In Guyana, schools are governed in different ways. The vast majority of schools are government controlled schools, led and managed by the headteacher with the support of the Regional Department of Education and the MOE. The legal responsibility for the schools lies with the MOE and the management is delegated to the headteacher.
A small number of schools, again led and managed by the headteacher, are governed by a board of governors, the members of which are collectively responsible for the provision of education in that school. They have a legal obligation and must follow a constitution which lays down their responsibilities in law.
Currently, an increasingly large number of schools are operated on a private basis and, likewise, are managed by the trust, foundation, religious body or company that funds the school, through the leadership of a headteacher. You may be the head of any of these types of school in your career and it is important that you understand your responsibilities in relation to these other groups and how you should work with them.
Because of the importance of education in national development, the government and the public must have a vital interest in the management of schools. To ensure that the interests of these stakeholders are brought to bear, management committees and boards of governors are sometimes set up to exercise control over them. The term that is used for such bodies sometimes varies, so in this unit we use the term ‘governing board’. There is a move towards increasing the number of schools governed by a board in Guyana but, for practical reasons, such as the ability to recruit suitably qualified and committed board members, these plans are on hold.
In order that the head may relate to, and work efficiently with, the school’s governing board, it is important that he or she understands the role and powers of the board and how it may operate to the best advantage in the management of their school.
However, regulations relating to governing boards frequently change and therefore the information we provide in this unit will be general in nature and will give you a flavour of the legal requirements. If you become heads of such a school you must familiarise yourself completely with the mode of operation of such schools.
In relation to private schools, some are governed in the same way as board schools and others on a very informal basis. This unit will give you a flavour of the former and cannot cover the many combinations of the latter.
Individual study time: 4 hours
Learning outcomes
By the end of the unit, you should be able to:
§ describe the constitution of the governing board
§ identify the powers of the governing board
§ explain the roles of the governing board
§ describe the membership of the governing board
§ demonstrate how relations between the school head and the governing board may be developed
§ explain some of the rules and procedures which govern board meetings.
The flowchart below provides a summary of operational elements that influence the ability of the boards of governors and management committees to operate through the heads and their staff in well-managed schools.
The constitution of the governing board
Activity 3.1
From what you have read above and considering that there are different governing authorities for schools in Guyana, identify the following:-
1) What is the name of the body that has the responsibility for overseeing the management of your school?
2) From what sources and through which instruments does that body derive its authority to oversee the management of your school?
Comments
If your school is one of the majority and is a government school, then you are managed and supervised by the department of education in your region which has delegated powers from the MOE. Its authority comes from the Government of Guyana which is elected on behalf of the people. You are therefore answerable to the local community and the country.
If you are head of one of the few board schools, you are accountable to the board, which, in turn, is answerable to the Minister of Education through the Board Secretariat. In order to ensure that governing boards operate on some common principles, every board has a constitution that provides basic guidelines and the legal framework for its operators. The constitution is usually approved by the Minister of Education and it provides the blueprint for a board’s operation as a legal entity. The constitution of a board of governors usually derives its powers from an education act or similar legislation. We should note, however, that there are likely to be differences in the constitutions of public and private schools, with those of the private schools, where there is a constitution, being less strictly defined.
The operational elements of school boards of governors
and management committees
School Management Committees and Boards of Governors
Relations between the school head and the school board
Relations between the school head and the chair of the board or trustees.
Relations between the school head and the chair of the board or trustees.
Powers
Constitution
Roles
By-laws and operational procedures
Membership
Membership
Well-managed schools
Specifically, the constitution of a school board addresses issues that are intended to provide for its effective functioning.
The constitution of the board
Powers and functions of the board
Composition of the membership of the board
Appointment of the Chair and tenure of office of members
Powers and duties of the school head
Appointment of staff of the school
Management of the school fund
Preparation of an annual budget
Approval of the budget
Monitoring the annual budget
Support of the headteacher and school staff
Selective monitoring of school effectiveness
Grievance Procedures
Legal issues
Maintenance of buildings
Health and safety
Personnel issues
It should be noted that, although overall responsibility for some of these issues, lies with the board, many of them may be delegated to the head for which he / she becomes accountable to the board.
