Abstract:

The aim of this study was to determine the effect of government subsidy on technical secondary schools’ curriculum delivery in South Africa. To achieve this aim, the study sought information on equity in, adequacy of, administering of government subsidy and curriculum needs of technical secondary schools. The qualitative ethnographic approach was used, and five technical secondary schools in the Lejweleputswa education district, Free State province, were visited to gathered data related to the aims and objectives of this study. To ensure that the sample accurately reflected the population from which it was drawn, the following participants were purposefully selected from each of the five technical secondary schools: School Management and Governance Developer (SMGD); principal; chairperson of the School Governing Body; one Head of Department and two educators. The study had thirty participants. Data were collected through an open-ended questionnaire, semi-structured interviews, and document analysis. Each participant was interviewed and completed the questionnaire. Analysis and interpretation of data collected affirmed that criteria used for allocating government subsidy to schools were the same for all schools and was based on the poverty level of the community in the vicinity of the school and on the size of the school in terms of number of learners. Results further revealed that criteria for allocating government subsidy to technical secondary schools needed to be revisited as subsidy received could not sustain these schools to realize their intended education objectives. Workshops were mostly depleted and consequently learners could not carry out the practical work that was necessary for skills development. Moreover, most of the school governing bodies did not have expertise in financial management and that principals take advantage of the situation and misuse the schools’ funds to their benefit. To equip the learners for the work environment, practical skills were needed. Therefore, technical secondary schools, if prioritized financially could play a huge role to eliminate unemployment and poverty in this country. Learners from technical schools should acquire the necessary skills to pursue careers in plumbing, carpentry, panel beating, and engineering to create jobs for other people as well. Workshops should be organized for the school governing bodies to empower them on how to manage the school funds. Furthermore, they should be trained in how to draw effective school financial policies that could help to sustain the technical secondary schools.

Keywords:

Curriculum delivery, government subsidy, school budget, school funding, technical secondary schools.