Abstract: How do the relationships between the concept of being indigenous and the processes of ethnoeducation manifest in southwestern Colombia? This ethnographic study explores the complexities of constructing ethnic identity among the indigenous peoples of Nariño, focusing on the implementation of educational programs driven by a population perspective. By questioning the foundations of ethnoeducation from the late 20th century to the early 21st century, we establish a dialogue among various institutional agents within the broader framework of ethnic-based social organization. We also examine the historical relationships, institutional archaisms, and contemporary challenges faced by ethnic educational processes in Nariño. We conclude with insights into the construction of ethnic identity and its implications for the social order governing the interactions between community members and government representatives. We conceptualize the relationship between the State, school, and ethnic identity as a fundamental part of Colombia’s modern project, which has been in development since the republican era. The institutional framework has fluctuated between protectionist, paternalistic, and cultural assimilation policies. However, the current threats to the physical and cultural survival of ancestral peoples must be addressed through the State’s institutional mechanisms and governance technologies. These mechanisms are designed to tackle the challenges of interculturality within a complex and often contradictory framework of relationships.

Resumo: Como são tecidas as relações entre a ideia de ser indígena e os processos de etnoeducação no sudoeste da Colômbia? Com base em uma pergunta que questiona a forma como as tecnologias escolares são implementadas e com uma abordagem etnográfica, esta pesquisa tem como objetivo compreender as complexidades da construção da identidade étnica dos povos indígenas de Nariño, com relação à implementação de programas educacionais orientados por uma perspectiva populacional, questionando os referentes da etnoeducação desde o final do século 20 até o início do século 21. Com o objetivo de estabelecer um diálogo entre os agentes que ocupam diferentes lugares no panorama de nossas instituições e dentro da ampla estrutura da organização social de base étnica, este artigo apresenta um relato das relações históricas, dos arcaísmos institucionais e dos desafios contemporâneos enfrentados pelos processos educacionais étnicos que ocorrem no território de Nariño. Ao final, são apresentadas algumas formas de compreender a construção da identidade étnica e suas consequências na configuração da suposta ordem social com a qual se estabelecem as relações entre os agentes comunitários e os representantes do governo. Esta pesquisa entende o triângulo conceitual de Estado, escola e identidade étnica como parte estrutural do projeto moderno que o país vem tentando consolidar desde a era republicana. Essa estrutura institucional foi determinada pela oscilação entre políticas protecionistas, paternalistas ou de assimilação cultural. Em todo caso, o perigo de extinção física e cultural que nossos povos ancestrais enfrentam atualmente deve ser enfrentado por meio dos mecanismos institucionais do Estado nacional e de suas tecnologias de governo, elementos que buscam responder aos desafios da interculturalidade em um contexto de relações complexas e contraditórias.

Resumen: ¿Cómo son las relaciones que se tejen entre la idea de ser indígena y los procesos de etnoeducación en el suroccidente colombiano? A partir de una pregunta que cuestiona la manera como se implementan las tecnologías escolares y con un enfoque etnográfico, esta investigación se propone comprender las complejidades de la construcción de la identidad étnica de los pueblos indígenas de Nariño, en relación con la implementación de programas educativos orientados por una perspectiva poblacional, al cuestionar los referentes de la etnoeducación desde finales del siglo XX hasta principios del XXI. Con el fin de establecer una conversación entre los agentes que ocupan los diversos lugares en el panorama de nuestras instituciones y dentro del amplio marco de la organización social de base étnica, este artículo da cuenta de las relaciones históricas, los arcaísmos institucionales y los retos contemporáneos que enfrentan los procesos educativos étnicos que ocurren en el territorio nariñense. Al final se plantean algunas formas de entender la construcción de la identidad étnica y sus consecuencias en la configuración del supuesto orden social con el que se establecen las relaciones entre agentes comunitarios y representantes gubernamentales. Esta investigación entiende el triángulo conceptual que conforman el Estado, la escuela y la identidad étnica como parte estructural del proyecto moderno que el país intenta consolidar desde la época republicana. Dicho marco institucional ha estado determinado por la oscilación entre políticas proteccionistas, paternalistas o de asimilación cultural. En todo caso, el peligro de extinción física y cultural que nuestros pueblos ancestrales sufren en la actualidad se tiene que enfrentar a partir de los mecanismos institucionales del Estado nacional y sus tecnologías de Gobierno, elementos que pretenden responder a los retos de la interculturalidad en un marco de relaciones complejas y contradictorias.