The powers of governing boards
One of the most critical and sensitive matters concerning school boards is the extent and limits of its powers of authority. If there is too little, heads may be left too much on their own; too much and the heads may become frustrated by undue interference. Understanding where these limits are is essential for both the school head and all members of the board.
If you have experience of school boards, trustees or management committees, consider for a moment how they might assist you in managing your school and whether there are any areas that you consider a hindrance. If you have no experience, try to speak to someone who does.
The constitution of the board
Powers and functions of the board
Composition of the membership of the board
Appointment of the Chair and tenure of office of members
Powers and duties of the school head
Appointment of staff of the school
Management of the school fund
Preparation of an annual budget
Approval of the budget
Monitoring the annual budget
Support of the headteacher and school staff
Selective monitoring of school effectiveness
Grievance Procedures
Legal issues
Maintenance of buildings
Health and safety
Personnel issues
It should be noted that, although overall responsibility for some of these issues, lies with the board, many of them may be delegated to the head for which he / she becomes accountable to the board.
The powers of governing boards
One of the most critical and sensitive matters concerning school boards is the extent and limits of its powers of authority. If there is too little, heads may be left too much on their own; too much and the heads may become frustrated by undue interference. Understanding where these limits are is essential for both the school head and all members of the board.
If you have experience of school boards, trustees or management committees, consider for a moment how they might assist you in managing your school and whether there are any areas that you consider a hindrance. If you have no experience, try to speak to someone who does.
Comments
Whether you find the board a support, a help or a hindrance, the way in which you work with it and whether it is successful or not will depend on your relationship with the chair and those appointed to it. You must work on this good relationship in the best interests of your staff and children.
Whether you find the board a support, a help or a hindrance, the way in which you work with it and whether it is successful or not will depend on your relationship with the chair and those appointed to it. You must work on this good relationship in the best interests of your staff and children.
Some of the powers of school board of governors or management committee include the following:-
it is a corporate body with perpetual succession
it may sue and be sued in its corporate name
it may acquire property both movable and immovable on behalf of the school
it may develop and control the general policy of the school
As there are powers of a school board or committee, so also are there limitations to the powers that it may exercise. The limitations may include the following:
The board cannot dispose of school property or create a charge against any such property without the written approval of the Minister
To avoid conflict of roles, a school governing board shall, exercising its powers and policy functions, be careful not to encroach on the day-to-day management authority and responsibility of the school head. The head has full delegated powers and responsibility for the policy and day to day running of the school.
It is also important to note that, while an individual member of a board, deriving his power from the board as a corporate body, may act in his capacity as a board member for and on behalf of the board, he / she cannot, as a private citizen, transact business on behalf of the board.
The roles of governing boards
The major role of a school board of governors or management committee is to ensure the effective and accountable use of resources in the provision of public or private education. We must be clear that the board is not a totally autonomous body and must comply with the law in all areas, especially those relating to the provision of education. If this major role is expanded to include more schools in Guyana as part of the further delegation of powers as has happened in many countries, the following components may need to be included:
1) The governing board should ensure that the school is conducted to provide educational services in accordance with the provisions of the relevant educational laws and regulations that may be in existence or may come into existence from time to time.
2) It needs to develop and control the general policy of the school within the framework of the board’s constitution and any bylaws and regulations relating to education.
3) Meetings of the board should be held regularly and on a schedule set by policy to discuss the dispatch of school business.
4) The governing board causes the school annual budget to be prepared, approved, and submitted to the appropriate education authority for the provision of the government grants for the operation of the school in the ensuing year.
5) It ensures that all funds of the school are properly managed and accounted for by the head.
6) It causes the school to submit to the relevant education authorities such information, returns and audited accounts as may be required by such authorities from time to time.
7) The governing board may cause an annual survey of the school to be conducted to verify the physical operation of the school in relation to the financial expenditure incurred during the year.
8) It holds the head of the school responsible for the effective operation of the school and for the provision of information to the board to enable it to be up to date and to make informed decisions on the school.
