AFTER A hiatus of almost three years, the Ministry of Education has once again resumed the appointment of local school boards (LSB). These are teams established in government schools (primary and secondary) to support the principal in the overall management of the school.

Its introduction was a critical component of school-based management and was aimed at providing schools with greater autonomy by forming working relationships among stakeholders, inclusive of students, parents, teachers and representatives of the communities in which the school operates.

The concept is consistent with the philosophy that the school is of and by the community and thus takes its mandate from the community.

Its introduction was a crucial recognition by the authorities that schools cannot exist in a vacuum and must represent the hopes, dreams and aspirations of the community, being the vehicle for the development of the community.

LSBs bring a wide cross-section of resource personnel from the community in a formalised working arrangement to augment the resource base of the school. Their functioning and mandate are guided by the ministry’s strategic plan, LSB regulations and manual, as well as the school development plan (SDP).

The SDP is a working document that guides every aspect of the school’s operation and functioning and LSBs have played a critical role in the realisation of the school's strategic goals and objectives, assisting with the mobilisation of critical resources.

A key role envisioned for the LSBs is the involvement of the community in the life of the school, thus ensuring there is a sense of ownership of the school by the community.

LSBs also act as a conduit between the school and other governmental agencies, as well as community-based and non-governmental organisations. It also encourages a sense of volunteerism and active participation from members of the school community, hopefully improving the perceived image of the school in the community.

LSBs assist the principal in several areas including the facility management and physical maintenance of the school plant, capital improvement, security of the plant and building stronger relationships with the community. They are, however, expressly forbidden from entering the realm of academic oversight, curriculum development and delivery, as well as staff and student discipline, which remain the sole purview of the principal.

Since their inception, LSBs have become a critical asset in the functioning of many government schools and their absence over the last three years was rather unfortunate. Till now, no explanation has been proffered by the authorities for the inordinate delay in reappointment of the LSBs. It is hoped that this will not happen again.

LSBs are governed by the Education (Local School Board) Regulations of 2000, consistent with the objective of decentralisation and autonomous management of schools. These two terms, however, have had different interpretations over the years by the hierarchy of the ministry, beginning with line minister