This study focusses on the use of a case study approach in studying the participation of various stakeholders in school governance.

A two-site case study approach using two schools (schools A and B) in the Mankweng area of the Northern Province was adopted. The two schools are not representative of the schools in the area, but they illustrate a range of schools which are found in (Black areas-villages, townships, informal settlements) the Northern Province.

Methods of data collection used are Observation, Interview and Documents. School Governing Body (SGB) meetings were attended after gaining access to the settings. Thereafter, key informants (chairperson, vice-chairperson, principal, teacher 1(the secretary), teacher 2 (member), the president of the LRC and the vice-president of the LRC or treasurer of the LRC in the case of school B) of the SGBs in the two schools were interviewed. Documents were used to gain more information about the policy of the government on school governance and schools A and B. Difficulties like gaining access, establishing rapport and trust with the participants are explained.

The results of the study indicate that the participation of stakeholders in school governance is not in accordance with the policy, especially in school A which is situated in the rural part of the Northern Province. At this school, some of the participants do not actively participate, while others do not even know the government policy on school governance. This may have an adverse impact on the school as such. On the other hand, in school B even if most of the participants have some knowledge of the policy, they hardly put it into practice. Finally, the results indicate lessons learnt from the use of a case study approach.

Key words in this study are: school governance, governing body, participation, stakeholders and case study.

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