It should be noted that where, in a board school, there is no board appointed due to lack of available personnel or any other reason, the authority for the school will revert to the Head of the Regional Department of Education with much greater delegated powers to the headteachers. The Minister of Education is responsible for appointing the board.
The governing board may delegate many of its duties to the headteacher. However, it remains fully accountable to the parents and the Ministry of Education. Basically, headteachers are responsible for the day-to-day running of the school including leadership, management and administrative tasks. The board should support the headteacher in this work and provide a framework and vision in which he / she can work.
Membership and qualifications of governing boards
Since school boards have a major responsibility for providing leadership and direction in the management of schools, membership of a board must be made up of individuals of reputable standing in their respective communities. As a school head, you must know the basis and rationale for the identification and selection of members of the public who are to serve on your school board.
Reflect on the manner that you believe individuals should be selected for appointment to serve on a board of governors. Consider the qualifications necessary for someone to be appointed, the bodies or groups that are to be represented and the conditions which may disqualify an individual from being appointed.
it is a corporate body with perpetual succession
it may sue and be sued in its corporate name
it may acquire property both movable and immovable on behalf of the school
it may develop and control the general policy of the school
As there are powers of a school board or committee, so also are there limitations to the powers that it may exercise. The limitations may include the following:
The board cannot dispose of school property or create a charge against any such property without the written approval of the Minister
To avoid conflict of roles, a school governing board shall, exercising its powers and policy functions, be careful not to encroach on the day-to-day management authority and responsibility of the school head. The head has full delegated powers and responsibility for the policy and day to day running of the school.
It is also important to note that, while an individual member of a board, deriving his power from the board as a corporate body, may act in his capacity as a board member for and on behalf of the board, he / she cannot, as a private citizen, transact business on behalf of the board.
The roles of governing boards
The major role of a school board of governors or management committee is to ensure the effective and accountable use of resources in the provision of public or private education. We must be clear that the board is not a totally autonomous body and must comply with the law in all areas, especially those relating to the provision of education. If this major role is expanded to include more schools in Guyana as part of the further delegation of powers as has happened in many countries, the following components may need to be included:
1) The governing board should ensure that the school is conducted to provide educational services in accordance with the provisions of the relevant educational laws and regulations that may be in existence or may come into existence from time to time.
2) It needs to develop and control the general policy of the school within the framework of the board’s constitution and any bylaws and regulations relating to education.
3) Meetings of the board should be held regularly and on a schedule set by policy to discuss the dispatch of school business.
4) The governing board causes the school annual budget to be prepared, approved, and submitted to the appropriate education authority for the provision of the government grants for the operation of the school in the ensuing year.
5) It ensures that all funds of the school are properly managed and accounted for by the head.
6) It causes the school to submit to the relevant education authorities such information, returns and audited accounts as may be required by such authorities from time to time.
7) The governing board may cause an annual survey of the school to be conducted to verify the physical operation of the school in relation to the financial expenditure incurred during the year.
8) It holds the head of the school responsible for the effective operation of the school and for the provision of information to the board to enable it to be up to date and to make informed decisions on the school.
It should be noted that where, in a board school, there is no board appointed due to lack of available personnel or any other reason, the authority for the school will revert to the Head of the Regional Department of Education with much greater delegated powers to the headteachers. The Minister of Education is responsible for appointing the board.
The governing board may delegate many of its duties to the headteacher. However, it remains fully accountable to the parents and the Ministry of Education. Basically, headteachers are responsible for the day-to-day running of the school including leadership, management and administrative tasks. The board should support the headteacher in this work and provide a framework and vision in which he / she can work.
Membership and qualifications of governing boards
Since school boards have a major responsibility for providing leadership and direction in the management of schools, membership of a board must be made up of individuals of reputable standing in their respective communities. As a school head, you must know the basis and rationale for the identification and selection of members of the public who are to serve on your school board.
Reflect on the manner that you believe individuals should be selected for appointment to serve on a board of governors. Consider the qualifications necessary for someone to be appointed, the bodies or groups that are to be represented and the conditions which may disqualify an individual from being appointed.
