Eth303t Exam Prep

ETH303T PREPARATION FOR THE EXAMINATION Im 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,

media and library services. Unfortunatel y in most South African communities such support services are either inadequate or absent. 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. These stak ehol ders include state, parents, community, teacher organizations, unions, and work providers. They al so form integral part of the education and training. The process of formul ating ed pol icy in SA strives to incl ude all stak ehol ders. Primary function of structural categories is to provide/support EDT of learners in the community. 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 , wit h a wi de va ri et y of c ul t ur e s . 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 , rel ig io n , v oc at io n al as pi ra ti o n s , 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 . 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 , ps yc ho l o g ic a l , p hy si ol og i c al , so ci al , emot i o n al , or l ea rn i ng di sa bi l i t i e s ; or be ha v io u r al d is or de rs , s en so r y i mp a i r me n t s , apa rt fro m th e ar en a of ot he r ne ed s . 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 , vo ca ti on a l ch oi ce s , ap ti t ud e , & tal e nt s et c. 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 . 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 . 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 . 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 . 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 . Th es e n ee ds ref er to t he sk i l l s l ik e; pro fi c i e n c y i n l i te ra cy an d nu me r ac y , prob l e m- so l v in g ; i nt er p er s o na l sk il l s; co mmu n i c a t i o n sk il l s; cr it ic al a nd cre at i v e sk il l s; ad ap ta b il i t y ; an d t ea mwo rk . 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 . 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 . 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 , e xp an d i ng th e n ee ds by t he ran ge o f rel i gi o u s , et hn i c, an d soc ia l grou ps . 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 . 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 . 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 - l e ve l , mi cr o - l ev el , a nd su b- cul tu ra l l ev el .

ROLE OF THE EDUCATOR within EDUCATION SYSTEM.

Criad divedta- pwplt + pubpri . Pubgo polic. Distinct PRESiCaped; 1. - Teacher & learner: Central role in EDT; 2. - Implementer of Ed Aims & policy 3. - divergent views of EDT aims held by PWPLT (parents, work providers, learners, teachers) 4. - Divergent views public Instit. & private individuals . 5. - Public goals vary country & political party. 6. - Distinctions drawn PESICaPEd (political, economic, social, intellectual, career aims in Ed provision) 7. - Contrast to Apartheid democ policy formation is publicly accountable process 8. - Commissns of Inquiry appointd 2gathr adequat+reliabl info 2diagnos Ed needs & subseq decisionmakng

9. - Broad consult with stakehd. gives community opportunity to formulate goals & strategies for PEd system. which are contained in ed policy presented in White Papers. 10. - These are contained in educational policy and presentd as White Papers. 11. - Serves as direction for for county’s education policy 12. - Enacted by legislation to provide ed system with a legal basis. 13. - Enforced by schools & EdIs where EDT aims are realized. 14. - Educator & learner thus form heart of the ed system, 15. - EDT is the central responsibility of ed system and accomplishment lies solely on the teach practitionr bodies’ competence, dedication, motivation & knowledge. 16. - Teachers hav to expound these traits otherwise ed system will be jeopardized and will fail to meet goals. 17. – Primary aim of Gov & management services in collaboration with support services from stakeholders is to enable teacher to work effectively. 18. – PARTNERSHIP> teacher + home + community > in EDT of their children. 19. > teacher + work providers > relevant training of future employees 20. - Effective functioning of teachers essential to achieve development aims of S. 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. system. The ff. conclusn can be drawn regarding teachers and their role & function: (Introduction: Section A)

(1) Teachers are the implementers of educational aims and policy. (2) The success of ed. provision depends, to large extent, on quality of a country's teaching corps. (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. (4) Teachers should be lifelong learners. ORGANISATIONAL STRUCTURE & COORDINATION of SA EDUCATION SYSTEM on 3 LEVELS - 3 levels = (National or Central) / (Provincial) / (Local) - The democratisatn of Sa led to the restructuring of all aspects & levels of National policy. - The former19 Ed. depts were converged into 1central Department of Education & 9 Provincial Depts. - The Constitution of the RSA Act No.108 1996 provides for 3 levels of govermnt: National; Provincl; Local - Division of power 4al EDIs except for HiEidIs is shared bet. National & Provncl level (EDIs=ed institutes) -- Schools = remain provincial responsibility (HiEdIs=Higher Ed Institutes) But National norms & standards = responsibility of national legislature. (National or Central) > consists of * Minister of Education * Deputy Minister + * Dep. of Ed. = organizational structure of public service DevLeF DireAMS : Head > Director General DevLeF National Dep. Ed. = development of Ed. Policy & Legislative framework on which EDT syst. rests. Dire = dep. Initiates, researches & evaluates all aspects of EDT system A = assists in process of development for Ed policy, 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. PolLe(policy& legislatn) = Has powr 2delegate his power /duties 2Provincial HOD /Ed Dep workr(subjec 2conditns) Provincial Dep. Ed = Level consists of 9 Provincial Ed. Depts. = responsible for administration and management of all EDIs & HiEdIs = sets & administers Gr.12 exams in the province in accordance with national policy & statutory provisions. = Draw up budgets for financing education in province = hold executive responsiblty for financing schools from central gov. allocations – subject to national guidelines Provincial Legislature = make laws regarding educatn in their province in accordanc with national policy Ed. Provision in Province > Head  Regional

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Area District Circuit Offices

Ed. 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. 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. Explain to a concerned parent the learners’ rights regarding the language of learning and instruction in education. Everyone has a right to receive education in an official language of choice if practicable. The following has to be taken into account: equity, practicability, the need to redress the results of past racially discriminatory laws and practices. Write down a few advantages that the NQF may have for you as teacher/student teacher. The standards of the qualifications that I am studying are monitored and audited. and are internationally comparable. Distinguish between formal and non-formal education. Formal ed. is given by HiEdis >institutions(schools, universities,etc) wich offer degrees, certificates & diplomas. Non-formal education is vocational training where any qualification apart from degree, certificate, 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. The following information is, however, 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, 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 head of an education department >HED may exempt a learner partially or conditionally from attending school if in learner’s best interest . A register of such cases has to be kept.