Resumen Este artículo tiene como propósito discutir teóricamente la relación gestión de proyectos y éxito en los proyectos mediada por la gestión sostenible de proyectos y el compromiso de los grupos de interés, debido a la poca exploración que ha tenido en la literatura sobre gerencia de proyectos. Esta discusión se realiza alrededor de los hallazgos investigativos relacionados con estos cuatro constructos, a partir de los cuales se argumenta que la escuela de la sostenibilidad en gestión de proyectos permite la renovación del campo de la gerencia de proyectos. La literatura previa sobre la relación entre la gobernanza del proyecto y éxito del proyecto tiene hallazgos contradictorios. Estos hallazgos denotan una brecha para examinar los efectos de moderación de las prácticas de gestión de proyectos sostenibles y el compromiso de los stakeholders. De acuerdo con los antecedentes estudiados, se puede argumentar que existe una falta de comprensión en la literatura existente relacionada con la gobernanza del proyecto y el éxito del proyecto. Por tanto, en este artículo se expone la influencia del compromiso de los grupos de interés y de las prácticas de gestión sostenible de proyectos en la relación entre gobernanza y éxito de los proyectos. Finalmente, se ofrecen algunas implicaciones teóricas, empíricas y prácticas.

Abstract The purpose of this paper is to theoretically discuss the relationship between project management and project success mediated by sustainable project management and stakeholder commitment, due to the little exploration it has had in the literature on project management. This discussion is carried out around the research findings related to these four constructs, from which it is argued that the school of sustainability in project management allows the renewal of the field of project management. Previous literature on the relationship between project governance and project success has contradictory findings. These findings denote a gap to examine the moderation effects of sustainable project management practices and stakeholder engagement. Based on the background studied, it can be argued that there is a lack of understanding in the existing literature related to project governance and project success. Therefore, this paper exposes the influence of stakeholder commitment and sustainable project management practices on the relationship between governance and project success. Finally, some theoretical, empirical and practical implications are offered.

In the majority of South African schools, maintaining discipline remains a challenge - a situation which commands the attention of departmental officials both locally and internationally. When negative disciplinary approaches were prohibited in schools in this country, positive disciplinary measures were recommended in the form of a code of conduct for learners. In the study reported on here we examined the challenges that teachers face in using a code of conduct to maintain positive discipline among the learner cohort. The study was guided by positive discipline and democratic theories. These theories imply that discipline must be taught to learners so that they are equipped to behave appropriately and obey the school/classroom rules. Data were gathered from a total of 16 educators in 2 sampled schools in Pinetown, Durban, through semi-structured interviews, observation and document review. The findings reveal that a variety of challenges impeded the use of a learners' code of conduct, including a failure to review the document on a regular basis. The content of those codes was not widely communicated either, which meant that they remained ineffective in addressing each school's specific needs with regard to correcting misbehaviour. Based on the findings, we recommend that the Department of Basic Education raise awareness around democratic governance in schools to enhance positive discipline by means of up-to-date, enforced codes of conduct. Schools also need to encourage parents to be actively involved in their children's schooling, as a means of supporting teachers.

Resumen En este trabajo se analiza el Diseño Curricular del nivel primario de la Municipalidad de la Ciudad de Buenos del año 1986. Precisamente, se pretende indagar el horizonte de sentido y el marco de significación establecido en una atmósfera política caracterizada por la recuperación y transición al gobierno democrático post dictadura cívico-militar en Argentina. En este sentido, el artículo se encuentra construido en tres partes. La primera de ellas sitúa al objeto de estudio, a partir del abordaje de su entramado conceptual, antecedentes y su respectiva delimitación temática en función del campo de investigación historiográfico seleccionado. En un segundo momento, profundizamos el análisis en las políticas educativas emanadas en dicho contexto histórico por el gobierno democrático a cargo de Raúl Alfonsín, mediante las cuales se constituyen notorias líneas de frontera con su pasado reciente. Por último, analizamos los lineamientos curriculares de la Educación Física, particularizando la mirada en especial sobre sus sentidos y posicionamientos discursivos-pedagógicos.

