000			02105nam a22002657a 4500
003			ZW-GwMSU
005			20210422103831.0
008			210422b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aMncube, V. S. _eauthor
245	1	4	_aThe dynamics of intricacy of budgeting in secondary schools in Lesotho: _bCase studies of three high schools/ _cV.S. Mncube
264			_aPretoria: _bUnisa press and Routledge, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 10 , number 2,
520			_aThis paper reports on the qualitative study that used in-depth interviews and document reviews on financial management practices in their schools. The participants were school principals of the case study schools. The findings of the study highlighted problems regarding the implementation of the policy – despite the Manual for Principals of Secondary Schools on financial planning and organisation, there are still problems regarding the collection and recording of school fees, budgeting, as well as a lack of administrative support. Findings further suggest that during the process of budgeting, power relations surface where principals play a dominant role in decision making regarding both departmental budgets and the school's main budget. Findings also suggest that lack of policies on the use of fees affects issues of budgeting in these schools. Moreover, most school principals are not provided with sufficient capacity building on financial matters, which cripples them in performing the budgetary tasks. The implications of the study are that there should be adequate capacity building of the principals in regards to budgeting and systems should be put in place regarding policies on how the school fees are to be used.
650	4		_aBudgeting
650	4		_aDynamics
650	4		_aIntricacy financial management
700	1		_aMakhasane, S _eauthor
856			_uhttps://doi.org/10.1080/18146627.2013.810903
942			_2lcc _cJA
999			_c156651 _d156651