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.
