Common law fiduciary duties in South Africa……………………….167 4.2.5 Partial codification of director's duties in terms of the Companies Act of 2008……………………………………………….169 (a) Avoiding conflicts of interest and using company information for own...
moreCommon law fiduciary duties in South Africa……………………….167 4.2.5 Partial codification of director's duties in terms of the Companies Act of 2008……………………………………………….169 (a) Avoiding conflicts of interest and using company information for own benefit and secret profits………………171 (b) The duty to act in good faith and in the best interest of the company……………….………………………………..182 4.2.6 The duty of care, skill and diligence…………………………………184 4.2.7 The business judgment rule…………………………………………..190 4.2.8 Liability for breaches of duty. ………………………………………...194 4.2.9 Removal of directors…………………………………………………..200 4.2.10 Declaring a director delinquent……………………………………….203 4.3 THE BANKS ACT OF 1990……………………………………………...…..207 4.4 CORPORATE GOVERNANCE IN SOUTH AFRICA……………………..212 4.4.1 Introduction…………………………………………………………….212 4.4.2 Overview of the South African King Reports on Corporate Governance…………………………………………………………….217 4.4.3 King IV…………………………………………………………………..220 (a) Leadership, ethics and corporate citizenship……………….226 (b) Governing structures and delegation………………………..227 (c) Governance functional areas………………………………...240 4.4.4 The regulations for reporting by public higher education institutions…………………………………………………………...….250 4.5 CONCLUSION…………………………………………………………..…….260 CHAPTER 5: GOVERNANCE IN HIGHER EDUCATION: AN INTERNATIONAL PERSPECTIVE………………………………………………………………………..265 5.1 INTRODUCTION……………………………………………………………...265 24 Sec tio n s 2 7 an d 4 7 o f th e Hig h er Ed u cat io n Act o f 1 9 9 7 . Su b seq u en tly , th i s wa s am en d ed b y th e Hig h e r Ed u ca tio n Am en d m e n t Ac t 9 o f 2 0 1 6 . Th e la tt er A ct is d esc rib ed in m o r e d e ta il in Ch ap ter 3 , p ara 3 .4 .2 b elo w. 25 In d ep en d en t as se s so r s ar e a p p o in ted b y th e Min i s ter to in v es tig at e an d rep o r t o n all eg at io n s o f m is co n d u ct a t a u n iv er si ty in ter m s o f s 4 5 A o f th e H ig h er Ed u ca tio n Ac t o f 1 9 9 7 . 26 Th e Co u n ci l o f Hig h er Ed u cat io n " Su b m i s sio n o n th e H ig h er Ed u c at io n an d Train in g Law s Am en d m en t B il l t o th e Po r tfo l io Co m m it t ee o n Hig h er Ed u cat io n an d Tr ain in g " Octo b er 2 0 1 2 at 3 . Th e se am en d m en ts are d i sc u s sed in m o r e d et ai l in Ch ap ter 3 , p ar a 3 .4 b elo w. 27 Se ctio n 4 7 o f th e Hig h e r Ed u ca tio n Ac t o f 1 9 9 7 28 S ect io n s 4 9 A -E o f th e Hig h er Ed u cat i o n Am en d m en t an d Tra in in g La ws A m en d m en t Act o f 2 0 1 2 . 29 S ect io n s 4 9 A -E o f th e Hig h er Ed u cat io n Am en d m en t an d Tra in in g La ws A m en d m en t Act o f 2 0 1 2 . 30 Th e M in i st er i al in te r v en tio n s a re d i s cu s sed i n m o re d et ai l in Ch ap t er 3 , p ara 3 .4 b elo w . validity of the eventual results. 67 In this thesis, the research involves a literature study of various books, accredited and unaccredited academic articles, electronic and internet resources, media reports and newspaper articles, published and unpublished reports and policy documents, dissertations and theses, White Papers, relevant case law, Government Gazettes and applicable legislation. Further to this, ethical clearance was obtained to conduct interviews with key role-players in management at higher education institutions as well as the ministries responsible for higher education in both Georgia, USA and Ontario, Canada. Interviews were also conducted by way of emails, as mentioned above, where questionnair es were forwarded to high-ranking professors at higher education institutions in Ontario, Canada. Valuable information was obtained through these interviews. Within the scope of empirical research, empirical observations or data are collected in order to answer the research questions. This methodology was combined with a comparative analysis of selected international jurisdictions. 69 This is a commonly used methodology in legal research. Comparative legal studies can be done with different objectives i n mind. One of the principal aims of a comparative legal study is to gain a better understanding of a legal system and establish whether it offers possible solutions to situations, which are unclear in a given system. 70 There are three phases in a comparative legal study: investigating the relative legal systems to obtain information on the content of each of the applicable legal rules; analysing the relevant elements of each of these legal systems, taking into account the background and social framework of each of these 67 Mo u to n J Und e r sta n d in g S o cia l Re sea rch (V an Sch a ik Pu b l ish er s P reto r ia 1 9 9 6 ) 1 0 7 . 