institute a prefect system where necessary. The latter statement urged the compilation of this research to bring primary schools predominantly attended by black learners on par with their white counterparts who still make use of the prefect system. The procedure for establishing an effective structure for SRC's in secondary schools is applicable in primary schools as well. The system for the election, nomination and voting in secondary schools can be applied in primary schools as well. The functions of a prefect system that included, among others, monitoring of both educators and learners outside the school premises, have been replaced by functions that lead to the creation of an educative environment within the school. Key words Learner empowerment Prefect system Learner participation Learner leadership Leadership development DIE STRUKTUUR EN FUNKSIES VAN 'N LEIERSTELSEL IN PRlMeRE SKOLE VIR OORWEGEND SWART LEERDERS Die doe1 van hierdie navorsing was om die wese, die struktuur en funksionering van die prefekstelsel in la6rskole met hoofsaaklik swart leerlinge te ondersoek. Dit is die wens van leerlinge omte deel in die regering van die skool sodat hulle veranderinge in die sisteem van opvoeding kan bewerkstellig vir hulle eie toekoms. Voorheen is, leerlinge wat in die prefekstelsel gedien het, lukraak deur die skoolhoof en personeel verkies. Dit is gedoen sonder die medewerking van leerling in die skool. Gunsbetoon en populariteit was die belangrikste verskynsel in die verkiesing van 'n leerling. 'n Prefek kan enige tyd geskors word deur personeel as hy nie die grondslag wat hulle vir die stelsel bepaal het volg nie, en kon vervang word deur 'n leerling wat die personeel voel die werk beter kan doen. Die demokratiese regering wat in 1994 verkies was, het ingrypende veranderings aan ondews gemaak. Anders as in die verlede, toe leerlinge nie deel van onderwysbestuur was nie, die huidige regering gee aandag aan die leerlinge se invoer en idees. Wetgewing soos die Suid- Afrikaanse Skoolwet is aanvaar om die noodsaaklikheid en aspirasies van die leerlinge te kan akkomodeer. Die Suid Afrikaanse Skoolwet lO(3) maak dit moontlik vir enige openbare skool om 'n prefekstelsel in te stel waar dit nodig is. Alerdjie verklaring noodsaak hierdie navorsing aan ander laerskole met hoofsaaklik swart leerlinge, om hulle op gelyk vlak te bring met die met hoofsaaklik wit leerlinge wat van die prefekstelsel gebruik maak. Die rnetode wat gebruik word vir die verkiesing van leerlingrade vir hoer skole, kan ook gebruik word vir die prefekstelsel. Die stelsel wat gebruik word vir die verkiesing, norninasie en stemming in hoerskole, kan ook gebruik word. Die funksies van die prefekstelsel was voorheen die rnonitering van onderwysers en leerlinge buite die werks orngewing, rnaar is tans om leiding te gee in die skepping van 'n orngewing wat bevordelik is vir onderwys in die skool. Trefwoorde Leerderbernagtiging Leierstelsel Leerderdeelnarne Leerderleierskap Leerderontwikkeling TABLE OF CONTENTS ACKNOWLEDGEMENTS SUMMARY OPSOMMING LIST OF TABLES ........; .............................................................................................vii ... LIST OF FIGURES ....................................................................................................VIII CHAPTER I ORIENTATION.............................................................................................................. 1.1 INTRODUCTION............................................................................................ 1 1.2 STATEMENT OF PROBLEM......................................................................... I 1.3 AIMS OF THE RESEARCH ...........................................................................4 1.1 METHODS OF RESEARCH ..........................................................................5 1.4.1 Literature study .............................................................................................. 5 1.4.2 Empirical research .........................................................................................5 1.4.2.1 Questionnaire................................................................................................. 5 1.4.2.2 Population ......................................................................................................6 1.4.2.3 Statistical method ........................................................................................... 6 1.5 CHAPTER DIVISIONS ...................................................................................6 1.6 CONCLUSION ...............................................................................................6 CHAPTER 2 STRUCTURE OF A PREFECT SYSTEM .....................................................................7 2.1 INTRODUCTION............................................................................................ 7 2.2 EXPLANATION OF CONCEPTS ...................................................................7 2.3 PARTICIPATIVE DEMOCRATIC GOVERNANCE......................................... 9 2.3.1 Explanation of the concept participative democratic governance.................... 9 2.3.2 Goals of participative democratic governance ..............................................10 2.3.3 Different levels of participative democratic governance ................................11 2.3.4 Advantages of participative democratic governance..................................... 13 2.3.5 Disadvantages