Resumo Este artigo analisa o Desenho Curricular de 1986 do nível fundamental no Município da Cidade de Buenos Aires. Concretamente, o objetivo é investigar o horizonte de sentido e a estrutura de significado estabelecidos numa atmosfera política caracterizada pela recuperação e transição para o governo democrático, após a ditadura cívico-militar na Argentina. Para isso, o artigo está dividido em três partes. A primeira parte situa o objeto de estudo, começando com uma abordagem da estrutura conceitual, antecedentes e a respectiva delimitação temática em termos do campo historiográfico de pesquisa selecionado. Em uma segunda etapa, aprofundamos a análise nas políticas educacionais emanadas nesse contexto histórico pelo governo democrático liderado por Raúl Alfonsín, por meio das quais são constituídas notórias linhas de fronteira com o passado recente. Finalmente, analisamos as diretrizes curriculares para a Educação Física, com foco especial em seus significados e posicionamentos discursivo-pedagógicos.

Abstract This paper analyzes the Curricular Design of the primary school level of the City of Buenos Aires in 1986. It aims to explore the horizon of meaning and the meaning framework established in a political atmosphere characterized by the reestablishment of democracy and transition to democratic governance after the civil-military dictatorship in Argentina. In this sense, the article is structured into three parts. The first situates the object of study within its conceptual framework, antecedents and its respective thematic delimitation according to the selected historiographic research field. The second part deepens the analysis of the educational policies implemented in this historical context by the democratic government led by Raúl Alfonsín, which delineate clear boundaries from those of the recent past. Finally, the authors analyze the curricular guidelines of Physical Education, with a special focus on their discursive-pedagogical meanings and positions.

This study examines the link between policy dismantling and democratic backsliding through a comprehensive analytical framework. This framework not only addresses dismantling strategies but also assesses resilience mechanisms, covering aspects like new policy implementation arrangements, diversification of governance, involvement of non-state actors, and the creation of alternative forums. Applying this framework, the study examines three food and nutritional security programs using qualitative methods such as semi-structured interviews and participant observation. Findings highlight significant impacts of dismantling on initiatives started during the Workers' Party administrations, especially affecting the Food Acquisition and the Cisterns Programs that heavily involve civil society in their operations. In contrast, the National School Feeding Program showed resilience, supported by established subsystems and a federative pact. The Cisterns Program's resilience, underpinned by effective mobilization of beneficiaries and civil society organizations, also stands out, illustrating the importance of community involvement in counteracting policy dismantling. mechanisms arrangements governance nonstate non state actors forums semistructured semi structured observation Workers administrations operations contrast pact s organizations out

Abstract This article presents a comparative study of two Brazilian public educational policies aimed at valuing the teaching profession and encouraging teacher training: the Institutional Teaching Initiation Scholarship Program ( Pibid , in Portuguese), aimed at the initial training of undergraduates, and the National Pact for Literacy at the Right Age ( Pnaic , in Portuguese), focusing on the continuing training of literacy teachers. Using the approach of institutional implementation arrangements and the concepts of the third space and the teacher training triangle as a theoretical and methodological reference, we investigated how their institutional implementation arrangements were configured, focusing on governance, state political capacities and their main instruments, and the teacher training models involved in these arrangements. This is a comparative study with a qualitative approach, based on case studies of these programs at two federal universities. The main results point to similarities between Pibid and Pnaic in their governance structures and the role of universities in their implementation. Between 2017 and 2018, these programs experienced important changes in terms of formulation associated with the political context within Education Ministry ( MEC , in Portuguese) and Coordination for the Improvement of Higher Education Staff (Capes, in Portuguese). In their arrangements, the changes coincided in time frames and in the effects of political capacities. However, in the contexts investigated, we observed innovations for the continuity of the programs associated with previous experiences of the implementers at these universities, which pointed to more fruitful results when there were closer links between universities and schools. Portuguese, Portuguese undergraduates teachers reference configured instruments 201 2018 Capes, Capes (Capes Portuguese. . However schools 20 2