Briefly discuss the school models provided in the Schools Act (Act 84 of 1996) • Public schools:- May be an ordinary school for learners or learners with special ed needs. - stipulates public schools must be funded by State from public revenue on an equitable basis - to supply sufficient info to public schools regarding funding, so schools can prepare their budgets ahead for next financial year.

• Independent (private): These schools are established and maintained at own cost.

Must be registered with the head of PED- Provincial Education Department and have to comply with registration conditions laid down by province, by way of a notice in the Government Gazette. Admission to schools should not be founded on the basis of race.

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Home schools: Parent may apply to head of PED to register a learner for education at home.

Key Education Policy and Legislation: - First white paper ushered into new ed. dispensation of democratic era. : White Paper of Ed. & Training No 1 (1995) - EdT in democratic SA: First steps to develop a new system: • Reflected major int. trend in Curriculum dev.

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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,

4.1 SAQA> The South African Qualifications Authority Act No.58 Of 1995 South African Qualification Authority Act No. 58 of 1995 (SAQA) • Develop & implement NQF • SAQA - body has 29 members app. by Min. of Educ. and Labour - answerable to Min. of Ed.. & Labour In order to provide a single, coherent, and unified approach to education and training, The White Paper no.1 first introduced the concept of a National Qualifications Framework (NQF). The development & implementation of the NQF were established by the South African Qualifications Act No.58 of 1995 (SAQA), which provides for a coordinating structure. This body has 29 members appointed by the Ministers of Education and Labour, and nominated by identified stakeholders in education and training. It is answerable to both the Ministers of Education and Labour. • Functions: Oversee dev. Of NQF by formulating and publishing policy Oversee implementation of NQF by ensuring registration accreditation, assignment of functions 4.1.1 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 for the accreditations of bodies responsible for monitoring and auditing achievements in terms of such standards and qualifications;  To oversee the implementation of the NQF by ensuring the registration, accreditation and assignment of functions to the bodies referred above, and also the registration of national standards and qualifications on the framework. The Authority must ensure that provisions for the accreditation are compiled with and where appropriate, so that registered standards and qualifications are internally comparable.

Discuss Organisation of Learning in SA according to National Qualifications Framework (NQF). 6.1. 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, thereby ensuring an integrated system that encourages life-long learning The objectives of the NQF as outlined in the SAQA Act No. 58 of 1995 are:  To create an integrated national framework for learning achievements;  To facilitate access to, and mobility and progression within education, training and career paths;  To enhance the quality of education and training; and  To accelerate the redress of past inequalities in education, training and employment opportunities. 6.2 The Bands of Learning & Qualifications Marked out in the NQF The NQF organizes learning according to three bands consisting of eight qualification levels. Level 1 and 8 respectively are regarded as open-ended. 6.2.1 Band 1: General Education and Training Certificate (GETC) Level 1 The GETC represents nine years of compulsory school attendance (age 7-15), that is, Grades R through 9. the GET band is made up of three phases, namely:  The Foundation Phase, which includes the Reception year and Grades 1, 2, and 3. The progressive provision of the reception year begins in 2002;  The Intermediate Phase, which includes Grade4, 5, and 6;  The Senior Phase, which is made up of grades 7, 8, and 9. The GET band also includes the four levels (1-4) of Adult Basic Education and Training (ABET). Learners who successfully complete the GET band, (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.

6.2.2 Band 2: Further Education and Training Certificate (FETC) Level 2-4 The FET band is the second band following the GET on the NQF. In terms of schooling, it consists of Grades 10, 11, 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. Thus it takes place after nine years of compulsory general education and training and ends when a learner receives an FET certificate. The FET band is compulsory. It presents the largest and most complex phase of learning, with about 3 million learners and 8000 providers. These providers include senior secondary schools and technical colleges, non-governmental organizations; private providers; colleges; training centres and community colleges. At the FET level learners are prepared for higher education, career-oriented education, careers and self-employment. Learners should be able to accumulate credits from different institutions such as schools, technikons, and the workplace. 6.2.3 Band 3: Higher Education and Training Certificate (HET) Level 5-8 The Higher Education and Training band, levels 5-8, is the third and last band on the NQF. It represents all learning programs related to national diplomas, degrees, and post-graduate qualifications offered at institutions of higher learning through part-time, full-time or distance learning. This band follows the FET band and admission into the HET band is based on the successful completion of the FET band. CHAPTER 2: TEACHER AND TEACHER ORGANISATIONS IN SOUTH AFRICA

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SECTION 2.7 ASPECTS of LABOUR RELATIONS ACT: The Labour Relations Act No 66 of 1995 (LRA) Employers, 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”. Inclusion of teachers Victory to teacher orgs. who wanted put in place mechanisms of arbitration, mass demonst., strikes, etc. at disposal of teachers.

