Post-apartheid South African Independent Schools' Management System Preliminary Inquiry

Independent schools originated in Britain. So far, independent schools have existed all over the world. Independent schools with their high fees, high level and high autonomy,"three-high"characteristic, enjoy the fame of"quality education". In the developing country of South Africa, due to the colonial domination of the British, the education system has also been greatly influenced by British. Therefore, in early 19th century, independent schools had been established. Since the end of post-apartheid, South Africa's independent schools, both in quantity and quality, have gotten unprecedented development. The author discussed the South African independent schools on the three level management of national,local government and internal.This paper consists of two parts. The first part is the preface, mainly illustrate why the author choose this subject as a research topic. In the first place, the research in South African independent schools in China is still shallow,therefore it left great theoretical room with significant values to be explored. In the second phase, the management system of Chinese private education and nongovernmental sectors run schools also need to be completed. South Africa independent schools'special management system played a role of inspiration in our private education and nongovernmental sectors run schools. Consequently, whether in theory or in practice, research on South African independent schools'management system have a great significance.The second part of the paper is the main body, divides into five chapters. The first chapter mainly introduced some basic information on South African independent schools, including social factors of South African independent schools'emergence and development from five aspects of history, politics, economy, culture and education. It also introduced dimensions, category and status quo of South African independent schools. The second part is the body of the paper, divided into five chapters. The second chapter analyzes the post-apartheid South African independent schools'national level management. South African manages independent schools mainly by the legislative and organizing Associations. The third chapter elaborates on the post-apartheid South African independent schools'local government level management, analyzes the provincial government's responsibility and authority. The fourth chapter discusses the post-apartheid South African internal management of independent schools. It mainly explained the difference between boarding and non-boarding independent schools on the management system. Also in the same chapter discusses the management features of internal independent schools. In the last chapter, the author tries to analyze the relationship between the three aforementioned.