Bestuur van die Nasionale Skoolvoedingsprogram in hulpbronarm skole in Limpopo – praktyk, suksesse en uitdagings

Abstract

Hierdie studie stel ondersoek in na die wyse waarop die implementering van die Nasionale Skoolvoedingsprogram (NSVP) bestuur word deur skoolhoofde in hulpbronarm laerskole in die Waterberg-distrik van die Limpopo-provinsie. Dit vorm deel van ’n groter gesamentlike studie van die Universiteit van Pretoria en Northeast Normal University (UP en NENU) wat fokus op die stand van prinsipaalskap in beide stedelike en landelike omgewings in Suid- Afrika en in China. Data vir hierdie kwalitatiewe studie is met behulp van onderhoude en waarneming verkry binne die raamwerk van die vier bestuursfunksies soos omskryf deur Van Deventer en Kruger: beplanning; organisasie; leiding en rigtinggewing; asook kontrole en evaluering. Die primêre bevinding van die studie is dat hoewel skoolhoofde bewus is van riglyne en praktyke vir die implementering van die NSVP wat deur die Departement van Basiese Onderwys voorgeskryf word, hulle byna volledig op ander rolspelers op skoolvlak staatmaak om die program te bestuur, sonder enige daaglikse betrokkenheid by die proses of enige erkenning van hul eie rol en verantwoordelikhede in hierdie verband.

This study investigates the manner in which the implementation of the National School Nutrition Programme (NSNP) is managed by the principals in under-resourced primary schools in the Waterberg district of Limpopo province, and as such forms part of a larger joint UP and NENU study of the state of the principalship in both urban and rural settings in the two countries. Data for this qualitative study was collected within the framework of the four management functions described by Van Deventer and Kruger: planning, organising, leading and directing, as well as controlling and evaluating, by interviewing and observation. The study’s primary finding is that, although principals are aware of the guidelines and practices for the implementation of the NSNP, prescribed by the Department of Basic Education, they rely almost entirely on other role player at school level to manage the programme, without any day-to-day involvement in the process or any recognition of their own roles and responsibilities in this regard.