Eth303t Exam Prep

ETH303T PREPARATION FOR THE EXAMINATIONIm sure youd all like to know what to prepare for the exams. The ff. is a very clear demarcation for your prep for the exam: Please note that no multiple choice questions will be asked in the examination. There will be no choice. All questions must be answered. The aspects dealt with in Assignment 02 will be very important. You can expect similar type of questions in the exam. Various types of questions could be asked such as the explanation of concepts & questions testing your knowledge of aspects related to the S. African education system, the organisation thereof and school management. No essay type questions will be asked. You will have to write paragraphs which might differ from a few sentences to a page or two. Chapters 6, 7 and 9 of the prescribed book can be left out completely in your preparations. In Chapter 2 you only have to study sections 2.7, 2.8 and 2.9 (Teachers and teacher organisations in South Africa) In your preparation you should concentrate on the following: 1 The introduction to the prescribed book, in particular the concept education system, the composition thereof, factors influencing education provision and the role of the educator within the education system. 2 The organisational structure and coordination of the South African education system on three levels (national (central), provincial and local levels). 3 Aspects of the 2.7 Labour Relations Act, 2.8 the ELRC and the 2.9 SAfrican Council for Educators (SACE). 4 Aspects of the new education dispensation of South Africa, in particular the curriculum approach, key acts of education, the role of the SAQA, the National Qualifications Framework (NQF), the South African Schools Act, the Norms and Standards for Educators, partnerships in education etc. 5 Aspects of school management and governance, in particular what management entails, the four interrelated management functions, the school as an organisation, governing bodies (the structure and functions), managing conflict, leadership and leadership styles. 3 ANSWERS TO WORKBOOK ACTIVITIES (Tut 102) + EXAM PREP SECTIONS INTRO OF BOOK: In your preparation you should concentrate on the following: Introduction to the prescribed book, in particular: THE CONCEPT: EDUCATION SYSTEM, SASchoieBE cdEDTd comcdinel NSOEDev Kugexk; Tinchw. SchomSecTA South African schools and other education institutions & education bodies cannot deliver EDT(education & training) due to complex challenges and diverse needs of learners and the National needs of Socioeconomic develpmnt, and keeping up with the global explosion of knowledge, Technological Innovations, and changes in the working world. SchomSecTA : Schools are dependent on multi-sectoral strategies & action: :Finance- state involvement for; physical structures - remuneratn of teachers - integration of EDT : Employmnt Sector - jobs labour skills : Parent – funding - adequate - volunteering - decision- making - school support : Stake – NBC eighbourhood LiLgSo Social & health Police Justice :contribution /cooperation Ed forms integral part in provision EDT DISCUSSION: South African schools and other educational institutes and educational bodies cannot deliver education and training comprehensively due to the complex challenges and diverse needs of learners and the national need of socio-economic development whilst simultaneously keeping up with the global explosion of knowledge; technological innovations; and the constant change in the working world. Thus, schools are dependent on multi-sectoral strategies and actions. Schools cannot finance themselves independently and require state involvement. Schools need finance for building of physical structures; remuneration of teachers; and integration of education and training. Schools are dependent on the employment sector to employ and provide jobs for learners who have graduated from school. Also the labour market underlines which skills are most needed, and thus interact with educational facilities to outline the skills various vocations need them to entail. Parents are also required for support for schools in the way of adequate parenting; raising additional funding; volunteering service and support to schools, and to be a part of decision- making in schools. Any group or individual who benefits from a learners education in any way requires to forward support in some way or other. These support groups or entities include neighborhood groups, business, clubs, local government, library, sports organizations, social and health services, police, and justice. Schools cannot function independently and require support from stakeholders who benefit from a learner’s education, eg. Parents; neighborhood, businesses, clubs, library, local government, sporting organizations, health services, police and justice systems etc. Parents show support by adequate parenting, support to schools, contributing to decision –making in schools, funding etc. Schools also need help to build physical structures, as well as the remuneration of teachers and education and training. Cooperatuion and contribution of these sectors with education forms integral part of provision of Education and training. THE COMPOSITION OF EDUCATION & TRAINING, : EDT system comprises 4 broad categories of structures detailing organisation > SEIGMS SASVSie a) School s & Other Types of Educational Institutions diet dine mapds; fiel d gaatas; sdifpasg; prowl pslp; hiva Formal schooling incl udes different institutions of education and training to meet the diverse needs of learners. In school s learner’s needs are met according to age and devel opmental phase. School s are thus categorized into pre- primary, primary, secondary, and higher education institutions which include universities, tecknik ons, and colleges. Institutions are al so differentiated according to fields of interest, eg. general academic; agricul ture, technical, arts and sciences. School s are divided into phases, annual stages, or grades, providing a wide variety of learning programs or subjects or learning packages. Higher education institutions provide a wide variety of vocation inspired institutions to serve the aspirations of learners in society. b) Government & Manageme nt Services feefes pogms wetdatMET, DENPL,SEPl , CB,AB, TReB. For effective and efficient functioning of the education system, pl anned and organized governance and managerial structures are set in place. Within the education and training departments, the administrative structure is carried out by the Ministry of Education and Training; Department of Education on National, Provincial , and Local levels; structures for education and planning; control boards, advisory bodies, teacher registration boards. c) Support of Auxil iary Services PETIHST ICCCT ATPTTSLP CM RAHPT SASPSH HEF HTML UMSACSSIA Provision of education and training institutions incl udes highly specialized task s. Such institutions cannot cope capacity of tasks. Although teaching professionals are trained to teach and present subjects and learning programs as well as classroom management task s, they require additional hel p for the requirements of more professional task s. Supportive or auxiliary services provide special ized help in the form of health services, exam services, feeding schemes, hostel s, transport, Pro vi s i o n o f ed uc at io n a nd tr ai n i ng ha s ot he r ch al l en g e s l ik e t he imp ac t of th e A IDS ep id e mi c an d pro vi d i n g ed uc at i o n i n t he el e ve n of fi c i al l a ng ua g e s . or be ha v io u r al d is or de rs . prob l e m. Th e gl o ba l comp e t i t io n wit h i n the di ff e r e n t s ec to rs d ema n d s spe ci f i c sk i l l s wh ic h ne ed to b e nu rt ur ed an d del iv e r ed by e du ca ti o n an d tr a in i n g . Th e s ho rt ag e o f in st it u t i o n s an d tra in e d p ers on n e l i n al l the de pa rt me n t s wit h i n the e du ca ti o n al sph er e ha mp e r s del i v er y of e du ca ti o n an d tra in i n g to al l th e cit i ze n s of Sou th Af ri ca . De mo g ra p h i c s po se ot he r cha l l en g e s i n th e a nn ua l i nc re as e of th e pop ul at io n . & private individuals .Teacher & learner: Central role in EDT. e xp an d i ng th e n ee ds by t he ran ge o f rel i gi o u s . . pro fi c i e n c y i n l i te ra cy an d nu me r ac y .cul tu ra l l ev el . Learner thus becomes the core around which every activity shoul d invol ve. FACTORS INFLUENCING EDUCATION PROVISION DENERVES -DI i VA-EGGS TABCDE-WS PI CCCAT R PETAL DR RES S R CS H gppps c se lb Pos t mo de r n so ci et i e s ar e e xt re me l y di ve rs e . Th es e n ee ds ref er to t he sk i l l s l ik e. a nd su b. ps yc ho l o g ic a l . economic. community. The compl e x i t y of al l the s e i ss ue s i mp a ct on th e prov i s io n of ed uc at i o n and tra in i n g s in ce ne ed s ra ng e on a ma cr o . These stak ehol ders include state. Primary function of structural categories is to provide/support EDT of learners in the community. Criad divedta. learners. ROLE OF THE EDUCATOR within EDUCATION SYSTEM. & tal e nt s et c. So ut h A fr ic a ad dr es s e s an ad di ti o n al ne ed i n th at of re dr es s i n g t he gro ss sc ar s of in eq u al i t y l e ft b y th e pa st ap ar th e id go ve rn me n t . 6.divergent views of EDT aims held by PWPLT (parents.Public goals vary country & political party. so ci al . social. The wo rk pl a ce re qu ir e s di ff er e n t ne ed s re l a te d to th e wor k pl ac e . and work providers. . ap ti t ud e . . d) Various Stakeholders With Interest in Education STAKE LEDN SParCToUWp INTEGRAL PROCESS FUNCTION OBE Stakeholders have a keen interest in the completion of learners’ education and education in the country.Commissns of Inquiry appointd 2gathr adequat+reliabl info 2diagnos Ed needs & subseq decisionmakng . ad ap ta b il i t y . 5.media and library services. p hy si ol og i c al . wit h a wi de va ri et y of c ul t ur e s . teachers) 4. Di v er s i t y of ind ivid ua ls ’ u ni qu e n e s s co mma n d n ee ds acc or di ng to in di v i d u al i nt er e s t s . cr it ic al a nd cre at i v e sk il l s. intellectual. co mmu n i c a t i o n sk il l s. Edu ca t io n a nd tr ai n i ng is al s o in d ir e n ee d of s ea rc hi n g for & comp il i n g a rel ev a n t cu rr ic ul u m to s er ve the di ve r s e cu l t ur es of t he so ci et y . . Ea ch cu l t ur e pro po un d s spe ci f i c n ee ds ac co rd in g to e th ni c i t y . Eco no mi c a nd gl ob al tr en ds cal l fo r oth er n ee ds acc or di ng to ma rk e t a nd l ab ou r de ma nd s wh ic h n ee d to be f ed by ed uc at i o n a nd tr ai n i ng . unions. Th e s e s pe ci al n ee ds sp an fr o m be in g g if te d to h av i ng p hy si c al .pwplt + pubpri . teacher organizations. rel ig io n . s en so r y i mp a i r me n t s .Divergent views public Instit. a nd ed uc at i o na l n ee ds l ik e l ea rn er s wi th spe ci a l ne ed s . vo ca ti on a l ch oi ce s . . 