Abstract:
This study is an analysis of administrative governance in South Africa post 1994, aiming at investigating the effects the change of administrative governance from decentralisation to recentralization had on service delivery and provision of education at provincial, regional and circuit levels of Mpumalanga Department of Education. This study adopted a qualitative research approach in gathering and analysing data. For data collection, interviews, documentary analysis, literature review were used. During the period 1994-1999, there were many administrative and governance problems that were experienced at district and circuit, levels of education provision. These problems included, lack of resources, poor communication, poor coordination and lack of support and this led to the abolition of districts, introduction of regions and restructuring of circuits. Research findings have revealed that there has been an improvement of service delivery and education provision since the introduction of regions. Regions have been given more administrative and governance powers by the Head Office than it was during the district era. Regions have devolved and delegated certain powers to circuits and this has improved the administration in many circuits. However, there are also challenges that have been brought by this arrangement such as lack of office space for regional personnel, racial discrimination, insubordination and lack of support by some of the members of Regional Management Team, poor communication, lack of physical resources at circuits and schools and work overload on the part of circuit managers. As a result of these challenges administration at circuit and regional levels still needs to be re-aligned in order to ensure efficiency and delivery of services in education within the province. This recommends that among others Mpumalanga Department of Education should improve the circuit’s structure by introducing extra personnel to offload circuit mangers with many responsibilities. Circuits without circuit offices should be supplied with their own buildings. Communication between the four-tiers of education administration should be revisited and more resources should be provided for circuits. Curriculum implementers should be based at the circuits in order to be abreast with the reality of education provision on the ground. However Schools were not targeted for by this study, therefore further investigation at school levels in terms of the effects of the shift from decentralisation to recentralisation have to be undertaken. Copyright