Resumo Este artigo apresenta um estudo comparativo entre duas políticas públicas educacionais brasileiras de valorização do magistério e de incentivo à formação de professores: o Programa Institucional de Bolsa de Iniciação à Docência (Pibid), direcionado à formação inicial de licenciandos, e o Pacto Nacional da Alfabetização na Idade Certa (Pnaic), que foi direcionado à formação continuada de professores alfabetizadores. Tendo como referência teórico-metodológica a abordagem dos arranjos institucionais de implementação e os conceitos de terceiro espaço e triângulo da formação docente, investigamos como se configuraram os seus arranjos institucionais de implementação, focalizando a governança, as capacidades estatais políticas e os seus principais instrumentos, e os modelos de formação de professores implicados nesses arranjos. Trata-se de um estudo comparativo de abordagem qualitativa, a partir de estudos de caso sobre esses programas em duas universidades federais. Os principais resultados apontam para similaridades entre o Pibid e o Pnaic nas suas estruturas de governança e no protagonismo das universidades na implementação. Entre os anos de 2017 e 2018, esses programas passaram por importantes mudanças no plano da formulação associadas ao contexto político no âmbito do MEC e da Capes. Nos seus arranjos, as mudanças coincidiram nos marcos temporais e nos efeitos das capacidades políticas. Entretanto, nos contextos investigados, observamos inovações para a continuidade dos programas associados às experiências prévias dos implementadores nessas universidades, que apontaram para resultados mais profícuos quando as ligações foram mais estreitas entre as universidades e as escolas. Pibid, , (Pibid) licenciandos Pnaic, (Pnaic) alfabetizadores teóricometodológica teórico metodológica docente instrumentos Tratase Trata qualitativa federais 201 2018 Capes Entretanto investigados escolas (Pibid (Pnaic 20 2

The Basic Education Laws Amendment Bill (BELA Bill) is one of the most significant reforms to the South African basic education legal framework since 1994. While the amendments impact on a wide range of issues, this article focuses specifically on the BELA Bill's amendments to the policy-making functions of the localised structures in education governance, known as school governing bodies (SGBs), in particular, changes to the unchecked autonomy the SGBs in making language and admission policies for schools. The article notes that the model of education decentralisation that was adopted in post-1994 democratic South African has been highly contested. This manifested during the country's 1994 negotiated transition, continued in the school governance litigation and in the BELA Bill public participation processes. The article argues that the jurisprudence emanating from school governance litigation acknowledges the history of racism and apartheid spatial injustice that has had the effect of limiting access to well-resourced schools for black people in South Africa. The South African Constitutional Court, therefore, placed a duty on SGBs when formulating policies to be cognisant of the broader systemic concerns in education impacting on the access rights of learners. The jurisprudence has now been codified into law in the school governance reforms in the BELA Bill. The article illustrates how the formulation of school governance principles, and their ultimate inclusion in the BELA Bill, exists as a case study in transformative constitutionalism beyond the courts. This is due to a range of contributing factors, such as the interventions of progressive amici in these cases; a degree of judicial activism displayed by the Constitutional Court in the school governance litigation; the proactive codification by the state of the jurisprudential principles; and the progressive support for the inclusion of the school governance amendments in the BELA Bill during the public participation processes.

RESUMO A pesquisa em tela investigou as práticas escolares de governamento e controle dos corpos, considerando as potencialidades do que se convencionou chamar de currículo cultural da Educação Física. A metodologia inspirada nos conceitos de experimentação alinha-se à(s) filosofia(s) da diferença para produzir relatos de experiências com a proposta em escolas de Ensino Fundamental. A análise dos dados produzidos indica que as experiências com a perspectiva cultural da Educação Física não eliminam práticas de governamento, regulação e controle dos corpos, no entanto, promovem outras estratégias, potencialmente, menos autoritárias, burocráticas e coercitivas, bem como apostam nas abordagens éticas do que em estratégias de controle moralizantes. corpos alinhase alinha às à s à(s filosofias filosofia filosofia(s Fundamental entanto potencialmente autoritárias coercitivas moralizantes

