Further study to be conducted on how principals in other schools in Gauteng province are managing the development of corporate partnerships in their schools.
A further study to be initiated to determine how corporate partnerships are managed by principals in other provinces, with the sole purpose of developing a comprehensive provincial or national management framework or policy. This policy can assist principals on how to manage corporate partnerships development in their respectful schools.
A further study to determine whether a theoretical model of project cycle management as espoused by Tennyson (1998) can be adopted or adapted. The whole purpose is to achieve a synthesis for managing corporate partnership within a project cycle management framework.
5.6 CONCLUSION
The aim of this research is to examine how principals manage corporate partnerships development in township schools. Information gathered for this research was traced from varied frameworks. The data which is collected suggested that schools-business (corporate) partnerships remains an inventive way for school principals to access private resources, meanwhile growing competitiveness and competence. In this regard partnerships are not additional luxuries but are significant to the kinds of educational growth promoted between schools and corporate entities The provision of quality education is the cornerstone for education- business (corporate) partnership development. Partnerships offer solutions to meeting multiple as well as interrelated education needs between schools and corporate entities. The reason for education- business (corporate) partnership development is for the enhancement of communal or social capital. The analysis and presentation based on how school principals manage corporate partnerships in township schools was done. It reveals how different principals managed corporate partnerships in the absence of policy.
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APPENDIX 1
Interview questions for principals and deputy principals
Research topic: Principals’ management of corporate partnerships development in South African township schools
1. How did you determine your school’s educational projects with corporate partners?
Probing supplemental questions
a. How did you augment the resources allocated to your school by the state in order to achieve the desired or identified school projects?
b. How did you approach the corporate partners after identifying the projects that were to be tackled by your school?
2. What were the effective strategies adopted by the school to convince corporate partners about educational projects?
Probing supplemental questions
a. How did you ensure that corporate partners clearly understand their roles and responsibilities towards the identified school project(s)?
b. How did you ensure that corporate partners understand and agree to your proposal, in respect of the identified school projects?
3. How did you and corporate partners agree on the scope and/or boundaries of the intended educational project(s) to be accomplished?
Probing supplemental questions
a. What accountability arrangements were considered by your in order to ensure that the school project(s) are successfully achieved?
b. How did you ensure that a healthy working relationship is maintained between yourselves and the corporate partners?
4. How did you and the corporate partners deal with the process of implementation of the project?
Probing supplemental questions
a. What strategies or action plan(s) did you set out in order to successfully achieve your school project(s)?
b. How did you ensure that the strategies or action plans were properly implemented?
5. What are the challenges that you encountered with corporate partners in the monitoring of educational projects?
6. Probing supplemental questions
a. How did you and corporate partners review the purpose of the partnership especially when you encountered some changes or challenges to the outcome (school project)?
b. What corrective or positive actions were taken by the corporate partners to rectify the deficiencies?
7. How did you and corporate partners ensure that the School Governing Body (SGB) is carried along on any of the educational project(s)?
a. How did the involvement of the SGB assist the corporate partners and the school in the achievement of its goal (school project)?
b. What was the appropriate level of involvement of the SGB in the school project?
8. How did you and the corporate partners ensure that the educational projects respond to the school vision and mission?
Probing supplemental questions
a. How did you ensure that you and corporate partners understand and agree on the purpose and outcome of the partnership?
b. How did you ensure that there are agreeable service principles between your school and corporate partners?
9. How did you and corporate partners ensure that educational projects meet the intended outcomes?
Probing supplemental questions
a. What was the bass for setting up the partnership between your school and the corporate partners?
b. What was the “added value” for potential corporate partners, as well as the school in the implementation of the school project?
10. How do you and corporate partners ensure that the educational project(s) meet the intended time frames?
Probing supplemental questions
a. How did you and corporate partners keep track of the progress in respect of the implementation of the school project?
b. How did you ensure that you and corporate partners stay within the scope of the school project that is to be achieved? To what extend do you and corporate partners encourage delegation of tasks?
Probing supplemental questions
a. How did you ensure that each member’s contribution in the process of project implementation is valued?
b. Did each member operate in the partnership during the implementation of the school project?