Analysing stakeholder inclusivity in strategic decision-making processes of the Hlanganani South circuit

Abstract

This study explored the necessity of stakeholder inclusivity in the planned decision-making processes of the Hlanganani South Circuit in the Vhembe West district of Limpopo. The study is relevant to Hlanganani South Circuit as it is found in rural area with a high population of elderly illiterate people. Leaders in rural communities and schools tend to lead autocratically, with a perception that the people they lead are old, illiterate, and not interested in decision made. As a result, leaders do not see the necessity of employing an inclusivity approach in decision making processes. Hence, it was deemed necessary for the study to present a different perception that the current and argue based on empirical evidence that even elderly people and illiterate are interested in decision making process and that it is necessary to practice inclusivity in this regard. The sustainability of any modern school is characterised by collaboration which incorporates the inclusivity of all related parties in the resolution-making processes. However, one of the challenges facing the education sector is the lack of an understanding of engaging stakeholders. When communication sent to stakeholders lack two-way interaction it results in the organization failing to implement its mandate accordingly. The literature views stakeholder inclusivity as a key element in strategic decision-making processes. However, the current body of knowledge does not highlight the issue of stakeholder inclusivity in basic education. The study, therefore, maintains that documenting a study that focuses on adopting a consultative approach in the strategic decision-making processes of basic education schools bridges that gap. Through a qualitative approach that employed semi-structured in-depth interviews, the study found that stakeholders like teachers and school governing body (SGB) are included in decision-making processes, but parents are not participating in the resolution-making processes. The interviews conducted were fifty-four (54) in six (6) schools of the Hlanganani South Circuit. The study recommends that all stakeholders including parents form an essential part of the decision-making processes of their children’s school and should, therefore, be included in decision-making processes.