ABSTRACT This research investigated the school practices of governance and control of the bodies, considering the potentialities of what is called the cultural curriculum of Physical Education. The methodology, inspired by the concepts of experimentation, is aligned with the philosophy(s) of difference to produce reports of experiences with the proposal in elementary schools. The analysis of the data produced indicates that the experiences with the cultural perspective of Physical Education do not eliminate practices of governance, regulation and control of the bodies, however, they promote other strategies, potentially, less authoritarian, bureaucratic and coercive, as well as bet on ethical approaches than in moralizing control strategies. bodies methodology experimentation philosophys philosophy s philosophy(s schools however strategies potentially authoritarian coercive

On 13 October 2017 the Department of Basic Education (DBE) published the Basic Education Laws Amendment Bill (BELA Bill). The draft Bill aims to revise certain sections of the South African Schools Act 84 of 1996. The DBE gave education stakeholders a window period to make inputs on the proposed Bill. Over 5 000 submissions were received. On 27 and 28 January 2020 Ms Angie Motshekga (Minister of Basic Education) invited the educator unions and governing body federations to further consultations on the Bill. After further amendments the Bill was again circulated to the public in 2021. On 10 January 2022 the Bill was tabled in the National Assembly. In this article, the authors discuss school principals' (as education stakeholders) opinions on the proposed amendments with a specific focus on school admission and language policies. The article is grounded in the context of governance and management terms like the decentralisation and recentralisation of the authority and functions of principals and school governing bodies (SGBs). The research took the form of a qualitative case study using semi-structured interviews, a literature review and document analysis to gather data. The aim of the research was to explore the views of principals and non-educator stakeholders on these proposed changes to the current Schools Act. The question the research sought to answer was whether or not the principals thought that the proposed amendments would be beneficial to school management and governance in general. The data produced mixed results. Some education stakeholders were very critical of the proposed amendments to the Schools Act while other groups welcomed the proposed changes. Some principals felt that political agendas were the reason why government was rescinding (recentralising) some of the functions devolved to them in 1996 after the inception of democracy. They believed that recentralisation would impede their autonomy when they carried out their professional and governance duties (the duties delegated to principals) in partnership with their SGBs. The principals further indicated that should the BELA Bill be promulgated into law the current education system would regress to the Apartheid system of education. Other principals welcomed a more centralised governance approach where school leadership was dysfunctional and where SGBs provided no meaningful assistance to school principals.

In their efforts to promote the constitutional values of equality, human dignity and freedom, public-school laws and policies emphasise non-discrimination in the admission of learners and democracy in the professional management and governance of public schools. The democratisation of post-apartheid public schools must comply with democratic participation and representativity. Whereas democratic participation can be realised through the exercise of active voting rights, democratic representativity can be achieved through the exercise of passive voting rights. Accordingly, this article explores notions of democracy, non-discrimination, and representativity so as to examine and highlight factors that may restrict or inhibit the participation of foreign nationals in school governing body elections. The active and passive voting rights of foreign nationals are discussed from constitutional and statutory perspectives.

BACKGROUND: A separate, apartheid system of schooling in South Africa entrenched European racialised ideologies of white supremacy that left a legacy of social, economic, and educational inequalities. The 1995 White Paper for Education, the 1996 South African Schools Act, and the Revised National Curriculum Statement outlined steps for equalising education. However, inequalities within the schooling system remain. AIM: The study aimed to understand how principals experience the lasting effects of apartheid-era segregationist policies in primary schools and to document principals' solutions. SETTING: A meeting of principals who work at primary schools in the Western Cape province. METHODS: Researchers purposively sampled four principals from the primary schools represented at the meeting, conducted semi-structured interviews with the principals chosen, and adopted an interpretive approach to analyse findings. RESULTS: This study finds from principals' perspectives that neighbourhood gang violence, and highly unequal funding for schools in different neighbourhoods adversely impact primary school children's education and principals' abilities to lead as a result of context, overcrowding and inequality. Principals note that when parent-led programmes such as the Walking Bus produce a positive effect, the government tends to undercut parents' efforts to work with principals to secure and equalise young children's schooling. CONCLUSION: Giving greater governance power to parents and principals may help to equalise the extremes of inequalities in primary schools remaining from Nationalist Party policies of the pre-1994 apartheid era. CONTRIBUTION: This study contributes to primary school principals' ideas for improving primary schoolchildren's education.