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Need for a new labour law: • Employers & workers more certain about rights & obligations • No separate act for teachers: caters for all people excluding NDF;NIA; SASS; SAP>(the Nationl Defence Force, National Intelligence Agency, S.African Secret Service, and S. African Police Service) • Repelled special Ed. Labour Relation Act No 146 of 1993 • Multiplicity of changes in labour law causes confusion, inconsistency and legislative inequalities in treatment of workers, eg. 1956 Act

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Main principles of Act: ff. 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: - Prohibits unfair discrimination & victimization for exercising Labor Rights - Promotes self-governance & voluntarism in labor relations (wills personal regulatn in relatns to

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take place btwn employr & workr)

- Favours conciliation & negotiation to settle labor disputes: (confrontation/industrial action only to occur wen negotiated solutn has failed)

- Tries to reduce unnecessary technicalities in addressing disputes (eg. unecessary delays) - Seeks to strengthen workplace democracy (eg. workplace forums 2liase with emplyrs at work) Who is covered by the act: All workers except certain groups of government workrs

# Nat. Def Force

# Nat. Intelligence Agency #SA. Secret Service #SA Police Force

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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

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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. & join in their activities Ability to lockout workers Joint solution of problems, 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; SASS; SAP > National Defence Force, National Intelligence Agency, S. African Secret Service, & S. African Police 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. SECTION 2.8 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; * To prevent & resolve labour disputes in education; + perform dispute resolution functions; * To promote training & build capacity in education. * To promote collective bargaining, + conclude & enforce collective agreements; * To develop proposals for submission to any apropriat forum on labour PolLe (policy & legislatn) Eg. (PSCBC) Public Service Coordinating Bargaining Council or NEDLAC * To conduct research, analyse & survey education nationally & internationally;

SECTION 2.9. the South African Council for Educators (SACE). SAGCACS PHIBUD PUKE SAGCACS The South African Council for Educators (SACE) • SACE est. as result of ELRC deliberation and recommendations • Aim: enhance status of teaching professn & promote development of educators & advocate prof. 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, late 4work, not doing work. • 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

confidentiality collegues unauthorised person PUKE

Infringe on learners right to privacy and Bring teaching prof. 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, discipline, conduct & prof. development. 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, mediation & arbitration CHAPTER 3: TEACHER EDUCATION AND DEVELOPMENT IN SOUTH AFRICA NORMS & STANDARDS FOR TEACHER ED. • (COTEP) Committee for Teacher Ed. Policy located in Dept. of Ed – for generating norms & stds for teacher ed. • COTEP generate norms and stds for teacher educ. • Min. of Ed. approved doc. on 4th Feb 2000 as national policy • Norms & std’s for educators: = outcomes-based approach = provides detailed descriptions of competence • Focus of document: - on performance of educators in schooling system - closely linked to knowledge, skills and values embodied in Curriculum 2005.

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Terminology of the norms and std’s: Use “educator” ≠ teacher to incorporate all persons who teach or educate or provide prof. ed. serv. 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: - Roles & competencies = norms for educator development, qualification = standards - Roles & competencies must be developed in all initial educator qualifications

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- 7 roles of educator: Learning mediator: concern comm., demonstration, knowledge Interpreter and designer of learning programmes and materials: underst. & interp. progr's, design progr’s Leader, administrator and manager: make decision, mng learning, admin duties Scholar, researcher and life-long learner: achieve ongoing personal academic, occup, & prof. growth Community, citizenship and pastoral role: promote critical committed and ethical attitude Assessor: assessment underst, provide helpful feedback Learning area/subject/discipline/phase specialist: possess underst of knowledge, skill, values, principles The doc provides comprehensive list of competencies under each of the 7 roles – practical/foundational/flexible competence ∴roles = norms for educ. dev and provide the exit level outcomes for qualification Factors that play a role in dev. 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. should be dev’d and assessed

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Inservice Training Upgrading & re-skilling of teachers Need training to teach new curriculum > OBE effectively.

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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, incoherent & segregated system. * Teachr demand / supply wer determind by system of racially segregatd schoolng, not by a national plan, & teacher training was determined by the political & ideological rationale of the apartheid system. * The Education model was expensive since it had a multiplicity of curricula & teacher qualifications. * Majority teachers graduatd in social sciences so that maths, science & technology were undersupplied. * Teaching was a main source of employment, particularly for people in the homelands. * Many black teachr trainees opted for teacher training as there was a lack of opportunities for higher ed. What are the recent trends in teacher supply and demand? An imbalance between teacher demand and supply; a declining willingness of potential teachers to enrol in training. (The other questions pertaining to Chapter 3 need not be studied for examination purposes.) 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. The informal structure of a school which involves aspects like coalitions, informal relationships, friendship bonds, etc can be used to great advantage to contribute to the effectiveness of teaching and learning. In informal groups teachers and learners can, inter alia motivate and encourage members and, explain the rationale for certain decisions. Informal groups can therefore be utilised to increase the school climate which, in turn, could increase the quality of learning and teaching. Explain what the managing process entails. The management process involves management functions, and management areas. These two aspects are interactive and interrelated. Briefly discuss the various key management functions Planning: Planning is the first step of the management process. It entails the formulation of a mission, aims and outcomes for the school. It includes functions such as problem solving, decision making and policy making. Organising: Organising is the second step of the management process. Organising means, inter alia, that an organisational structure should be established according to which people and material should be deployed to achieve goals. It includes delegating and coordinating. Leading: Educators and learners are directed in such a way that their actions are geared towards the realisation of the formulated goals and outcomes. Leading includes effective communication, motivation conflict management and negotiation. Controlling: Controlling means that one has to monitor that the school is on the right course. The function of controlling includes assessment and corrective action when necessary. 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. The answers to the question on the school governing bodies cannot be provided since they would differ depending on the school where you teach. However, make sure that you answer them in your workbook.