2. v oc at io n al as pi ra ti o n s .so l v in g . career aims in Ed provision) 7. Wit h t hi s is t he va st t ec hn ol og i ca l bo o m whi c h i s adv an c i n g at a rap id pa ce wh ic h ne ed s to b e k ep t up wit h . an d soc ia l grou ps . i nt er p er s o na l sk il l s. et hn i c. work providers.Contrast to Apartheid democ policy formation is publicly accountable process 8. or l ea rn i ng di sa bi l i t i e s .Implementer of Ed Aims & policy 3. . .l e ve l .l ev el . They al so form integral part of the education and training. parents.Distinctions drawn PESICaPEd (political. Unfortunatel y in most South African communities such support services are either inadequate or absent. 1. The process of formul ating ed pol icy in SA strives to incl ude all stak ehol ders. apa rt fro m th e ar en a of ot he r ne ed s . an d t ea mwo rk . Pubgo polic. mi cr o . emot i o n al . Th i s bo o m h as be ne f i t s whi c h mak e i t imp er a t i v e fo r edu ca to r s to f ac e t he cha l l en g e o f not on l y te ac hi n g the op er at io n of te ch no l o g y b ut to d ev el op ap ti t ud e & pro mo t e t he te ch no l o gi c al po we r i n ex pa nd i n g t he gat e wa y o f k no wl ed g e a nd in fo r ma t io n . . Distinct PRESiCaped. allocations – subject to national guidelines Provincial Legislature = make laws regarding educatn in their province in accordanc with national policy Ed. dedication.Enforced by schools & EdIs where EDT aims are realized. provision depends. researches & evaluates all aspects of EDT system A = assists in process of development for Ed policy. – Primary aim of Gov & management services in collaboration with support services from stakeholders is to enable teacher to work effectively. – PARTNERSHIP> teacher + home + community > in EDT of their children.Effective functioning of teachers essential to achieve development aims of S. (3) Teachers should be trained continuously by means of self-study and other means so that they keep abreast of developments in the knowledge explosion. 11. 18.Educator & learner thus form heart of the ed system.These are contained in educational policy and presentd as White Papers. . 10. norms & standards which Minister has 2determin MS = Monitors & supports implementation of above at provincl level & at HiEDis (Provincial) / (Local) > Head = MEC > Member of executive Council = An Executive Official is responsible for implementation of Ed. . . to large extent. = Draw up budgets for financing education in province = hold executive responsiblty for financing schools from central gov. = organizational structure of public service DevLeF DireAMS : Head > Director General DevLeF National Dep. on quality of a country's teaching corps. 16. . rests. system. Local . Ed = Level consists of 9 Provincial Ed. Depts. Provision in Province > Head  Regional . . motivation & knowledge.Teachers hav to expound these traits otherwise ed system will be jeopardized and will fail to meet goals. = development of Ed. Initiates. . Ed. . (2) The success of ed. Africa Assign 1: 9 From the Intro to prescribed book it should be clear that the teacher fulfills a very important function in the ed. ORGANISATIONAL STRUCTURE & COORDINATION of SA EDUCATION SYSTEM on 3 LEVELS . = responsible for administration and management of all EDIs & HiEdIs = sets & administers Gr.EDT is the central responsibility of ed system and accomplishment lies solely on the teach practitionr bodies’ competence. .Broad consult with stakehd. which are contained in ed policy presented in White Papers. depts were converged into 1central Department of Education & 9 Provincial Depts.Schools = remain provincial responsibility (HiEdIs=Higher Ed Institutes) But National norms & standards = responsibility of national legislature. PolLe(policy& legislatn) = Has powr 2delegate his power /duties 2Provincial HOD /Ed Dep workr(subjec 2conditns) Provincial Dep. (4) Teachers should be lifelong learners. 19. 14. Policy & Legislative framework on which EDT syst. National & Provncl level (EDIs=ed institutes) -.Division of power 4al EDIs except for HiEidIs is shared bet.Enacted by legislation to provide ed system with a legal basis. Provincl. Dire = dep. 15. .9.108 1996 provides for 3 levels of govermnt: National. conclusn can be drawn regarding teachers and their role & function: (Introduction: Section A) (1) Teachers are the implementers of educational aims and policy.12 exams in the province in accordance with national policy & statutory provisions. of Ed. . . The ff. 17.Serves as direction for for county’s education policy 12. (National or Central) > consists of * Minister of Education * Deputy Minister + * Dep. 13.The former19 Ed.The democratisatn of Sa led to the restructuring of all aspects & levels of National policy. gives community opportunity to formulate goals & strategies for PEd system.3 levels = (National or Central) / (Provincial) / (Local) .The Constitution of the RSA Act No. > teacher + work providers > relevant training of future employees 20. The following has to be taken into account: equity.May be an ordinary school for learners or learners with special ed needs.to supply sufficient info to public schools regarding funding. Dep Support Unit = provide technical advice &capacity building on request from PEDs on basis of audits needed = created to facilitate process of unifying sub-systems of PED CHAPTER 1: THE PROVISION OF EDUCATION AND TRAINING What is the basic right to education? Write down the meaning in your own words. Distinguish between formal and non-formal education.stipulates public schools must be funded by State from public revenue on an equitable basis .First white paper ushered into new ed. Admission to schools should not be founded on the basis of race. & Training No 1 (1995) . dispensation of democratic era. Everyone has a right to receive education in an official language of choice if practicable. certificate.EdT in democratic SA: First steps to develop a new system: • Reflected major int. practicability. . trend in Curriculum dev. . diploma is obtained How are your children (or children of a relative of yours) affected by the new stipulations regarding compulsory school attendance? Answers to this question will differ. : White Paper of Ed. however. the need to redress the results of past racially discriminatory laws and practices. • Independent (private): These schools are established and maintained at own cost. Must be registered with the head of PED. • Home schools: Parent may apply to head of PED to register a learner for education at home. by way of a notice in the Government Gazette. Formal ed. The standards of the qualifications that I am studying are monitored and audited. • The head of an education department >HED may exempt a learner partially or conditionally from attending school if in learner’s best interest . is given by HiEdis >institutions(schools. certificates & diplomas. Briefly discuss the school models provided in the Schools Act (Act 84 of 1996) • Public schools:. A register of such cases has to be kept. Everyone has a right to State provided education What are the provisions made by the right to education embodied in the Constitution? Everyone has a right to education in any one of the 11 Official languages of choice & a State school of choice. so schools can prepare their budgets ahead for next financial year.etc) wich offer degrees. Write down a few advantages that the NQF may have for you as teacher/student teacher. important: • Compulsory to attend school 1st day of the school year that the child turns 7yrs of age until the last day of school when that learner reaches15 yrs age or grade 9.   Area District Circuit Offices Ed. universities.Provincial Education Department and have to comply with registration conditions laid down by province. Explain to a concerned parent the learners’ rights regarding the language of learning and instruction in education. and are internationally comparable. Non-formal education is vocational training where any qualification apart from degree. whichever occurs 1st • Ages of compulsory education for learners with special educational needs must be determined by Minister through a notice in the Government Gazette. The following information is. Key Education Policy and Legislation: . • • Called for a transformed system (includes all) Most principles are taken up in Aspects of the new education dispensation of South Africa. . IN PARTICULAR THE CURRICULUM APPROACH. . namely:  The Foundation Phase.answerable to Min. • Functions: Oversee dev. and 6. 2. . It is answerable to both the Ministers of Education and Labour. The Authority must ensure that provisions for the accreditation are compiled with and where appropriate. and nominated by identified stakeholders in education and training. which provides for a coordinating structure. 6. 58 of 1995 (SAQA) • Develop & implement NQF • SAQA . The GET band also includes the four levels (1-4) of Adult Basic Education and Training (ABET). 6. and mobility and progression within education. 5.58 Of 1995 South African Qualification Authority Act No.body has 29 members app. (Grade 9 of compulsory education or the 4 th level of ABET) obtain the required credits for the General Education & Training Certificate which is the equivalent of level 1 on the NQF. Of NQF by formulating and publishing policy Oversee implementation of NQF by ensuring registration accreditation. the GET band is made up of three phases. and for the accreditations of bodies responsible for monitoring and auditing achievements in terms of such standards and qualifications.1.4.1 SAQA> The South African Qualifications Authority Act No.1. and unified approach to education and training. of Ed. The development & implementation of the NQF were established by the South African Qualifications Act No. by Min. coherent.2. accreditation and assignment of functions to the bodies referred above. thereby ensuring an integrated system that encourages life-long learning The objectives of the NQF as outlined in the SAQA Act No. This body has 29 members appointed by the Ministers of Education and Labour. 6.. Learners who successfully complete the GET band. training and employment opportunities. The White Paper no. and 3. that is. and Labour . Level 1 and 8 respectively are regarded as open-ended. assignment of functions 4.1 Band 1: General Education and Training Certificate (GETC) Level 1 The GETC represents nine years of compulsory school attendance (age 7-15). Discuss Organisation of Learning in SA according to National Qualifications Framework (NQF). which is made up of grades 7. which includes the Reception year and Grades 1. which includes Grade4. Grades R through 9.  To enhance the quality of education and training.1 The Two Major Functions Of SAQA:  To oversee the development of the NQF by formulating and publishing policies and criteria for the registration of bodies responsible for establishing education and training standards or qualifications. and also the registration of national standards and qualifications on the framework.  