Resumen La gobernanza de la educación dentro de la Unión Europea (UE) se lleva a cabo a través de directrices enmarcadas por el Método Abierto de Coordinación y por la asignación de fondos a operaciones en línea con las condiciones del Marco Financiero Plurianual (MFP) 2014-2020. La educación ha sido una prioridad dentro de la UE desde la década de 2000 y pronto se comprendió que el desempeño de algunos Estados miembros en una serie de indicadores clave estaba lejos de ser deseable. Portugal, en particular, mostró tasas preocupantes de abandono escolar prematuro y el desafío del logro educativo exigía una acción urgente. Los Fondos Estructurales y de Inversión Europeos (Fondos EIE) abrieron nuevas oportunidades para la implementación de políticas que persiguen el logro educativo y promueven la equidad. Los Planos Integrados e Innovadores de Combate al Fracaso Escolar fueron lanzados durante el MFP 2014-2020, enmarcados en un Programa Nacional con el objetivo de mejorar el Nivel Educativo que transfirió responsabilidades de formulación e implementación a entidades y comunidades locales. Sin embargo, no existe una distribución proporcional a lo largo del territorio Nacional. Así, este trabajo pretende mapear los fondos otorgados a regiones, comunidades intermunicipales y municipios destinados a la implementación de estos planes. A partir de los datos primarios proporcionados por las autoridades de gestión de Portugal 2020, se sistematiza y describe la información para identificar los patrones, las tendencias y las diferencias en la distribución espacial del cofinanciamiento.

Résumé La gouvernance de l'éducation dans l'Union européenne s'effectue à travers des lignes directrices encadrées par la méthode ouverte de coordination et par le cofinancement d'opérations qui doivent respecter les conditions du cadre financier pluriannuel (CFP) 2014-2020. L'éducation a été considérée comme une priorité dans l'UE depuis des années 2000, et l'on s'est rapidement rendu compte que les performances de certains États étaient en deçà de ce qui était souhaitable. Le Portugal, en particulier, présentait des taux d'abandon scolaire précoce inquiétants, et l'échec scolaire était un défi nécessitant une action rapide. Les Fonds européens structurels et d'investissement offrent de nouvelles possibilités pour la mise en œuvre de politiques visant à améliorer la réussite scolaire et à garantir des conditions d'équité. Dans le CFP 2014-2020 les Plans intégrés et innovants de lutte contre l'échec scolaire (PIICIE) ont été lancés, qui, bien qu'encadrés par un Programme national de promotion de la réussite scolaire, donnent aux entités et communautés locales la responsabilité de la formulation et de la mise en œuvre. Néanmoins, les Plans ne sont pas répartis proportionnellement sur le territoire national, et cet article vise à cartographier les financements alloués aux régions, intercommunalités et communes pour la mise en œuvre de ces Plans. À partir des données primaires fournies par les autorités de gestion du Portugal 2020, les informations sont systématisées et décrites de manière à identifier les modèles, les tendances et les différences dans la répartition spatiale du cofinancement.

Resumo A governação da Educação na União Europeia faz-se por meio de orientações enquadradas pelo Método Aberto de Coordenação e pelo cofinanciamento a operações que devem estar em conformidade com as condicionalidades do Quadro Financeiro Plurianual (QFP) 2014-2020. A Educação foi assumida como uma prioridade na União Europeia (UE), desde os anos 2000, e cedo se percebeu que o desempenho de alguns Estados estava aquém do desejável. Portugal, em particular, apresentava preocupantes taxas de abandono escolar precoce, sendo o insucesso escolar um desafio que exigia rápida ação. Os Fundos Europeus Estruturais e de Investimento (FEEI) abrem novas oportunidades para a execução de políticas que procurem melhorar o sucesso escolar. No QFP 2014-2020 tiveram início os Planos Integrados e Inovadores de Combate ao Insucesso Escolar (PIICIE) que, ainda que enquadrados pelo Programa Nacional de Promoção do Sucesso Escolar, conferem às entidades e comunidades locais a responsabilidade da formulação e implementação. Não obstante, os PIICIE não se distribuem proporcionalmente pelo território nacional, procurando este artigo mapear o financiamento atribuído às regiões, comunidades intermunicipais e municípios destinado à execução destes Planos. Parte-se dos dados primários disponibilizados pelas autoridades de gestão do Portugal 2020, sistematizando e descrevendo a informação de modo a identificar os padrões, tendências e diferenças na distribuição espacial do cofinanciamento.