17 the ff. is are the four main management functions of a principal? (Chapter 4) (1) planning (2) decision making (3) organising (5) leading, controlling 18 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 - made up of elected members : learnrs in gr.8 or higher : parents of learners : teachers form school : school admin staff + Principal & co-opted members + co-opted members - Parents must always be in the majority. - Co-opt members assist with functions but don’t have the right to vote on gov body. - Must include a sevretary, chairperson, treasurer - Can develop sub-committees eg. financial committee; labor relatns; exec committee FUNCTIONS Of Governing Bodies),

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, the government body must ... (Chapter 4) (1) express the school's plan in financial terms. (2) identify and prioritise the school's programme. (3) estimate the school's income from various sources. (4) allocate funds to programmes according to priorities.

CHAPTER 5: THE MANAGEMENT OF RESOURCES IN SCHOOLS Briefly distinguish between management in general and educational management. Also mention 3 broad categories of educational management. Managemnt in general canb defined as proces of workng with &thru individuals, groups &other resources 2accomplish organisational goals. Ed. managemnt adheres 2this definitn within an educational setting. Ed. managemnt can be defined as working with & through individuals, groups & other resources, be they PLATS: parents, learners, administrative staff, teachers, or other stakeholders - to accomplish ed. goals / outcomes. 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. 3 broad categories of ed. managemnt: human, physical & financial resources. Briefly name and discuss the functions of a manager. 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. Appointment: Telling successful candidates that they’ve been successful & getting the contracts signed. Induction: introducing the appointees into the system to which they have been appointed. Development: Improving the skills of staff. Appraisal of staff: Assessing the quality of work delivered by staff. 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, organising, leadership and control. Briefly distinguish between the tangible and the intangible resources of an organisation. 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, ethical standards, disciplinary standards, external relationships and support. Choose the resource that you consider to be the most complex and motivate your answer. Answers will vary. You are the teacher responsible for a very problematic class of 45 learners. Some of the learners have disciplinary problems. The South African Schools Act (Act 84 of 1996) stipulates that corporal punishment is not allowed. However, you have to achieve specific outcomes with this group of learners. Weigh up the three styles of leadership as offering possible solutions for dealing with this particular problem. To answer this question you have to know the autocratic, laissez-fair and democratic styles of leadership. (Know them for the exams too.) You can then present an original argument, such as, for example: I would not use the autocratic style in this instance since it would result in a loss of respect for authority. Neither would I employ the laissez-faire style because this could aggravate the situation to let learners do what they please. I’d settle for the democratic style where learners are required to make a meaningful and creative contribution in the classroom. Learner leaders who have been elected and other learners can establish classroom policy. Your argument need not correspond with this one as long as it is logically presented and substantiated.

Q FROM ASSIGN: In being a leader the educator needs to maintain a balance between autocratic & laissez-faire styles of leadership. Discuss the style which in your opinion will be the perfect balance between these 2 leadership styles. The Democratic style of leadership falls somewhere between the e above mentioned styles. It requires firm but affectionate conduct from the educator leader.While learners are required to respect and obey the educator, their initiative and cretive contributions are encouraged. Learners participate in the decision-making in the classroom by electing leaders from within their peer-group to establish classroom policy and procedures, and to suggest disciplinary measures. Although discipline is exercised, it is done in a way that acknowledges the learner’s dignity and personal potential. Regardless of the level on which managers operate in the school organization (whether as principal, teacher, or parent leader) they should continuously strive to improve their leadership skills.

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These skills include amongst others: A thorough knowledge of their learning areas; Knowledge of the learner and his/her needs Communication skills Interpersonal skills Decision-making skills Problem-solving skills; and The ability to listen An educator with a good leadership style has to be a good motivator, and must have an inherent understanding of learners’ behaviour, as well as understanding the motive behind behaviour. This is imperative in order to support and assist a learner overcome personal, developmental or any sort of hurdle he/she is faced with. Motivation encourages one to fulfil all kinds of needs, and encouragement is the fuel to propel a learner to believe in himself/herself and thus strive to achieve goals. A good leadership quality is not selfish, but is oriented around the learner, and propelling the learner to achieve success against all odds. A balanced leadership style would build the self-confidence of a child, show sincerity, portray honesty and genuine concern for the wellbeing of the learner. In order to win a learner’s trust and willingness to succeed, a teacher must be empowered with good communication skills. The teacher must be facilitative and not an authoritarian, but rather to take an explanatory stance to encourage good behaviour and healthy interaction. A teacher must portray the ethics, values, morals he/she needs to instill in a learner, or wants the learner to display, since the teacher stands as an adult role-model for a youngster. A good leader is a teacher who shows interest in a learner’s wellbeing whether the learner has a problem or not. Just being a good listener and showing genuine interest in the learner’s hobbies, successes, strengths or weaknesses signals a positive response from a learner. An approachable teacher would have the confidence of a learner and would be able to lead him/her through mutual respect and understanding. A teacher must at least show care for learners in this vocation, with an eye to develop love for students and the honourable role given to a teacher in preparing the youth for their future. It is my opinion that when a teacher shows genuine love and care for learners, then those he/she leads are bound to achieves success in their future. A keen balance and democratic style of leadership is the way to future success.

27 The following leadership style is the most appropriate for teachers: (Chapter 5) a balance between (1) the autocratic, discipline-oriented style & (2) laissez-faire leadership 28 The functions of a manager are: planning, control, organising, 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, as a teacher, should master to become a successful motivator of learners. Briefly discuss each of these areas. * Democratic leadership that acknowledges each learner’s dignity / potential: One is motivated when one knows that one is considered to be of worth. * Knowledge of learners’ needs and personal circumstances: If a teacher possesses this knowledge, he/she could make a contribution as he/she would know where he could be of assistance. * Learner participation in the teaching-learning event: A learner who partakes learns to respect him/herself. This, of course, is very motivational. * Honest and open communication between teachers and learners: Open communication would reveal what the teacher can do to motivate learners. * Recognition by the teacher of a learner’s achievement, regardless of the level: Such recognition would increase self-dignity and therefore result in learners aspiring to achieve more.

