| Summary: | The involvement and active participation o f stakeholders in school governance through a
fair representation creates a sense o f accountability, ownership and belonging to a school.
This study examined and assessed the roles and functions played by the School
Governing Bodies (SGBs) in Lesotho Secondary and high schools. In doing this, the
study investigates how the roles and functions are put into practice and find out the
stakeholders perceptions about the SGBs.
A case study of four high schools was carried out. To capture the stakeholders’
perception about the SGBs, the study used semi-structured interviews and unstructured
observations. The opinions were sought from the following stakeholders; parents
,teachers, chiefs, proprietor’s, nominees, district education officers (DEOs) and District
Resource Teachers(DRTs). In addition, this study was informed by local and
international literature on school governance.
The study reveals that even though tha Lesotho policy on school governance was
established within a short time without adequate preparations, the structure is highly
supported by the respondents. However the members o f SGBs need regular training for
the duties they are expected to perform and to know the powers they have. The findings
also indicate that, if there are strong bonds and partnerships between the members of
SGBs, teachers, students and the community at large, there will be cooperation and
commitment. The study recommends that learners should be included in the SGB because
they are future leaders. If you do not take the children forward, the future will remain in
the past.
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