The Intermediate Phase. training and career paths.  To facilitate access to.58 of 1995 (SAQA).  To oversee the implementation of the NQF by ensuring the registration.2 The Bands of Learning & Qualifications Marked out in the NQF The NQF organizes learning according to three bands consisting of eight qualification levels. and 9. 58 of 1995 are:  To create an integrated national framework for learning achievements. 8.  The Senior Phase. of Educ.1 first introduced the concept of a National Qualifications Framework (NQF). & Labour In order to provide a single. and  To accelerate the redress of past inequalities in education. Organisation of Learning According to the NQF The NQF is a set of principles & guidelines used to record learner achievement which is registered to enable national recognition of acquired skills & knowledge. The progressive provision of the reception year begins in 2002. so that registered standards and qualifications are internally comparable. Seeks to strengthen workplace democracy (eg.Tries to reduce unnecessary technicalities in addressing disputes (eg. mass demonst. full-time or distance learning. It represents all learning programs related to national diplomas. These providers include senior secondary schools and technical colleges. 1956 Act Main principles of Act: ff. 6. etc. African Police Service) • Repelled special Ed. and post-graduate qualifications offered at institutions of higher learning through part-time. and the workplace. technikons. workplace forums 2liase with emplyrs at work) Who is covered by the act: All workers except certain groups of government workrs ) . Labour Relation Act No 146 of 1993 • Multiplicity of changes in labour law causes confusion. strikes. This band follows the FET band and admission into the HET band is based on the successful completion of the FET band.2.Prohibits unfair discrimination & victimization for exercising Labor Rights .Promotes self-governance & voluntarism in labor relations (wills personal regulatn in relatns to take place btwn employr & workr) • • • • • • • ) ) . inconsistency and legislative inequalities in treatment of workers. who wanted put in place mechanisms of arbitration. S.. Thus it takes place after nine years of compulsory general education and training and ends when a learner receives an FET certificate. it consists of Grades 10. unecessary delays) . 11.2. with about 3 million learners and 8000 providers. Inclusion of teachers Victory to teacher orgs. It presents the largest and most complex phase of learning. career-oriented education. careers and self-employment. at disposal of teachers. Learners should be able to accumulate credits from different institutions such as schools. non-governmental organizations.3 Band 3: Higher Education and Training Certificate (HET) Level 5-8 The Higher Education and Training band. is the third and last band on the NQF. private providers. colleges. National Intelligence Agency. training centres and community colleges. levels 5-8.7 ASPECTS of LABOUR RELATIONS ACT: The Labour Relations Act No 66 of 1995 (LRA) Employers. The FET band is compulsory. At the FET level learners are prepared for higher education. principles reflect workers vision & employers rights based in Constitution: The act promotes the right to: Fair labour practices  to form or join union/employer’s org  to Organize & bargain collectively  reflects vision of workers and employer’s rights  Strike and lockout * The Act: .6.NIA. eg. labour movemnt & democraticly electd govermnt 2getha negotiatd new labour relatn act 1st draft produced by >govmnt Comment of members of public also taken into consideration final draft produced by > NEDLAC (National Economic Developmnt Labour Council) Parliament passed act 15 Sept 1996 This act acknowledged teachers as “workers”. SAP>(the Nationl Defence Force.African Secret Service. In terms of schooling. and S. CHAPTER 2: TEACHER AND TEACHER ORGANISATIONS IN SOUTH AFRICA SECTION 2.Favours conciliation & negotiation to settle labor disputes: (confrontation/industrial action only to occur wen negotiated solutn has failed) . Need for a new labour law: • Employers & workers more certain about rights & obligations • No separate act for teachers: caters for all people excluding NDF.2 Band 2: Further Education and Training Certificate (FETC) Level 2-4 The FET band is the second band following the GET on the NQF. degrees. SASS. and 12. the FET band provides holders of a General Education and Training Certificate or an equivalent with access to FET opportunities to enable them to have access to either workplaces or the Higher Education and Training Band. # Nat. * To prevent & resolve labour disputes in education. S. late 4work. SASS. analyse & survey education nationally & internationally. + conclude & enforce collective agreements. * To develop proposals for submission to any apropriat forum on labour PolLe (policy & legislatn) Eg. SAGCACS PHIBUD PUKE SAGCACS The South African Council for Educators (SACE) • SACE est.9. as result of ELRC deliberation and recommendations • Aim: enhance status of teaching professn & promote development of educators & advocate prof. SECTION 2. African Secret Service. It hence included teachers who previously had their own act : The Education Labour Relations Act 146 of 1993 which catered specificly for teachers & was therefore repealed. * To promote collective bargaining. Secret Service #SA Police Force ) What will the Act mean for Workers: Have the right to: Join trade unions & participate in their activities o Strike o Protected in support of protected strike or against lockout o Protection against vicitmisation for exercising any rights in terms of the Act o Fair dismissals o Information on matters that effect workers @ work o Be consulted by employers What will the Act mean for Employers: • Employers will benefit through: o o o development o assessment of dismissal cases ) Right to join employer’s org. Intelligence Agency #SA. responsible conduct • Government granted SACE power to investigate complaints of learners & parents • Can impose fines and ban teachers frm working in state schools • Accused teachers have to appear before disciplinary hearing • Canb disciplind 4physical / psychological /sexual learner abuse. & S. * To promote training & build capacity in education. (PSCBC) Public Service Coordinating Bargaining Council or NEDLAC * To conduct research. the South African Council for Educators (SACE).8 the ELRC PReLD PReF ProT BCE PROColB ConeColA DPSAFL PolLE CReASE NI List the functions of ELRC (Education Labour Relations Council) * To maintain & promote labour peace in education. training and Quick inexpensive & non-legalistic procedures for What is the overall purpose of the Labour Relations Act (Act 66 of 1995)? To provide a Labour Act that caters for all people (excluding NDF.NIA. Def Force # Nat. National Intelligence Agency. + perform dispute resolution functions. SECTION 2. SAP > National Defence Force. • SACE is a National Registration for teachers ∴ all teachers obliged to register PHIBUD In terms of SACE code of conduct Teachers may not: Physically or psychologically abuse learners Have sexual relationship with learners . not doing work. African Police Service). & join in their activities Ability to lockout workers Joint solution of problems. • Min. citizenship and pastoral role: promote critical committed and ethical attitude Assessor: assessment underst.. values. discipline. 11 The main objective of the Labour Relations Act (no 66 of 1995) is to: promote labour peace 12 the correct sequence in the dispute resolution mechanism is conciliation. Policy located in Dept.closely linked to knowledge. demonstration. skill. of competence = norms & std’s” Type of learner in program Context Phase of learning Teaching Practice: Mode of delivery through which all diff roles of educ. design progr’s Leader. approved doc. administrator and manager: make decision.confidentiality collegues unauthorised person PUKE - Infringe on learners right to privacy and Bring teaching prof. dev and provide the exit level outcomes for qualification Factors that play a role in dev. of Ed.Roles & competencies = norms for educator development. growth Community. in dispute Undermine the status and authority of Discuss confidential matters with SACE’s code of conduct also rules that teachers must: Promote gender equality Use appropriate language Keep parents informed about learner’s progress Exercise authority with compassion SACE responsible: teacher registration. of Ed – for generating norms & stds for teacher ed. Policy encompasses entire range of educators defined in Employment of Educators Ect (Act no 76 of 1998) ‘educator development’ used in policy refers to ongoing education and training of educators Roles and competencies: . . ed. researcher and life-long learner: achieve ongoing personal academic. • (COTEP) Committee for Teacher Ed. conduct & prof. qualification = standards . progr's. mng learning. & interp.7 roles of educator: Learning mediator: concern comm. - - Terminology of the norms and std’s: Use “educator” ≠ teacher to incorporate all persons who teach or educate or provide prof. & prof. skills and values embodied in Curriculum 2005. mediation & arbitration CHAPTER 3: TEACHER EDUCATION AND DEVELOPMENT IN SOUTH AFRICA NORMS & STANDARDS FOR TEACHER ED. provide helpful feedback Learning area/subject/discipline/phase specialist: possess underst of knowledge.Roles & competencies must be developed in all initial educator qualifications o o o o o o o . occup. knowledge Interpreter and designer of learning programmes and materials: underst. should be dev’d and assessed - Inservice Training Upgrading & re-skilling of teachers Need training to teach new curriculum > OBE effectively. serv. development. on 4th Feb 2000 as national policy • Norms & std’s for educators: = outcomes-based approach = provides detailed descriptions of competence • Focus of document: . principles The doc provides comprehensive list of competencies under each of the 7 roles – practical/foundational/flexible competence ∴ roles = norms for educ. • COTEP generate norms and stds for teacher educ.on performance of educators in schooling system . admin duties Scholar. inter alia motivate and encourage members and. Briefly discuss the various key management functions Planning: Planning is the first step of the management process. What are the recent trends in teacher supply and demand? An imbalance between teacher demand and supply. that an organisational structure should be established according to which people and material should be deployed to achieve goals. informal relationships. in turn. science & technology were undersupplied. * Many black teachr trainees opted for teacher training as there was a lack of opportunities for higher ed. Explain what the managing process entails. a declining willingness of potential teachers to enrol in training. & teacher training was determined by the political & ideological rationale of the apartheid system. It includes delegating and coordinating.) CHAPTER 4: THE MANAGEMENT AND GOVERNANCE OF SCHOOLS Explain how the informal structure of the school may contribute to the effectiveness of the teaching and learning activities of the school. Leading: Educators and learners are directed in such a way that their actions are geared towards the realisation of the formulated goals and outcomes. particularly for people in the homelands. It entails the formulation of a mission. Informal groups can therefore be utilised to increase the school climate which. Organising means. motivation conflict management and negotiation. and management areas. incoherent & segregated system.