* Delegation by the teacher of responsibility for certain tasks to learners on a rotational basis. This would ensure that all learners are recognised as stakeholders in the educational situation and would result in a more motivated group of learners. A teacher communicates for the greater part of his working day with learners, colleagues and parents. Thus effective communication is of vital importance. Study the section on communication with special emphasis on the factors influencing the success of communication, as well as the skills a teacher needs to develop to communicate effectively. 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, as well as of the learning programme concerned; * a thorough knowledge of the learners’ various developmental stages and the use of appropriate language for a particular stage of development; * thorough preparation and planning for each lesson, with the use of appropriate learning support materials to sustain the learners’ attention; * a sound understanding of the facets/characteristics/stages of a good lesson; * a knowledge of the factors that impede and facilitate communication; * knowledge of the principles of effective communication. Decision making can be a painful process. Write down the possible steps that an educator can follow to help him or her to make the right decisions. The situation must be understood; needs of the situation must be determined. These could be expressed in terms of essential and desired outcomes, i.e. that which one wants to achieve; alternative courses of action must be determined; decisions must be tested; a course of action must has to be selected. When conflict occurs, it must be recognised and dealt with as early as possible. What are your suggestions for everyday conflict situations in the classroom? Here you are expected to provide your own answers. Briefly describe how the application of the four fundamental management functions could become relevant in managing the school’s physical resources. PLOC

The four fundamental management functions are planning, organising, leading and control Planning: Identification of goals, eg. new transport vehicle, tennis court, more laboratory equipment, etc. A thorough analysis of entire management area must be undertaken (in this case physical resources). Time frames have to be established. Leadership: A director is needed. A person in charge of the maintenance team should manage, eg. the cleaning up of school grounds.

Organising: Determining the activities that are required to achieve the goals: What resources will be employed, who will perform the various activities & who will function in a leadership capacity, etc, Control: Determining whether plan is on schedule and what corrective measure should be taken. 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. Teachers can form partnerships within the school with their colleagues as well as with people outside the school (parents and representatives of community organisations). 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

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. List a number of episodes in a school which could give rise to conflict in the classroom. Present your own answers. 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.

53 Affective conflict occurs when . . . (Chapter 8) (3) two parties become aware that their feelings & emotions are incompatible. Discuss six ways of reducing or preventing unnecessary conflict. Make sure that you can briefly discuss the following: • Emphasise school objectives and effectiveness. • Give well-structured tasks. • Facilitate inter-group communication. • Avoid win/lose situations. • Be aware of your own personality and behaviour. • Participatory management style.

MANAGING CONFLICT,

PARTNERSHIPS IN EDUCATION Define communication, assisting parents with their parenting tasks, volunteering, learning at home, 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. Communication: Communication includes school-to-home as well as home-to-school communication. Communication includes a variety of aspects, e.g. information on school programmes and children’s progress. Communication can be verbal (such as parent evenings) or written (such as newsletters). How does your school deal with communication? Assisting parents with their parenting tasks: Educators are in an excellent position to assist caregivers, particularly grandparents who look after children, young unmarried mothers and illiterate parents. Educators can arrange workshops on discipline, developmental stages of the child, safety nutrition, and home conditions that support education at all grade levels. 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. Programmes need to be designed according to which volunteers are recruited, trained and organised for a variety of activities to meet the needs of the school. These can include helping with fundraising, field trips, coaching sports and tutoring learners. When parent volunteers are used as tutors they must work closely with the educator in charge of the class. 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. 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. However, few know how to assist their children with their school work. It is suggested that schools draw up a clear homework policy with the cooperation of parents and learners. 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, but also all the parents of the school Consultation with parents help to develop parents leaders and parent representatives. How are parents involved in decision making at your school? Find out which parents have expertise that can be utilised by the school. Answers will vary according to teachers’ educational environment. The answers to the following questions pertaining to partnerships with community health organisations will also differ according to teachers’ educational environment.

49 Encouraging teamwork in schools is a sound managerial strategy. Which of the ff. 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 . . (Chapter 8) (1) improve learners' attitude to school. (2) improve parents' self-esteem. (3) increase understanding between role players. 52 An effective relationship betwn schools & community : is critical for survival of our entire society. .

ETH303-T

Exam Paper Oct/Nov 2009

THE EDUCATION SYSTEM AND SCHOOL MANAGEMENT

ANSWER ALL QUESTIONS!

1. Discuss the factors that contribute to the fact that education provision in post modern societies is an extremely complex and specialised task.

(20)

2. Discuss the four categories of structures in an education system

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3. What is the role of an educator within the education system

(4)

4. 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'

(10)

5. Discuss the organisation of the South African education system on national, provincial and local levels

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6. Discuss the organisation of learning in South Africa according to the National Qualifications Framework (NQF)

(15)

7. Discuss the following fundamental management functions planning organizing leading and control

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8. In being a leader the educator needs to maintain a balance between the autocratic and the lasse-ez-vaire styles of leadership. Discuss the style which according to your opinion will be the perfect balance between the two mentioned styles of leadership

ETH303-T

(8)

Exam Paper Jan/Feb 2010

THE EDUCATION SYSTEM AND SCHOOL MANAGEMENT ANSWER ALL QUESTIONS!