Comments
In seeking members for board, you should look for people who will have something positive to contribute. Such a quality may derive form their personality, experience or contacts. You need people who can argue constructively and work with others for the good of the whole school community. One should not need to be an educationist to be appointed. In most cases, unless a person is disqualified by statue of law, any literate adult may qualify for membership of a school board provided:
§ he / she is a citizen of Guyana and of voting age
§ he / she is resident in the community or district in which the school is situated
§ he / she is a member of the religious body if he / she is to represent the religious body to which a school is affiliated (in private schools).
In seeking members for board, you should look for people who will have something positive to contribute. Such a quality may derive form their personality, experience or contacts. You need people who can argue constructively and work with others for the good of the whole school community. One should not need to be an educationist to be appointed. In most cases, unless a person is disqualified by statue of law, any literate adult may qualify for membership of a school board provided:
§ he / she is a citizen of Guyana and of voting age
§ he / she is resident in the community or district in which the school is situated
§ he / she is a member of the religious body if he / she is to represent the religious body to which a school is affiliated (in private schools).
The size of a school board usually ranges from nine to 21 members, representing as many as possible of the various identifiable groups which have interests in the school. You should remember that the strength of a team would be improved by having a range of people with different qualifications and with different interests in the school. There are dangers in having boards, which are too small or too large; too small, and it may be seen to be an unrepresentative clique, too large and it may divide into factions so that decisive action becomes difficult. The bodies you have identified as being represented on a school board may include:
§ the general public
§ the traditional council of the area in which the school is situated
§ the religious body to which the school may belong
§ the Parent-Teacher Association
§ the former Students’ Association
§ the Town or Regional District Council or Education Department
§ local employers
§ the staff of the school
Disqualification
Usually, a person may be disqualified for appointment to a school board if:
§ he / she has a criminal record and has not been granted a pardon
§ he / she has been declared insolvent or bankrupt and has not bee discharged
§ he / she is adjudged to be of unsound mind or has been detained as a criminally insane person
§ he / she is disqualified from holding public office by any law for the time being in force
§ his / her economic or business interests are linked to those of the board or school.
Relations between the school head and the school board
As a head, you are the chief executive of your school and usually an ex officio member of your school board. You are the link between your school and the board on the one hand, and the Ministry of Education and the Regional Department of Education on the other. In the first capacity, you are expected to advise and keep the board informed on matters relating to the management of the school. You have to provide relevant data to guide the board in its deliberations and to help it make policy decisions for the school. In the second role, you have to provide, in co-operation with your board chairperson, a channel for information to flow between the board and the appropriate educational authorities.
Reflect on the role of a board of governors and your own role as the school head, think about some of the actions that you should take to enable the board to fulfil its functions.
§ the general public
§ the traditional council of the area in which the school is situated
§ the religious body to which the school may belong
§ the Parent-Teacher Association
§ the former Students’ Association
§ the Town or Regional District Council or Education Department
§ local employers
§ the staff of the school
Disqualification
Usually, a person may be disqualified for appointment to a school board if:
§ he / she has a criminal record and has not been granted a pardon
§ he / she has been declared insolvent or bankrupt and has not bee discharged
§ he / she is adjudged to be of unsound mind or has been detained as a criminally insane person
§ he / she is disqualified from holding public office by any law for the time being in force
§ his / her economic or business interests are linked to those of the board or school.
Relations between the school head and the school board
As a head, you are the chief executive of your school and usually an ex officio member of your school board. You are the link between your school and the board on the one hand, and the Ministry of Education and the Regional Department of Education on the other. In the first capacity, you are expected to advise and keep the board informed on matters relating to the management of the school. You have to provide relevant data to guide the board in its deliberations and to help it make policy decisions for the school. In the second role, you have to provide, in co-operation with your board chairperson, a channel for information to flow between the board and the appropriate educational authorities.
Reflect on the role of a board of governors and your own role as the school head, think about some of the actions that you should take to enable the board to fulfil its functions.