- - PEDs forwarded informal training SACE developed formal in-service 3 yr qualification >NPDE to upgrade teacher qualification for teaching OBE DISDeS RaSch NoNP TdePIRA What are the key features of the previous system of teacher education as identified by Sayed? * Teacher education was provided by a highly diverse. What are the most important areas in the school that need to be managed effectively? Personnel issues Teaching and learning issues Learner concerns Physical resources School administration Financial affairs School-community relations Make sure that you can provide a brief discussion of each of these management areas. not by a national plan. etc can be used to great advantage to contribute to the effectiveness of teaching and learning. Organising: Organising is the second step of the management process. inter alia. could increase the quality of learning and teaching. * Majority teachers graduatd in social sciences so that maths. The answers to the question on the school governing bodies cannot be provided since they would differ depending on the school where you teach. The function of controlling includes assessment and corrective action when necessary. However. * The Education model was expensive since it had a multiplicity of curricula & teacher qualifications. In informal groups teachers and learners can. These two aspects are interactive and interrelated. * Teachr demand / supply wer determind by system of racially segregatd schoolng. aims and outcomes for the school. The management process involves management functions. It includes functions such as problem solving. (The other questions pertaining to Chapter 3 need not be studied for examination purposes. friendship bonds. explain the rationale for certain decisions. Leading includes effective communication. Controlling: Controlling means that one has to monitor that the school is on the right course. . decision making and policy making. * Teaching was a main source of employment. make sure that you answer them in your workbook. The informal structure of a school which involves aspects like coalitions. financial committee. .17 the ff. applies to the bureaucratic nature of the school? (Chapter 4) (1) hierarchical authority and strict control (2) rules and regulations that direct activities (3) clear schedules for educators to follow 19 the ff. applies to the informal organisational structure of a school? (Chapter 4) (1) loyalty (2) conflict (4) friendship bonds (5) none of the above 20 policy making is a sub-function of planning? (Chapter 4) Structure Of Governing Bodies . treasurer .8 or higher : parents of learners : teachers form school : school admin staff + Principal & co-opted members + co-opted members .made up of elected members : learnrs in gr.Can develop sub-committees eg. controlling 18 the ff. is are the four main management functions of a principal? (Chapter 4) (1) planning (2) decision making (3) organising (5) leading. .Co-opt members assist with functions but don’t have the right to vote on gov body. labor relatns.Parents must always be in the majority. .Must include a sevretary. exec committee FUNCTIONS Of Governing Bodies). chairperson. .21 the following items refer to the management of human resources in a school? (Chapter 4) (1) establishing positive staff relationships (2) recruiting new staff members (4) developing professional growth of staff members (5) none of the above 22 the following people may serve on a school’s governing body? (Chapter 4) (2) parents (3) educators (4) secretaries 23 the following have voting rights on the governing body? (Chapter 4) (1) an educator (2) a parent (3) a learner representative 24 the following items does not refer to school governance? (Chapter 4) (1) setting school rules (3) developing a school policy (4) developing partnership between stakeholders 25 the ff is not a function that may be performed by all governing bodies? purchasing textbooks 26 In drawing up the school's budget. (3) estimate the school's income from various sources.. (2) identify and prioritise the school's programme. (4) allocate funds to programmes according to priorities.. (Chapter 4) (1) express the school's plan in financial terms. the government body must . Managemnt in general canb defined as proces of workng with &thru individuals.to accomplish ed. leadership and control. Q FROM ASSIGN: In being a leader the educator needs to maintain a balance between autocratic & laissez-faire styles of leadership. Neither would I employ the laissez-faire style because this could aggravate the situation to let learners do what they please. managemnt adheres 2this definitn within an educational setting. their initiative and cretive contributions are encouraged. It requires firm but affectionate conduct from the educator leader. Regardless of the level on which managers operate in the school organization (whether as principal. managemnt can be defined as working with & through individuals. Your argument need not correspond with this one as long as it is logically presented and substantiated. external relationships and support.CHAPTER 5: THE MANAGEMENT OF RESOURCES IN SCHOOLS Briefly distinguish between management in general and educational management. administrative staff. Briefly distinguish between the tangible and the intangible resources of an organisation. Appointment: Telling successful candidates that they’ve been successful & getting the contracts signed. In the school setting it means that managers will direct the available resources (human and other resources) towards the effective achievement of learning outcomes by learners. organising. goals / outcomes. You are the teacher responsible for a very problematic class of 45 learners. Weigh up the three styles of leadership as offering possible solutions for dealing with this particular problem. (Know them for the exams too. it is done in a way that acknowledges the learner’s dignity and personal potential. and to suggest disciplinary measures. . groups &other resources 2accomplish organisational goals. Briefly name and discuss the functions of a manager. Appraisal of staff: Assessing the quality of work delivered by staff. Although discipline is exercised. Also mention 3 broad categories of educational management.) You can then present an original argument. teacher. 3 broad categories of ed. Induction: introducing the appointees into the system to which they have been appointed. Ed. Some of the learners have disciplinary problems. for example: I would not use the autocratic style in this instance since it would result in a loss of respect for authority. ethical standards. Ed. To answer this question you have to know the autocratic. Learners participate in the decision-making in the classroom by electing leaders from within their peer-group to establish classroom policy and procedures. I’d settle for the democratic style where learners are required to make a meaningful and creative contribution in the classroom. or parent leader) they should continuously strive to improve their leadership skills. Answers will vary. Why should the educator be regarded as a manager? Educators can be considered to be managers since the definition of management & the main functions of a classroom teacher are: planning. However. you have to achieve specific outcomes with this group of learners. disciplinary standards. Discuss the style which in your opinion will be the perfect balance between these 2 leadership styles. teachers. be they PLATS: parents. Functions of a manager entail: Recruitment: Obtaining people who could possibly do what the needs require Selection: Choosing people from the candidates who are best fit to fulfil the needs. such as. physical & financial resources. or other stakeholders . The Democratic style of leadership falls somewhere between the e above mentioned styles. What is the most complex resource in the school organisation? The tangible resources can be seen: They can be either human resources (people employed by the organisation). materials (buildings and equipment) and financial (funds of the organisation) Intangible resources are reputations. The South African Schools Act (Act 84 of 1996) stipulates that corporal punishment is not allowed. laissez-fair and democratic styles of leadership. learners. Choose the resource that you consider to be the most complex and motivate your answer. Development: Improving the skills of staff. groups & other resources. Learner leaders who have been elected and other learners can establish classroom policy. managemnt: human.While learners are required to respect and obey the educator. show sincerity. * Learner participation in the teaching-learning event: A learner who partakes learns to respect him/herself. regardless of the level: Such recognition would increase self-dignity and therefore result in learners aspiring to achieve more. Just being a good listener and showing genuine interest in the learner’s hobbies. In order to win a learner’s trust and willingness to succeed. and propelling the learner to achieve success against all odds. A balanced leadership style would build the self-confidence of a child. then those he/she leads are bound to achieves success in their future. and must have an inherent understanding of learners’ behaviour. * Honest and open communication between teachers and learners: Open communication would reveal what the teacher can do to motivate learners. This is imperative in order to support and assist a learner overcome personal. portray honesty and genuine concern for the wellbeing of the learner. It is my opinion that when a teacher shows genuine love and care for learners. as a teacher. This. but is oriented around the learner. and The ability to listen An educator with a good leadership style has to be a good motivator. * Democratic leadership that acknowledges each learner’s dignity / potential: One is motivated when one knows that one is considered to be of worth. The teacher must be facilitative and not an authoritarian. control. A teacher must portray the ethics. A good leadership quality is not selfish. should master to become a successful motivator of learners. . developmental or any sort of hurdle he/she is faced with. and encouragement is the fuel to propel a learner to believe in himself/herself and thus strive to achieve goals. Briefly discuss each of these areas. strengths or weaknesses signals a positive response from a learner. of course. but rather to take an explanatory stance to encourage good behaviour and healthy interaction. values. 