The roles and challenges confronting the school governing body in representing schools in the digital age
Nwosu, Lilian Ifunanya
Chukwuere, Joshua Ebere
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This research centres on the roles and challenges facing the "School Governing Body" (SGB) in this digital age where students and educators are more becoming tech-active and addicted. A case study was deployed in a school located in Mafikeng, the capital of the North West Province, South Africa. The 21st century learners and educators are making technology there daily necessity both within and outside the school premises. The Department of Education is investing in schools technologically. Then, the aim of this research was to find out the problems SGB's face in dealing with these technologies and representing the schools in order to carry out their roles. The qualitative research technique was used applying exploratory and descriptive research pattern. Data was gathered through an individual interview with SGB members in the school and also, a semi-structured focused group interview was conducted with non SGB members. The collected data was analysed in themes and categories in order to get in-depth perspectives of the participants in regards to the topic. The findings have various roles and challenges confronting the SGB in the new information age. These roles include to maintain and monitor school policy in line with information age, control school finance to accommodate growing innovations in technologies, design school technology-oriented curriculum and calendar, draft school rules and determine the vision and mission statement of the school to include digitalisations, maintain and monitor school properties, create a good link between the SGB members and the school and lastly to be a mediator between the learners and the SGB in resolving technology related issues. Findings also revealed that the SGB are faced with various challenges in respect of the representivity aspect of the school in this digital age.