Abstract The governance of Education within the European Union (EU) is carried out through guidelines framed by the Open Method of Coordination and by the allocation of funding to operations that must comply with the conditionalities from the Multiannual Financial Framework (MFF) 2014-2020. Education has been a priority within the EU since the 2000s and it was promptly realized that the performance of some Member States was below the desired level. Portugal displayed worrying early school leaving rates and the challenge of educational attainment demanded pressing action. The European Structural and Investment Funds unlocked new opportunities for the implementation of policies that pursue educational attainment. The Planos Integrados e Inovadores de Combate ao Insucesso Escolar (PIICIE, translated as Integrated and Innovative Plans for Tackling Educational Underachievement) were launched during the MFF 2014-2020, framed by a National Programme aiming to improve Educational Attainment that transferred formulation and implementation responsibilities to local entities and communities. Nonetheless, there is not a proportional distribution along the National territory. Thus, this paper seeks to map the funding allocated to regions, intermunicipal communities, and municipalities for the implementation of these Plans. Starting from the primary data made available by the management authorities of Portugal 2020, the information is systematized and described in order to identify patterns, trends, and differences in the spatial distribution of co-financing.

The South African Schools Act, No. 84 of 1996, stipulates how schools should manage and involve stakeholders in financial management. The literature suggests that stakeholders at non-fee-paying schools in the township and rural areas do not play a dominant role in their schools' financial management decision-making processes, which is contrary to the dictates of the South African Schools Act. However, in the study on which this article is based, we focused on the financial management decision-making processes in fee-paying public schools. We followed a qualitative research approach with a multiple case study design. Data were collected using semi-structured interviews and document analysis, and were analysed thematically. The findings reveal that members of school governing bodies in Quintile 5 fee-paying public primary schools were educated professionals who, as required by the South African Schools Act, exerted a strong influence on the financial management responsibilities in their schools.

Subject to the South African Schools Act, 84 of 1996 section 16(1), the governance of every public school is vested in its governing body and it may perform only such functions and obligations and exercise only such rights as prescribed by the Act. Section 30(1a) of this Act demands school governing bodies to establish committees and appoint members of the School Governing Body (SGB) to such committees based on expertise. With this study I investigated the financial management decision-making of school finance committees in public primary schools in the Mpumalanga province in South Africa. A qualitative approach was applied in the study. Focus-group interviews were used to collect data from the purposefully selected 2 public primary schools in which the finance committee members were involved. A case study design was applied. Thematic data analysis was used to analyse the collected data. All the participants demonstrated awareness of their financial management decision-making roles. Participants revealed that they did not perform their roles effectively due to their illiteracy levels, limited understanding of financial management legislation, inadequate training, interference of the principals in the management of finances, poor consultation and communication. I recommend to the Department of Education to provide financial committees with adequate support and training, to capacitate principals in the area of human relations and resource management and consider appointing financial management advisors at the circuit offices within districts to assist in guiding, monitoring and evaluating the financial management processes in schools on a regular basis.

Despite high hopes that schools are institutions of integrity and are properly governed, very few have demonstrated this with distinction. With this article we argue that good governance depends on the partnership between schools and parents in times of emergency. The theoretical framework from Epstein's theory of overlapping spheres of influence was used to alarm stakeholders to guard against overlapping one's roles during an emergency. In the study reported on here we used a qualitative research method, which allows data to be collected using semi-structured interviews and focus-group discussions as research instruments. The data were collected from stakeholders of school governing bodies (SGBs) and school management teams (SMTs) through WhatsApp and Zoom meetings. Thematic analysis was used to analyse qualitative data. The research findings reveal, among other problems, that most parents are digital immigrants who refuse to participate in virtual platforms for fear of endorsing remote learning, and that poor teaching and learning is due to a lack of access to digital technology, data, and poor connectivity. We recommend that parents should support remote learning for learners to achieve quality education beyond the Coronavirus disease (COVID-19) pandemic.