27 The following leadership style is the most appropriate for teachers: (Chapter 5) a balance between (1) the autocratic. Motivation encourages one to fulfil all kinds of needs. A teacher must at least show care for learners in this vocation. A keen balance and democratic style of leadership is the way to future success. or wants the learner to display. leading 29 Important management principles for teachers are: : (Chapter 5) (1) effective communication (2) learning how to cope with stress and burnout (3) motivating learners 30 An integrated approach to education and training will be achieved by: the NQF Identify those areas of motivation that you. is very motivational. morals he/she needs to instill in a learner. organising. discipline-oriented style & (2) laissez-faire leadership 28 The functions of a manager are: planning. since the teacher stands as an adult role-model for a youngster. * Knowledge of learners’ needs and personal circumstances: If a teacher possesses this knowledge. a teacher must be empowered with good communication skills. as well as understanding the motive behind behaviour. * Recognition by the teacher of a learner’s achievement. A good leader is a teacher who shows interest in a learner’s wellbeing whether the learner has a problem or not. successes. with an eye to develop love for students and the honourable role given to a teacher in preparing the youth for their future. he/she could make a contribution as he/she would know where he could be of assistance. Knowledge of the learner and his/her needs Communication skills Interpersonal skills Decision-making skills Problem-solving skills. An approachable teacher would have the confidence of a learner and would be able to lead him/her through mutual respect and understanding.       These skills include amongst others: A thorough knowledge of their learning areas. it must be recognised and dealt with as early as possible. Briefly describe how the application of the four fundamental management functions could become relevant in managing the school’s physical resources. Teachers can form partnerships within the school with their colleagues as well as with people outside the school (parents and representatives of community organisations). who will perform the various activities & who will function in a leadership capacity. with the use of appropriate learning support materials to sustain the learners’ attention. Organising: Determining the activities that are required to achieve the goals: What resources will be employed. * knowledge of the principles of effective communication. Study the section on communication with special emphasis on the factors influencing the success of communication. PLOC The four fundamental management functions are planning. as well as the skills a teacher needs to develop to communicate effectively. etc. CHAPTER 8: MANAGING STAKEHOLDER PARTICIPATION What is teamwork? In brief the concept of teamwork refers to cooperation that embodies the principles of working together and sharing a common purpose. new transport vehicle. What are your suggestions for everyday conflict situations in the classroom? Here you are expected to provide your own answers. A teacher communicates for the greater part of his working day with learners. The situation must be understood. Time frames have to be established. Decision making can be a painful process. organising. as well as of the learning programme concerned. needs of the situation must be determined. alternative courses of action must be determined. When conflict occurs. * a sound understanding of the facets/characteristics/stages of a good lesson. tennis court. How can an educator become a more effective communicator? An educator can become an effective communicator if the following guidelines (requirements) for effective communication are adhered to: * A thorough knowledge of the essential outcomes.e. List the characteristics of high performance teams Mutual respect A shared purpose A shared concept of how things will be done Agreed upon roles The principle of openness . * a thorough knowledge of the learners’ various developmental stages and the use of appropriate language for a particular stage of development. colleagues and parents. more laboratory equipment. i. a course of action must has to be selected. * a knowledge of the factors that impede and facilitate communication. decisions must be tested. Thus effective communication is of vital importance. the cleaning up of school grounds. Leadership: A director is needed. that which one wants to achieve. * thorough preparation and planning for each lesson. leading and control Planning: Identification of goals. A thorough analysis of entire management area must be undertaken (in this case physical resources). This would ensure that all learners are recognised as stakeholders in the educational situation and would result in a more motivated group of learners. Write down the possible steps that an educator can follow to help him or her to make the right decisions. A person in charge of the maintenance team should manage. These could be expressed in terms of essential and desired outcomes. eg.* Delegation by the teacher of responsibility for certain tasks to learners on a rotational basis. etc. Control: Determining whether plan is on schedule and what corrective measure should be taken. eg. . You can incorporate the following sources of conflict into your answer: • Affective conflict • Conflict of interest • Conflict of values and beliefs • Cognitive conflict • Goal conflict • Substance conflict Make sure that you can provide a brief explanation of each of the above. • Give well-structured tasks.Shared responsibility for leadership A spirit of collegiality What do you consider to be most important for team development? Here you have to present your own answers. • Facilitate inter-group communication. • Participatory management style. Make sure that you can briefly discuss the following: • Emphasise school objectives and effectiveness. • Avoid win/lose situations. Discuss six ways of reducing or preventing unnecessary conflict. • Be aware of your own personality and behaviour. Present your own answers. . 53 Affective conflict occurs when . List a number of episodes in a school which could give rise to conflict in the classroom. MANAGING CONFLICT. . (Chapter 8) (3) two parties become aware that their feelings & emotions are incompatible. . How are parents involved in decision making at your school? Find out which parents have expertise that can be utilised by the school. developmental stages of the child. It is suggested that schools draw up a clear homework policy with the cooperation of parents and learners.g. (Chapter 8) (1) improve learners' attitude to school. but also all the parents of the school Consultation with parents help to develop parents leaders and parent representatives. What does your school do to empower parents to be involved in their children’s school work? Decision making: Decision making does not only concern the governing body of the school.PARTNERSHIPS IN EDUCATION Define communication. particularly grandparents who look after children. assisting parents with their parenting tasks. Programmes need to be designed according to which volunteers are recruited. Communication can be verbal (such as parent evenings) or written (such as newsletters). (3) increase understanding between role players. How does assistance to parents take place at your school? Volunteering: Volunteering means that parents are given the opportunity to assist at their child’s school. young unmarried mothers and illiterate parents. few know how to assist their children with their school work. 52 An effective relationship betwn schools & community : is critical for survival of our entire society. (2) improve parents' self-esteem. 49 Encouraging teamwork in schools is a sound managerial strategy. How does your school deal with communication? Assisting parents with their parenting tasks: Educators are in an excellent position to assist caregivers. . e. Communication: Communication includes school-to-home as well as home-to-school communication. How does volunteering take place at your school? Learning at home: All parents can be supportive of their children’s learning even if they are not actively involved at school. and home conditions that support education at all grade levels. learning at home. . The answers to the following questions pertaining to partnerships with community health organisations will also differ according to teachers’ educational environment. A parent or community resource-file can be compiled by the school which lists the names of parents and community members who have a particular expertise that can be shared with the school. Educators can arrange workshops on discipline. Communication includes a variety of aspects. . When parent volunteers are used as tutors they must work closely with the educator in charge of the class. However. trained and organised for a variety of activities to meet the needs of the school. volunteering. Answers will vary according to teachers’ educational environment. safety nutrition. Which of the ff. These can include helping with fundraising. information on school programmes and children’s progress. and decision making as key areas of home-school relations and discuss one example for each key area to show how this is dealt with in your school. coaching sports and tutoring learners. field trips. best describes a high-performance team? : A shared purpose of how things should be done 50 The definition of "parent" in the South African Schools Act includes: (1) unmarried mothers (2) grandparents caring for children (3) foster parents 51 Effective parent involvement in schools can . 2. Discuss the following fundamental management functions planning organizing leading and control 8. Discuss the four categories of structures in an education system 3. Discuss the organisation of the South African education system on national. provincial and local levels (16) (5) (15) . provincial and local levels 6. Discuss the style which according to your opinion will be the perfect balance between the two mentioned styles of leadership (20) (16) (4) (10) (15) (15) (12) (8) ETH303-T Exam Paper Jan/Feb 2010 THE EDUCATION SYSTEM AND SCHOOL MANAGEMENT ANSWER ALL QUESTIONS! 1. coherent and unified approach to education 3.ETH303-T Exam Paper Oct/Nov 2009 THE EDUCATION SYSTEM AND SCHOOL MANAGEMENT ANSWER ALL QUESTIONS! 