1. What comprises an education system? Discuss the functions of the venous categories of structures 2. Discuss essential functions of the South African Qualifications Authority (SAQA) in promoting a single, coherent and unified approach to education 3. Discuss the organisation of the South African education system on national, provincial and local levels

(16) (5) (15)

4. Discuss the South African Council for Educators (SACE) and Its functions as a national registration body for educators

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5. Managing the school is a process consisting of four fundamental management functions DISCUSS

(12)

6. Discuss school governance by referring to the following (a) the structure of school governing bodies (SGBs), (b) the functions of me SGBs, and (c) the relationship between educators and the SGBs

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7. 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?

(12)

8. When conflict occurs, It must be recognised and dealt with as early as possible What does the task of an educator as a conflict manager include?

(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. Since emancipation from the Apartheid era, a new framework for education and training has been developed by fully consultative processes of decision-making including participation of government departments, education and training providers, and major national stakeholders in education and training. The First White paper that ushered in the new Education Dispensation of the democratic era was the White Paper on Education and Training No.1 (1995). Traditionally SA education had separated education and training, both in its organisation and in the way these elements have been regarded by society. Academic study has generally been perceived to be more valuable than training. The White paper No.1 (199521-22) was entitled “Education and Training in a Democratic South Africa: First steps to develop a new system. “ It was the first-ever official policy document in education published by the new ANC-led government, and it set out ambitious policy directions, values and principles for the new education and training system under the Constitution. Foremost, it introduced the notion of an integrated system of education and training. Thus, 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, 1996:402). By means of a new national qualifications framework, it called for a transformed system which would accommodate people who are in conventional schooling, colleges and training programs, as well as those South Africans who had not enjoyed formal education and training due to the inequalities of the apartheid era. Furthermore, the Paper expounded fundamental values and principles for the realisation of an integrated system of education and training. Most of the principles of the White Paper on Education and Training No.1 are taken up in the South African Qualifications Authority Act No.58 of 1995, the National Education Policy Act 27 of 1996, the South African Schools Act No. 84 of 1996 and subsequent policy and legislation.

4.2 The National Education Policy Act 27 Of 1996

This Act was designed to inscribe in law the policy , legislative, and monitoring responsibilities of the Minister of Education, and to formalize the relations between national and provincial education authorities in the new system. 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 Act provides for the determination of national education policy by the Minister, and the publication, implementation and monitoring of it. 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; to inform the provincial heads of education accordingly; and to make specific declarations in the policy instrument to that effect. A number of areas of education in which the Minister may determine national policy are mentioned under Section 3(4) of the Act. Since education (other than higher education) is a concurrent responsibility of national and provincial governments, the Act defines the terms of cooperation between the two levels of government, by establishing the following important coordinating bodies: The Council of Education Ministers and the Head of Education Departments Committee, and determines their functions in the national and provincial policy processes. NEPA embodies the principle of cooperative government which was elaborated on in Section 3 of the Constitution, and aims to ensure that a national system of education and training with nine provincial sub-systems is achieved. 5.3.1 Functions of the CEM: The CEM comprises the national Minister of Education, the national Deputy Minister of Education and the nine members of the Executive Council of Education (MECs), who are also provincial political heads of education in the nine provinces. 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. 27 of 1996, the education interests of the provinces and the respective competence of parliament and the provincial legislatures;  to share information; and  to coordinate action on matters of mutual interest to the national and provincial governments (Mothata 2000:36).

7 Discuss the ff. Fundamental Management Functions: Planning; Organising; Leading; and Control. 7.1 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. Aspects of this form of organization include:  Relationships with the organization  Divisions of activities into various functions and departments  Authority and responsibility  Communication lines 7.1.1 Important Features Important features which characterize the formal organizational structure of a school include a hierarchical authority with strict supervision and control. A principal leads and manages a school as an organization in such a way that effective teaching and learning can take place. The school is a unique organization with its own terrain, nature task, and structure. 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.

7.1.2 The Aspects of Bureaucracies The two aspects of bureaucracies - formalization and centralization must enable the effective execution of tasks. Enabling guidelines are:  Assist educators with solutions in their work  Invite interactive dialogue  View problems as opportunities  Foster trust  Value differences, 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. There could be a number of informal groups in a school. The informal groups are structured and have a powerful effect on its members. It involves aspects such as coalition, informal leadership, conflict, morale, informal norms, loyalty, friendship bonds, and personal goal, linked to organisational culture and organizational climate. A healthy organisational culture determines a healthy climate and excellence in academic and extracurricular activities. 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. These two aspects need to be nurtured and maintained by all involved in the teaching and learning activities of a school.

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7.3 The Management Process Managing education is a process which involves the following interactive and interrelated aspects: Management functions; and Management areas The management task of the principal is to combine , allocate, coordinate and deploy resources in such a way that the aim of the school is achieved as effectively as possible. The dynamic of management forms the “life” of the management process. 7.4 Management Functions In the process of managing the school as an organization, principals should execute management functions. The four management functions stipulated below, are fundamentally done in relation to the people, resources, and outcomes available in the specific school, in order to fulfil the primary aim of each school, namely the realization of effective teaching and learning. 7.4.1 Planning: Planning is the first step in the management process. Planning entails the determining of a mission, aims, and outcomes for the school, and will also include functions such as problem-solving, decisionmaking and policy-making. 7.4.2 Organising: The second step in the managing process is organizing, 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. 7.4.3 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. Leading entails communicating goals through the school and motivating educators and learners to perform as well as they possibly can. Conflict management and negotiation may sometimes be necessary, as part of he leading function. 7.4.4 Control: By means of the controlling function, principles ensure that the school is on the right course to attain its goals. Assessment and taking corrective action as well as disciplinary measures when necessary, all form part of the controlling function.

