Original Research

Towards a governance and management model for teaching schools in South Africa

Sarah Gravett, Coert Loock
South African Journal of Childhood Education | Vol 4, No 3 | a237 | DOI: https://doi.org/10.4102/sajce.v4i3.237 | © 2014 Sarah Gravett, Coert Loock | This work is licensed under CC Attribution 4.0
Submitted: 03 March 2015 | Published: 30 December 2014

About the author(s)

Sarah Gravett, University of Johannesburg, South Africa
Coert Loock,

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This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible models for governance of teaching schools. The article recommends two models that fit the mandate of teaching schools as envisioned in the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011–2025: 1) a model that provides for teaching schools as a school type at national (not provincial) level, and 2) the independent school model


Teaching schools, teacher training schools, teacher education, school practicum, school governance, public school, private school, lab schools, charter schools


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