1. Discuss the organisation of the South African education system on national. In being a leader the educator needs to maintain a balance between the autocratic and the lasse-ez-vaire styles of leadership. Discuss the organisation of learning in South Africa according to the National Qualifications Framework (NQF) 7. Discuss essential functions of the South African Qualifications Authority (SAQA) in promoting a single. Discuss the factors that contribute to the fact that education provision in post modern societies is an extremely complex and specialised task. What is the role of an educator within the education system 4. What comprises an education system? Discuss the functions of the venous categories of structures 2. The Constitution of the Republic of South Africa is the supreme law and provides the framework for all legislation at national and provincial levels What are the stipulations in Chapter 2 of the Constitution in terms of the right to education and the obligations of the State in that regard' 5. a new framework for education and training has been developed by fully consultative processes of decision-making including participation of government departments. When conflict occurs. The First White paper that ushered in the new Education Dispensation of the democratic era was the White Paper on Education and Training No. the South African Schools Act No. The educator IS not merely a manager but a leader What IS leadership and what Implications does the quest for democratic leadership have for the educator? 8. Foremost. both in its organisation and in the way these elements have been regarded by society.1 (1995). the Paper expounded fundamental values and principles for the realisation of an integrated system of education and training. 4. It must be recognised and dealt with as early as possible What does the task of an educator as a conflict manager include? (10) (12) (20) (12) (10) Q & A FROM ASSIGN 2 Qs NOT COVERED IN PREP ABOVE 4 The Constitution Of The Republic Of South Africa Is The Supreme Law & Provides The Frame-Work For All Legislation At National & Provincial Levels. education and training providers.2 The National Education Policy Act 27 Of 1996 . Since emancipation from the Apartheid era. and it set out ambitious policy directions. “ It was the first-ever official policy document in education published by the new ANC-led government. Most of the principles of the White Paper on Education and Training No. and (c) the relationship between educators and the SGBs 7. 84 of 1996 and subsequent policy and legislation. as well as those South Africans who had not enjoyed formal education and training due to the inequalities of the apartheid era. it introduced the notion of an integrated system of education and training. Traditionally SA education had separated education and training. and major national stakeholders in education and training. the National Education Policy Act 27 of 1996.58 of 1995. colleges and training programs. Managing the school is a process consisting of four fundamental management functions DISCUSS 6.1 (199521-22) was entitled “Education and Training in a Democratic South Africa: First steps to develop a new system. By means of a new national qualifications framework. Discuss school governance by referring to the following (a) the structure of school governing bodies (SGBs). the White Paper argued that an integrated approach reflected a consensus on human resource development in SA and reflected a major international trend in curriculum development (Christie. it called for a transformed system which would accommodate people who are in conventional schooling.4. Academic study has generally been perceived to be more valuable than training.1 are taken up in the South African Qualifications Authority Act No. Furthermore. Thus. values and principles for the new education and training system under the Constitution. The White paper No. 1996:402). Discuss the South African Council for Educators (SACE) and Its functions as a national registration body for educators 5. (b) the functions of me SGBs. and aims to ensure that a national system of education and training with nine provincial sub-systems is achieved.1 Important Features Important features which characterize the formal organizational structure of a school include a hierarchical authority with strict supervision and control. and  to coordinate action on matters of mutual interest to the national and provincial governments (Mothata 2000:36). Organising. and determines their functions in the national and provincial policy processes.1 Formal Organisational Structure of The School “Organisational structure” refers to the way in which the basic structural elements of an organization are formally structured or ordered to realize particular objectives. Since education (other than higher education) is a concurrent responsibility of national and provincial governments.3. and to make specific declarations in the policy instrument to that effect. and structure. Leading. and to formalize the relations between national and provincial education authorities in the new system. the education interests of the provinces and the respective competence of parliament and the provincial legislatures. Subject to the Constitution. the Act empowers the Minister to make national policy that will prevail the whole or part of any provincial law on education. It gives the Minister the power to determine national policy with the aim of transforming the system of Education and training into one which serves the needs and interests of all the peoples of South Africa and to uphold their fundamental rights. the national Deputy Minister of Education and the nine members of the Executive Council of Education (MECs). Some of the functions of the CEM are:  to promote a national education policy which takes account of government policies and principles contained in the National Education Policy Act No. NEPA embodies the principle of cooperative government which was elaborated on in Section 3 of the Constitution. and monitoring responsibilities of the Minister of Education.This Act was designed to inscribe in law the policy . The Act provides for the determination of national education policy by the Minister. by establishing the following important coordinating bodies: The Council of Education Ministers and the Head of Education Departments Committee. to inform the provincial heads of education accordingly. A number of areas of education in which the Minister may determine national policy are mentioned under Section 3(4) of the Act. 7. the Act defines the terms of cooperation between the two levels of government. and Control.1 Functions of the CEM: The CEM comprises the national Minister of Education. 27 of 1996. implementation and monitoring of it. . The school is a unique organization with its own terrain. 5. Other features include:  Adequate structures for vertical communication  Clearly demarcated rules and regulations that determine standards and that direct activities  Clear plans and schedules for educators to follow  Clear designation of work with specific areas of responsibility. Fundamental Management Functions: Planning. legislative. who are also provincial political heads of education in the nine provinces. A principal leads and manages a school as an organization in such a way that effective teaching and learning can take place. 7 Discuss the ff.1. Aspects of this form of organization include:  Relationships with the organization  Divisions of activities into various functions and departments  Authority and responsibility  Communication lines 7. and the publication.  to share information. nature task. 7. Leading entails communicating goals through the school and motivating educators and learners to perform as well as they possibly can. . coordinate and deploy resources in such a way that the aim of the school is achieved as effectively as possible. all form part of the controlling function.4.formalization and centralization must enable the effective execution of tasks. informal norms.7. conflict. and personal goal.1. The dynamic of management forms the “life” of the management process. The informal groups are structured and have a powerful effect on its members. resources. There could be a number of informal groups in a school. The four management functions stipulated below. and outcomes for the school. friendship bonds.4 Management Functions In the process of managing the school as an organization. Conflict management and negotiation may sometimes be necessary. principles ensure that the school is on the right course to attain its goals.3 The Management Process Managing education is a process which involves the following interactive and interrelated aspects: Management functions.1 Planning: Planning is the first step in the management process. and Management areas The management task of the principal is to combine . These two aspects need to be nurtured and maintained by all involved in the teaching and learning activities of a school. Planning entails the determining of a mission. 7.2 Organising: The second step in the managing process is organizing.4. loyalty. in order to fulfil the primary aim of each school. are fundamentally done in relation to the people. 7. namely the realization of effective teaching and learning. Assessment and taking corrective action as well as disciplinary measures when necessary. informal leadership. principals should execute management functions. and will also include functions such as problem-solving. A sound organisational culture in a school therefore contributes to the establishment of a sound culture of teaching and learning which ensures the effectiveness of the teaching and learning practices in a school. which involves establishing an organizational structure or framework to indicate how people and materials should be deployed to achieve the goals. Delegating and coordinating are two important aspects of the organizing function. allocate.2 The Aspects of Bureaucracies The two aspects of bureaucracies .4. 7.4 Control: By means of the controlling function. morale. and outcomes available in the specific school. 7. as part of he leading function. A healthy organisational culture determines a healthy climate and excellence in academic and extracurricular activities.   7.3 Leading: This third step refers to directing the people 9educators and learners) and motivating them so that their actions are aligned to the formulated goals and outcomes. It involves aspects such as coalition.4. decisionmaking and policy-making. Enabling guidelines are:  Assist educators with solutions in their work  Invite interactive dialogue  View problems as opportunities  Foster trust  Value differences. aims. linked to organisational culture and organizational climate. and  Facilitate problem-solving 7.2 Informal Organisational Structure of The School Schools also have an informal organizational structure namely the formation of informal groups by the school personnel. morals and values.Conclusion The country of South Africa has indeed made a sincere effort to draw up a holistic vision for education and training in the dispensation of democratic South Africa. 