Comments
The head’s relationship with the school board should be one of partnership based on a mutual understanding of each other’s role and responsibilities. We hope that some of the actions you have identified as necessary for enabling the board to fulfil its functions include:
arranging for board meetings in consultation with the board chairperson
preparing the annual budget estimates for consideration and approval by the board for onward transmission to the appropriate educational authority
preparing and presenting annual Income and Expenditure accounts to the board
assisting with appointments to the school board
preparing and presenting on a regular basis, reports on all aspects of the operation of your school
The head’s relationship with the school board should be one of partnership based on a mutual understanding of each other’s role and responsibilities. We hope that some of the actions you have identified as necessary for enabling the board to fulfil its functions include:
arranging for board meetings in consultation with the board chairperson
preparing the annual budget estimates for consideration and approval by the board for onward transmission to the appropriate educational authority
preparing and presenting annual Income and Expenditure accounts to the board
assisting with appointments to the school board
preparing and presenting on a regular basis, reports on all aspects of the operation of your school
From this, you will realise that as a head, your relationship with your school board is that of a facilitator, enabling the board to perform its functions. While the board depends on you and your staff for information and professional expertise on educational matters, you and your staff should look to the board for support and direction in your operations.
Some rules and procedures governing school board meetings
Constitutions for boards normally set out a framework within which the business of the board is transacted. Within this framework, however, school boards have the flexibility to develop their own policies and practices to ensure the orderly and productive conduct of meetings. Although rules and procedures for conducting business at board meetings may vary form one board to another according to the context in which the school finds itself in, most schools boards follow the accepted rules of parliamentary procedure for the conduct of business. For an introduction to some of the principles in managing meetings, study Unit 7 in Module 3, Personnel Management.
Some rules and procedures governing school board meetings
Constitutions for boards normally set out a framework within which the business of the board is transacted. Within this framework, however, school boards have the flexibility to develop their own policies and practices to ensure the orderly and productive conduct of meetings. Although rules and procedures for conducting business at board meetings may vary form one board to another according to the context in which the school finds itself in, most schools boards follow the accepted rules of parliamentary procedure for the conduct of business. For an introduction to some of the principles in managing meetings, study Unit 7 in Module 3, Personnel Management.
Comments
The following are some of the rules and procedures for conducting school board meetings:
1) There must be a Chairperson who is normally elected from among board members.
2) There must be a Secretary (sometimes called the Clerk) to the board who is usually appointed by the board or who is sometimes the deputy head of the school.
3) The frequency for meetings must be established. They are usually once a term with additional meetings for the approval of the budget and extraordinary meetings for important issues which occur mid term.
4) A quorum for meetings must be established. That is, there must be a minimum number of governors present if action is to be ratified by the board.
5) The minutes (sometimes called notes) of board meetings must be taken, usually circulated to board members and safely kept.
6) Board authority in the form of a common seal must be established for use on board documents.
To enable the board to consider and make decisions on issues that need immediate attention before a full board can be convened, a school board appoints a Standing or Executive Committee from among its members. This committee usually consists of three to five members of the board who can be called to meetings at short notice. The committee meets in between board meetings to deal with pressing or emergency issues, which are then reported to a full board meeting for ratification. This committee has full powers to act on behalf of the board. However, it must act in accordance with the agreed wishes of the board members. This committee is fully accountable to the board.
In exceptionally urgent situations, when a meeting cannot be called or a meeting is not quorate (insufficient members to form a quorum), the Chairperson may act on behalf of the board. However, he / she is totally accountable for his / her actions.
The board may also appoint an Advisory Committee to advise it on issues that require technical and other advice, often from external sources. Thus, membership of this committee may include both board members and others from outside the board.
The board may also appoint an ad-hoc committee as a task force or a work committee to investigate a specific issue and to report back within a specified time. Its membership may also include temporary members invited by the board. Such a sub-committee may work on issues such as the curriculum, the budget, buildings and maintenance or personnel issues such as the appointment of staff.
The following are some of the rules and procedures for conducting school board meetings:
1) There must be a Chairperson who is normally elected from among board members.