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, by including the voices of all who are directly or indirectly involved in its function. It is laudable that this stance to include such stakeholders was taken to mould the aims, goals, vision, and legislation to follow through towards accomplishment. Subsequently the detailed structures set up to achieve this goal, is commendable and truly democratic. The goals and legislation set up to triumph the process of delivering quality education to all the peoples of SA, shares the arena of international acclaim. The poignant note to remember in achieving such laudable aims and goals, is the reality and realization of the great barriers that we need to brace and address, in order to conquer the substantial challenges that hinder progress towards accomplishing this vision. Literally the stage has been set and it is up to the actors; the “wow factor” of the décor & lighting effects; and the ability to engage the audience, in order to produce a successful performance. Besides the socio-economic challenges that face us, SA’s soldiers leading the education and training army of South Africa have to indeed recheck personal ethics, morals and values, since one of the most formidable backlashes to progress, is not financing the goal, 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.” We need to share a common goal “for the benefit of the people”; work hand in hand across all racial, colour, creed, and political opinion; and keep moral and ethical values in honest stead, in order to successfully achieve our goals for education and training for the peoples of SA. Only a credible stance such as this would deliver such brilliant legislation into a future reality.

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, no matter what life has declared as the child’s share of tests, trials, or impediments. The educational crusader is broad shouldered, with large warm embracing arms leading, herding, facilitating and supporting our children into a millennium forever spinning faster into the future of technology, environmental strife, decreasing resources, and a magma of changing conditions and increasing needs. It is the educator who has to secure a learner with the armour of education to battle the journey of life, as this armour equals protection and hope for a fulfilling future. On this macro level, all powers that be enlist laws dealing with securities, assistance, justice, and a wide variety of measures to procure a child’s rights to be included as soldiers in this army called education. The systems in place support the educator as the forefront party in enlisting all children through this great gateway. We are indeed privileged to have seen the dawn of this army open its doors to children of every race, colour, creed; be they physically, physiologically or psychologically impaired. A rightful decree for every child to grasp his/her right to an education.

1 Factors That Contribute To The Fact That Education Provision In Post Modern Societies Is An Extremely Complex & Specialized Task. 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 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. These factors include unexpected global recessions, destruction caused by natural disasters, spates of civil unrest (ethnic violence/cleansing), random destruction of services & infrastructure during protest marches & local uprisings, etc. 1.1 Ethnic Diversity Ethnic diversity in most contemporary societies has a multicultural character, and South Africa is no different. SA is one of the few countries in the world to have stated eleven official languages and sixteen constitutionally

recognized languages. These statistics give an indication of the melting pot of Ethnic African cultures, Indian cultures, European cultures, and the array of other foreign cultures which have fused together to form South Africa, land of diversity as it often recognized as today. 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. 1.2 Religions Religious faiths also form the breath of such a multicultural society, and the constitution respects rights of religions, along with the different ethnic groups contributing to a dynamic cultural heritage. In such societies, the diverse needs of learners must be considered. Subsequently individual needs of learners within the variety of communities must be provided for. The general aspects of learners’ needs are similar, on issues like human rights, security, and basic needs amongst others, but individual needs of learners definitely differ. 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. As such the educational baton is passed on from teacher to teacher through each developmental phase of a learner. Learners also differ in personality and thus vary in interests, aptitudes, visions, vocational aspirations, and in various other criteria, all of which have to be catered for. 1.3 Inclusive Education Inclusive education is a standpoint which forms an important part of the “educational armour” necessary for all learners, serving special educational needs of learners, inclusive of abilities or disabilities that greatly affect the experiences of learners be it at home, at school, or in the community at large. Learners who may be gifted, disabled mentally or physically, or impaired in the same, or with a communication or behavioural, emotional, or learning disorder or barrier, all fall within the plan of providing educated future prospects for all types of learners. 1.4 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. Global markets working the mechanism of a global economy evolve continuously, creating different demand structures that must be diligently trailed in order to be met with present and future success. Economic competition sets a heightened need to develop learners with adequate specialized skills in order to supply the arenas of economic demand. Educators have to be techno-proficient in order to lead learners into this Technologically advanced era. Technology is the new tool with a magnanimous folder of advantages. It is a time –management device, an online gateway to advance personal, general, and specialized knowledge in most subject matters, as well as a constructor of advanced destinies. 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, like that of problem-solving skills, lateral thinking, creative, and critical thinking skills, as well as other interpersonal, team-building communication skills , and proficient literary and numerical skills just to name a few. These skills will empower a student to learn independently. To survive in this economically competitive world, it is vital that learners be equipped not only for technological advancement and with education, but with adequate training skills to build up a dynamic corps of skilled workers. 1.5 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. South Africa has had to include and provide education and training for the larger portion of it’s demographic pie, who were deprived of this constitutional right. Moreover other demographic factors such as the increasing annual population growth, shortages of schools and trained teachers (especially in science and mathematics), the multilingual complexity of 11 official languages, the range of ethnic, religious, and social groups, together with problems related to HIV/AIDS and the search for a new and relevant curriculum, all impact on the provision of education and training.