1. in order to produce a successful performance. 1 Factors That Contribute To The Fact That Education Provision In Post Modern Societies Is An Extremely Complex & Specialized Task. Subsequently the detailed structures set up to achieve this goal. and a wide variety of measures to procure a child’s rights to be included as soldiers in this army called education. all powers that be enlist laws dealing with securities. decreasing resources. It is laudable that this stance to include such stakeholders was taken to mould the aims. SA’s soldiers leading the education and training army of South Africa have to indeed recheck personal ethics. creed. We are indeed privileged to have seen the dawn of this army open its doors to children of every race. be they physically. and political opinion. and a magma of changing conditions and increasing needs. shares the arena of international acclaim. colour. no matter what life has declared as the child’s share of tests. in order to conquer the substantial challenges that hinder progress towards accomplishing this vision. by including the voices of all who are directly or indirectly involved in its function. is commendable and truly democratic. INFO &QS IN ASSIGN WHICH ARE COVERED EARLIER IN PREP: Introduction A twentieth century teacher is nothing less than a crusader for the Education and enlightenment of every child. goals. Literally the stage has been set and it is up to the actors. herding. etc. environmental strife. colour. destruction caused by natural disasters. creed. It is not only socio-economic factors and deriving state income that poses a complex challenge in order to turn the tide of a once racist provision of education in SA. but clamping incessant corruption scandals where vital finance is being pocketed by the greed of those very people placed in the high ranks of the so-called “liberating education and training army. facilitating and supporting our children into a millennium forever spinning faster into the future of technology. the “wow factor” of the décor & lighting effects. Only a credible stance such as this would deliver such brilliant legislation into a future reality. and legislation to follow through towards accomplishment. trials. is the reality and realization of the great barriers that we need to brace and address. The goals and legislation set up to triumph the process of delivering quality education to all the peoples of SA. physiologically or psychologically impaired.1 Ethnic Diversity Ethnic diversity in most contemporary societies has a multicultural character. and South Africa is no different. Besides the socio-economic challenges that face us. A rightful decree for every child to grasp his/her right to an education. It is the educator who has to secure a learner with the armour of education to battle the journey of life. The educational crusader is broad shouldered. These factors include unexpected global recessions. and keep moral and ethical values in honest stead.” We need to share a common goal “for the benefit of the people”. or impediments. work hand in hand across all racial. justice. since one of the most formidable backlashes to progress. SA is one of the few countries in the world to have stated eleven official languages and sixteen constitutionally . is not financing the goal. The systems in place support the educator as the forefront party in enlisting all children through this great gateway. vision. as this armour equals protection and hope for a fulfilling future. and the ability to engage the audience. in order to successfully achieve our goals for education and training for the peoples of SA. assistance. random destruction of services & infrastructure during protest marches & local uprisings. but a variety of internal and external influences that are and are not in the control of those who strive to achieve the visions of education and training in SA. On this macro level. with large warm embracing arms leading. The poignant note to remember in achieving such laudable aims and goals. spates of civil unrest (ethnic violence/cleansing). emotional. security.recognized languages. along with the different ethnic groups contributing to a dynamic cultural heritage. These skills will empower a student to learn independently. together with problems related to HIV/AIDS and the search for a new and relevant curriculum.4 Adequate skills training is an imperative aspect to focus on considering the constant metamorphosis of the technology arena which has become the essence of opportunity and sustainability in almost any career. but with adequate training skills to build up a dynamic corps of skilled workers. Furthermore. and the constitution respects rights of religions. and the array of other foreign cultures which have fused together to form South Africa. schools may specialize according to various fields of interest. and social groups. Subsequently individual needs of learners within the variety of communities must be provided for. the range of ethnic. all of which have to be catered for. as well as a constructor of advanced destinies. at school. and specialized knowledge in most subject matters. In such societies.5 Addressing past educational inequality and demographic statistics in SA pose a formidable challenge in bridging the gap of the gross inequalities created by the previous political system. aptitudes. or learning disorder or barrier. Technology is the new tool with a magnanimous folder of advantages. Learners who may be gifted. like that of problem-solving skills. The other aspect of skills training relates to the actual foundational basic skills that need to be ingrained in learners for them to build their success on. religious. all of which strive to meet the diverse needs of learners. South Africa has had to include and provide education and training for the larger portion of it’s demographic pie. These institutions include technikons. an online gateway to advance personal. such as academic schools. The general aspects of learners’ needs are similar. serving special educational needs of learners. the diverse needs of learners must be considered. It is an educator’s duty to research and understand each learner as an individual throughout his/her physiological and psychological development in order to facilitate the educational aims and goals as laid out in the constitution. the multilingual complexity of 11 official languages. Educators have to be techno-proficient in order to lead learners into this Technologically advanced era. universities. and arts and science schools. To survive in this economically competitive world. on issues like human rights. creating different demand structures that must be diligently trailed in order to be met with present and future success. and critical thinking skills. as well as other interpersonal. vocational aspirations. 2 The Four Categories Of Structures In An Education System. it is vital that learners be equipped not only for technological advancement and with education. 2. disabled mentally or physically. secondary schools and institutions of higher education. As such the educational baton is passed on from teacher to teacher through each developmental phase of a learner. visions. Indian cultures. primary schools. It is interesting to note that this is by no means taking into consideration the new cultures which continuously stream into our society to evolve our extraordinary diversity. all fall within the plan of providing educated future prospects for all types of learners. annual stages.3 Inclusive Education Inclusive education is a standpoint which forms an important part of the “educational armour” necessary for all learners. It is a time –management device. general. all impact on the provision of education and training. and in various other criteria. agricultural or technical schools. Moreover other demographic factors such as the increasing annual population growth. creative. land of diversity as it often recognized as today. These statistics give an indication of the melting pot of Ethnic African cultures. 1. 1. who were deprived of this constitutional right. or with a communication or behavioural. European cultures. or in the community at large. inclusive of abilities or disabilities that greatly affect the experiences of learners be it at home.1 Schools & Other Type of Educational Institutions A formal schooling system includes many different types of institutions for education and training. or impaired in the same. The higher education system also includes a broad diversity of types of institutions aimed at a wide range of possible . presenting a wide variety of learning programs or subjects and learning packages. Economic competition sets a heightened need to develop learners with adequate specialized skills in order to supply the arenas of economic demand. and basic needs amongst others. and colleges. 1. Schools are usually differentiated into phases. 1. shortages of schools and trained teachers (especially in science and mathematics). Learners also differ in personality and thus vary in interests. or what is known as tertiary institutions to serve learners in accordance with their ages and developmental phases. lateral thinking. There are pre-primary schools. and proficient literary and numerical skills just to name a few. Global markets working the mechanism of a global economy evolve continuously. team-building communication skills . or grades.2 Religions Religious faiths also form the breath of such a multicultural society. but individual needs of learners definitely differ. control boards. A comprehensive survey of education done in South Africa has shown an urgent need for the provision of institutions for education and training on all levels. and technicians. and individualistic thinking and outlook. so the process of making new educational policy in SA tries to involve all these stakeholders. As an example colleges differentiate their training of teachers. 