2) There must be a Secretary (sometimes called the Clerk) to the board who is usually appointed by the board or who is sometimes the deputy head of the school.
3) The frequency for meetings must be established. They are usually once a term with additional meetings for the approval of the budget and extraordinary meetings for important issues which occur mid term.
4) A quorum for meetings must be established. That is, there must be a minimum number of governors present if action is to be ratified by the board.
5) The minutes (sometimes called notes) of board meetings must be taken, usually circulated to board members and safely kept.
6) Board authority in the form of a common seal must be established for use on board documents.
To enable the board to consider and make decisions on issues that need immediate attention before a full board can be convened, a school board appoints a Standing or Executive Committee from among its members. This committee usually consists of three to five members of the board who can be called to meetings at short notice. The committee meets in between board meetings to deal with pressing or emergency issues, which are then reported to a full board meeting for ratification. This committee has full powers to act on behalf of the board. However, it must act in accordance with the agreed wishes of the board members. This committee is fully accountable to the board.
In exceptionally urgent situations, when a meeting cannot be called or a meeting is not quorate (insufficient members to form a quorum), the Chairperson may act on behalf of the board. However, he / she is totally accountable for his / her actions.
The board may also appoint an Advisory Committee to advise it on issues that require technical and other advice, often from external sources. Thus, membership of this committee may include both board members and others from outside the board.
The board may also appoint an ad-hoc committee as a task force or a work committee to investigate a specific issue and to report back within a specified time. Its membership may also include temporary members invited by the board. Such a sub-committee may work on issues such as the curriculum, the budget, buildings and maintenance or personnel issues such as the appointment of staff.
The Governance of Private Schools
There are many private schools in Guyana and they operate in a different context but are still expected to provide quality education. Whereas the governing boards of Government schools are responsible to the Minister of Education, those of private schools may be responsible to a group of trustees under whose auspices the school operates. However, in many cases, there is no such body. These schools, therefore, are ultimately responsible to the clientele they serve – the parents, the pupils and the community. This is why it is very important that such schools are recognised by the Ministry of Education
Summary
There are many different types of schools in Guyana from those completely in control of the MOE to others on the far end of the scale that are totally independent. They are managed in different ways. However, they all have one thing in common – a headteacher who carries out the day-to-day running of the school. Many schools have a body to which the head is responsible. This may be a governing board in a state school, a management committee or trustees in an independent school. The head must work effectively with whoever has control.
In this unit, we have considered the importance of boards of governors and management committees in the management of schools. The constitution, which provides the legal framework under which boards operate, has been reviewed in order to emphasise the powers and limitations which are conferred on boards.
The role of school boards and management committees and the appointment of members have also been considered. The relationships which should exist between the head and the school board have been identified and explained. We have also made clear details of the procedures for the conduct of school board business, both in full board meetings, sub committees, standing committees and chairperson’s powers.
There are many private schools in Guyana and they operate in a different context but are still expected to provide quality education. Whereas the governing boards of Government schools are responsible to the Minister of Education, those of private schools may be responsible to a group of trustees under whose auspices the school operates. However, in many cases, there is no such body. These schools, therefore, are ultimately responsible to the clientele they serve – the parents, the pupils and the community. This is why it is very important that such schools are recognised by the Ministry of Education
Summary
There are many different types of schools in Guyana from those completely in control of the MOE to others on the far end of the scale that are totally independent. They are managed in different ways. However, they all have one thing in common – a headteacher who carries out the day-to-day running of the school. Many schools have a body to which the head is responsible. This may be a governing board in a state school, a management committee or trustees in an independent school. The head must work effectively with whoever has control.
In this unit, we have considered the importance of boards of governors and management committees in the management of schools. The constitution, which provides the legal framework under which boards operate, has been reviewed in order to emphasise the powers and limitations which are conferred on boards.
The role of school boards and management committees and the appointment of members have also been considered. The relationships which should exist between the head and the school board have been identified and explained. We have also made clear details of the procedures for the conduct of school board business, both in full board meetings, sub committees, standing committees and chairperson’s powers.
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