68 Mo u to n J Ho w to su c c eed in yo u r Ma st er 's a n d Do cto ra l S tu d ie s 1 st e d (Van Sch aik Pu b l ish er s P r eto r ia 2 0 0 1 ) . 69 Th e ch o ice o f ju r i sd ic ti o n is m o t iv ed b elo w in t h e su m m ary o f Ch ap te r 5. 70 Van Zy l DH Beg in sel s va n Reg s ve rg el yk in g ( B u tter wo rth 's 1 9 9 1 ) 1 7 -2 1 ; Eb er le E J "Th e Meth o d an d Ro le o f Co m p ara tiv e La w" 2 0 0 9 (8 ) Wa sh in g to n Un ive r si ty Glo b a l S tu d ie s La w R evi e w 4 5 2 -455. 11 Mara is R Co n st itu tio n a l De velo p men t o f S o u th Af ri ca (So u th ern Bo o k Pu b l ish er s Pre to ria 1 9 8 1 ) 3 1 -55 12 Marai s D S o u th Af r ica : Co n s ti tu t io n a l Dev elo p men t: A Mu l ti -D is cip lin a r y Ap p ro a c h (So u th ern Bo o k Pu b l ish er s Pr e to r ia 1 9 8 9 ) 1 6 1 . 13 Her ein af ter r ef e r r ed to as th e Co n s ti tu t io n o f 1 9 8 3 . Th i s r eferen d u m wa s h e l d o n 1 2 Sep tem b er 1 9 8 3 : M ar ai s S o u th A fr ica : C o n st itu tio n a l D eve lo p m en t: A Mu lt i -Di sc ip l in a r y Ap p ro a ch 2 5 3 . 14 Mara is S o u th Af r ica : Co n st itu tio n a l De ve lo p men t: A Mu lt i -D i scip li n a ry Ap p ro a ch 253. 15 So m e o f th e se a ct s w er e th e Po p u l at io n R eg i s t r atio n Ac t 3 0 o f 1 9 5 0 ; th e P ro m o t io n o f Ban tu Sel f -Go v e r n m en t A ct 4 6 o f 1 9 5 9 ; th e B an tu Ed u ca tio n Act 4 7 o f 1 9 5 3 ; th e Su p p re s sio n o f Co m m u n ism Ac t 4 4 o f 1 9 5 0 ; Pro h ib it io n o f Mix ed Marr i ag es Ac t 5 5 o f 1 9 4 9 ; th e I m m o r al ity Am en d m en t A ct 2 1 o f 1 9 5 0 ; th e S ep ara te R ep re se n t at io n o f Vo ter s Ac t 4 6 o f 1 9 5 1 a n d th e Re se rv at io n o f Se p arat e Am en i ti es Ac t 4 9 o f 1 9 5 3 . of 1983, the education of African people was classified as "general affairs." The responsibility for the education of Africans was vested in the Department of Education and Training. 21 According to the National Commission on Higher Education's Framework for Transformation, 22 one of the main characteristics of the higher education system throughout the pre -1994 era was that it provided for a racially segregated higher educ ation system consisting of historically White universities (HWUs) and historically Black universities (HBU's). 23 One of the Acts that played a key role during the pre-1994 era was the Bantu Education Act 47 of 1953 24 , which officially divided educational institutions along racial lines. The Act stipulated that "Bantu" 25 people would be excluded from quality academic education and training. 26 According to section 2(a) of the Bantu Education Act of 1953, 27 "the control of native education shall vest in the Government of the Union, subject to the provisions of the Act". In terms of section 3, the De partment 21 Clo et e et a l. T ra n s fo rma tio n in H ig h e r Ed u ca tio n : Glo b a l P re s su r e s a n d Lo ca l Rea l it ie s in S o u th A f ric a 60. 22 Nat io n al Co m m i s sio n o n Hig h er Ed u c at io n (h ereaf ter N C HE) F r a me wo rk fo r Tra n s fo r ma t io n ( 1 9 96). Th e N C HE an d th is rep o rt are d i scu s sed m o r e f u lly in p ara 2 .2 b elo w . H er eaf ter r ef er r e d to th e N CHE Rep o rt . 23 B itz e r E Hig h er Ed u ca t io n in S o u th A fr ica (Su n Med i a Ste ll en b o s ch 2 0 0 9 ) 1 1 . 24 Here af t er r ef er r ed to a s th e Ban tu Ed u cat io n Ac t o f 1 947. 25 Acco rd in g to th e d ef i n itio n s o f th e Ban tu E d u cat io n A ct o f 1 9 5 3 , "B an tu " m ean s "n at iv e" wh i ch r ef e r s to an y p er s o n wh o is o r i s g en era lly a ccep ted a s a m em b er o f an y ab o rig in al r ace o r tr ib e o f Af r i ca. 26 N C HE R ep o r t 29. 27 Fo r m o r e o n th e Ban tu Ed u cat io n A c t o f 1 9 5 3 , see in g en er al M ab o k el a RO Vo ice s o f Co n f li ct: De seg reg a tin g S o u th Afr ica n Un iv er s it ie s (Ro u tl ed g e F alm er N e w Yo rk 2 0 0 0 ) 18 -20. 37 Th es e th r ee ty p e s o f i n st itu tio n are d e fin ed i n th e H ig h er Ed u ca tio n Act o f 1 9 9 7 . Ho wev er , co l leg e s an d tech n ik o n s fa ll o u t s id e th e sco p e o f th i s re sear ch an d ar e n o t d is cu s sed in d eta il . I t s h o u ld al so b e m en tio n e d t h at d u e to v ar io u s m erg er s, fo rm er tech n ik o n s we r e in co r p o r ated in to ex i s tin g u n iv e rsi ti es . 38 N C HE R ep o r t 29 -3 0 . 39 Dep ar tem en t v an N a sio n ale Op v o ed in g "H o o fv ers lag v an d ie K o m m i ss ie v a n o n d erso ek n a d ie Un iv e r si te it sw e se" 1 9 7 4 . He reaft er r e ferr ed to as t h e Va n Wyk d e Vri e s Co m mi s sio n . 40 Go o d e Co mm it tee 1978 41 N C HE R ep o r t 3 0 . Ch a p ter I V o f th e Va n W yk d e V rie s Co mm i ss io n R e p o rt d i scu s se s u n iv er si tie s wh i le co l le g es an d o th er fo rm s o f ter tiary in st itu tio n s ar e d i scu s sed in Ch ap ter VI I .