2. political opinion. the community. They also form an integral part of education and training. These include Ministry of Education and Training. The primary function of all these categories and structures is to provide and/or support quality education and training for learners in a community the learners therefore are the core around which every activity in the system should revolve. Broad consultation with all stakeholders has given the community the opportunity to formulate goals and strategies for its system of education provision. the average teacher may still require additional help with certain professional tasks. Thus. and teacher registration boards. institutions do not have the capacity to carry out all of the required tasks on their own. It is imperative for SA teachers to be knowledgeable. media library services. or one political party to another. support services. these services are inadequate or entirely absent. The teacher is .vocations in society. These are contained in an educational policy and are presented in the form of White Papers. the police. feeding schemes. and motivated. and career aims in education provision. If the teachers fail. are primarily aimed at enabling the teacher to work effectively. school hostels. Unfortunately in most communities of SA. Support or auxiliary services ideally provide this needed help where possible. nurses. Departments of Education on national and provincial levels. due to the diverse arena of stakeholders like those of parents. parents. teacher organizations. structures are created to promote effective functioning of this system to provide education and training in a planned and organized manner. 2. teaching practitioners occupy a key place in this process. and transport services. an examination service. learners and teachers. Further distinctions may be drawn between economic. unions and work providers. advisory bodies. like the state. work providers. 2. education is jeopardized and the whole system may be unable to achieve it’s goal. as well as different views on goals. The aims of an educational system are privy to a wide variety of opinions and views. 1995:137). skilled. in the current administrative structure of SA Includes the following departments to serve this function of providing education and training. and in areas of leadership and administration (Johnson. as well as appropriately trained teachers in certain regions. in certain subjects.4 Various Stakeholders With an Interest in Education There are stakeholders who have a keen interest in a country’s education. schools and educational institutions are called on to implement education policy. social. intellectual. 3 What Is The Role Of An Educator Within The Education System? The teacher and the learners together occupy the centre of the education and training system. and collaboration with stakeholders. Governance and management activities. Although teaching practitioners are trained to carry out teaching and classroom management tasks and present specific subjects or learning programs.3 Support or Auxiliary Services Since the provision of education and training includes highly specialized tasks. structures for educational planning. The proficiency and success in dispensing the education and training program largely depends on the body of teaching practitioners. The new moved away from traditional methods of policy making in that it has committed itself to a publicly accountable process of policy development. Thereafter. Commissions of inquiry have been appointed to gather adequate and reliable information for the diagnosis of educational needs and subsequent decision-making. just as public goals may vary from country to country. agriculturists. Policy is enacted by legislation which provides the education system with a legal basis.2 Governance & Management Structures An effective and efficient system of governance and management is necessary to progress and deliver a comprehensive undertaking the likes of a system of education and training. Examples of these additional services are a school health service. This policy indicates the direction of education and training in SA. Ultimately the teacher in the classroom is the one who implements educational aims and policy. aims of a public institution of education and training may differ from those held by individuals. The primary aims of the system of education and training are then realized in the schools and other institutions. Thus. Within governance and management. who draw up their own budgets for educational provision. on the basis of audits of need. and local – and a division of powers between these levels. although school issues of national importance (e. and the setting and administering of provincial examinations (Grade12) in accordance with the national policy and other relevant statutory provisions. Two significant guidelines for establishing the national budget are equal funding for all race groups and equitable teacher/learner and class-size norms 940:1 in primary schools and 35:1 in secondary schools).g. 108 of 1996 provides three levels of government. the National Education Policy Act No. It initiates. Money is allocated to the provinces. He/she may (subject to conditions) delegate any power conferred upon him/her. area. The MEC is the executive officially responsible for the implementation of policy and legislation. The constitution of the Republic of South Africa Act No.Educational provision in the provinces is administered by offices at the following levels: head. and any duties to the Head of Department (HOD) of the province. manages processes for policy development to assist the Minister to determine policy. In terms of provincial preference a province receives a global budget from central government which it distributes according to guidelines supplied by central government. Education departments are in charge of general administration and management of education institutions (other than universities and technikons) in the localities of their provinces.African Ed. With regard to the need for redress. 200:132). Likewise the teacher is an important partner of the work providers in the relevant training of future employees. The nine provinces have the executive responsibility to finance schools in the province from allocations from the central government and subject to national guidelines. and standards. regional. and circuit offices. norms. In this case the principle of an equitable share applies to budgetary allocations to provinces. Annually the national Minister of Finance tables the national budget in Parliament. educational backlogs are much bigger in certain predominantly rural provinces which require more expenditure. and provincial preference. A province may emphasize one particular service. provides support to provinces and higher education institutions in the implementation of national policy. national norms and standards) remain the responsibility of the national legislature. Education at all levels excluding higher education is a topic divided between central and provincial affair . and researches all aspects of the system of education and training. – central. The Department of Education forms part of the organizational structure of the public service and is headed by the Director-General of Education. or person employed by the Education Department (Bray 1996:41). downscaling its education budget without contravening the national guidelines on providing free and compulsory education (Bray 1996:69) The process of creating the 9 provincial sub-systems has been larger and even more complex than the creation of the National Department of Education. The political head of education in a province is referred to as the (MEC) Member of the Executive Council. The National Department of Education develops the policy and legislative framework on which the education and training system rests. . and standards for education. 27 of 1996 or another national law (Mothata. Provincial and Local levels. System on National. The provinces are assisted in their tasks by the Education Department’s Support Unit. About 89% of the national budget is allocated to provincial governments (Department of Education: online). assisted by the Department of Education.2 Education at a Provincial/ Local Level The Provincial Education Departments (PEDs) are constitutionally established education departments in SA’s nine provinces. evaluates. 5 Discuss Organisation of the S. 5.1 Education at a National Level Education at a national level is dealt by the Minister of Education and the Deputy Minister. with more acute problems as a result of inherited apartheid organizational structures and the need to create unified systems across diverse social conditions and large geographic areas. and monitors them. provincial. established by the National Department to provide technical advice and capacity building on request from provincial departments. district.actually in partnership with the home and community in the education and training of their children. Provincial legislatures are unable to make laws governing education in their provinces providing such Acts are not in conflict with principles contained in the Constitution. The effective functioning of the country’s body of teachers is essential to the development aims of SA. norms.(Bray 1996:37) 5. including the education budget. The distribution to the provinces is not based on a per capita ratio for two reasons: redress. 53 of 2000. which deals with measures for the governance of newly established public schools until a governing body has been constituted and with the provision of safety measures at public schools. The National Department of Education’s Chief Directorate: Media Liaison and National and Provincial Communication. The Act was amended by the Education Laws Amendment Act No.of Ed. funding of schools. 27 of 1996: the Heads of Education Departments Committee (HEDCOM). 5. . as well as the heads of the nine PEDs. in order to facilitate coordination between National Department of Education and the PEDs. provides effective communication and liaison services to the Ministry of Education. governance and funding of schools. public schools.3 The South African Schools Act No.3 Co-Ordination Between National & Provincial Education Departments In order to rise to the challenge of effective functioning of the National Departments and Provincial Departments. Furthermore. The committee is chaired by the Director-General and the body facilitates the development of the National Education System in accordance with the objectives and the principles provided for in the National Education Policy Act. The content is divided into chapters relating to learners. also shares information on national education. and the Council of Education Ministers (CEM). and education departments in the provinces (Dep. two bodies were created by virtue of the National Education Policy Act No. 2000:74). HEDCOM consists of the Director-General (the head of National Department of Education) and the Deputy Director-General of the Department. 84 Of 1996 This historic legislation redressed the imbalances in state schooling brought about during Apartheid education. It provides for democratic transformation of schools and the setting up of uniform norms and standards for the organization. and advises the National Department on matters as contemplated in the National Education policy Act or any other related matter (Mothata. and to transitional and general provisions.4. a structure was set up for the smooth coordination of these departments.: online). and coordinates administrative action on matters of mutual interest to the departments. independent schools.