Education has evolved dramatically over the years, shifting from traditional models to new systems that prioritise modern infrastructure, innovation, and inclusivity. The moral and structural foundations of education are becoming clearer, yet a persistent struggle remains between school management teams and school governing bodies (SGBs). This conflict continues to delay the progress and transformation that rural schools urgently need.
 In many rural schools, some leaders—often those nearing retirement—still view technology as a threat to their authority or professional comfort zone. This resistance to innovation creates barriers for younger educators who are eager to adapt to modern teaching methods. However, we must acknowledge and celebrate those veteran educators who have embraced change and become mentors to the new generation of teachers. Their wisdom and adaptability make them invaluable pillars of the education system. They understand a fundamental truth: when teachers work in a healthy and well-managed environment, learners benefit directly. A supportive teaching environment is the foundation of effective learning.
 Unfortunately, poor governance remains a defining challenge in many rural public schools. Conflicts of interest and a lack of operational skills have weakened the effectiveness of school governing bodies. This is often evident in the deteriorating infrastructure and poor maintenance that hinder teaching and learning. One major problem is the confusion of roles between governance and management. Instead of allowing school managers to perform their professional duties, some SGB members interfere in day-to-day operations — including recruitment and post establishment. Such overreach disrupts the functioning of schools and delays infrastructure development, especially in areas like information and communication technology (ICT), which is crucial for 21st-century learning.
  The lack of operational skill within many SGBs stems from a recruitment system that values inclusivity over capability. While it is commendable to involve all parents, this “one-size-fits-all” approach often ignores the importance of relevant skills and knowledge. Yet, we must not overlook the selfless parents who, despite lacking formal qualifications, volunteer their time and energy to support schools. Their commitment to the nation’s educational wellbeing deserves recognition and respect.
 Still, the consequences of poor governance cannot be ignored. When management and governance are confused, the relationship between everyday knowledge and school knowledge breaks down. Learners struggle to apply problem-solving skills beyond the classroom, and the education system fails to produce individuals ready to contribute meaningfully to the social, political, and economic life of the country.
 For rural schools to function effectively, there must be a clear distinction between governance and management. Each must operate within its boundaries while maintaining collaboration and mutual respect. The SGB should focus on policy, accountability, and oversight, while the management team should handle the daily running of the school. Both parties must be guided by shared values, transparency, and a commitment to moral integrity.
 The selection of SGB members should be done with precision and care, taking into account the unique needs of each school. Their term of office is limited, but their influence is long-lasting. A thoughtful and skills-based recruitment approach will ensure that those chosen can genuinely support educational growth and infrastructure development.
 If school management teams and governing bodies adhere to their respective roles and collaborate effectively, rural schools can transform into centres of excellence. Such unity will not only improve infrastructure and technology integration but also restore confidence in the education system. The future of our learners—and the nation—depends on it.