2 The Four Categories Of Structures In An Education System.

2.1 Schools & Other Type of Educational Institutions A formal schooling system includes many different types of institutions for education and training, all of which strive to meet the diverse needs of learners. There are pre-primary schools, primary schools, secondary schools and institutions of higher education, or what is known as tertiary institutions to serve learners in accordance with their ages and developmental phases. These institutions include technikons, universities, and colleges. Furthermore, schools may specialize according to various fields of interest, such as academic schools, agricultural or technical schools, and arts and science schools. Schools are usually differentiated into phases, annual stages, or grades, presenting a wide variety of learning programs or subjects and learning packages. The higher education system also includes a broad diversity of types of institutions aimed at a wide range of possible

vocations in society. As an example colleges differentiate their training of teachers, nurses, the police, agriculturists, and technicians. 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, as well as appropriately trained teachers in certain regions, in certain subjects, and in areas of leadership and administration (Johnson, 1995:137). 2.2 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. Within governance and management, structures are created to promote effective functioning of this system to provide education and training in a planned and organized manner. in the current administrative structure of SA Includes the following departments to serve this function of providing education and training. These include Ministry of Education and Training, Departments of Education on national and provincial levels, structures for educational planning, control boards, advisory bodies, and teacher registration boards. 2.3 Support or Auxiliary Services Since the provision of education and training includes highly specialized tasks, institutions do not have the capacity to carry out all of the required tasks on their own. Although teaching practitioners are trained to carry out teaching and classroom management tasks and present specific subjects or learning programs, the average teacher may still require additional help with certain professional tasks. Support or auxiliary services ideally provide this needed help where possible. Examples of these additional services are a school health service, feeding schemes, media library services, an examination service, school hostels, and transport services. Unfortunately in most communities of SA, these services are inadequate or entirely absent. 2.4 Various Stakeholders With an Interest in Education There are stakeholders who have a keen interest in a country’s education, like the state, parents, the community, teacher organizations, unions and work providers. They also form an integral part of education and training, so the process of making new educational policy in SA tries to involve all these stakeholders. 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.

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. Ultimately the teacher in the classroom is the one who implements educational aims and policy. The aims of an educational system are privy to a wide variety of opinions and views, due to the diverse arena of stakeholders like those of parents, work providers, learners and teachers, as well as different views on goals, political opinion, and individualistic thinking and outlook. Thus, aims of a public institution of education and training may differ from those held by individuals; just as public goals may vary from country to country, or one political party to another. Further distinctions may be drawn between economic, social, intellectual, and career aims in education provision. The new moved away from traditional methods of policy making in that it has committed itself to a publicly accountable process of policy development. Commissions of inquiry have been appointed to gather adequate and reliable information for the diagnosis of educational needs and subsequent decision-making. Broad consultation with all stakeholders has given the community the opportunity to formulate goals and strategies for its system of education provision. These are contained in an educational policy and are presented in the form of White Papers. This policy indicates the direction of education and training in SA. Policy is enacted by legislation which provides the education system with a legal basis. Thereafter, schools and educational institutions are called on to implement education policy. The primary aims of the system of education and training are then realized in the schools and other institutions. Thus, teaching practitioners occupy a key place in this process. The proficiency and success in dispensing the education and training program largely depends on the body of teaching practitioners. It is imperative for SA teachers to be knowledgeable, skilled, and motivated. If the teachers fail, education is jeopardized and the whole system may be unable to achieve it’s goal. Governance and management activities, support services, and collaboration with stakeholders, are primarily aimed at enabling the teacher to work effectively. The teacher is

actually in partnership with the home and community in the education and training of their children. Likewise the teacher is an important partner of the work providers in the relevant training of future employees. The effective functioning of the country’s body of teachers is essential to the development aims of SA.

5 Discuss Organisation of the S.African Ed. System on National, Provincial and Local levels. The constitution of the Republic of South Africa Act No. 108 of 1996 provides three levels of government, – central, provincial, and local – and a division of powers between these levels. Education at all levels excluding higher education is a topic divided between central and provincial affair , although school issues of national importance (e.g. national norms and standards) remain the responsibility of the national legislature.(Bray 1996:37) 5.1 Education at a National Level Education at a national level is dealt by the Minister of Education and the Deputy Minister, assisted by the Department of Education. The Department of Education forms part of the organizational structure of the public service and is headed by the Director-General of Education. The National Department of Education develops the policy and legislative framework on which the education and training system rests. It initiates, evaluates, and researches all aspects of the system of education and training; manages processes for policy development to assist the Minister to determine policy, norms, and standards for education; provides support to provinces and higher education institutions in the implementation of national policy, norms, and standards, and monitors them. 5.2 Education at a Provincial/ Local Level The Provincial Education Departments (PEDs) are constitutionally established education departments in SA’s nine provinces. Education departments are in charge of general administration and management of education institutions (other than universities and technikons) in the localities of their provinces, and the setting and administering of provincial examinations (Grade12) in accordance with the national policy and other relevant statutory provisions. The political head of education in a province is referred to as the (MEC) Member of the Executive Council. The MEC is the executive officially responsible for the implementation of policy and legislation. He/she may (subject to conditions) delegate any power conferred upon him/her, and any duties to the Head of Department (HOD) of the province, or person employed by the Education Department (Bray 1996:41). 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 National Education Policy Act No. 27 of 1996 or another national law (Mothata, 200:132).Educational provision in the provinces is administered by offices at the following levels: head, regional, area, district, and circuit offices. The nine provinces have the executive responsibility to finance schools in the province from allocations from the central government and subject to national guidelines. Annually the national Minister of Finance tables the national budget in Parliament, including the education budget. About 89% of the national budget is allocated to provincial governments (Department of Education: online). 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). Money is allocated to the provinces, who draw up their own budgets for educational provision. The distribution to the provinces is not based on a per capita ratio for two reasons: redress, and provincial preference. With regard to the need for redress, educational backlogs are much bigger in certain predominantly rural provinces which require more expenditure. In this case the principle of an equitable share applies to budgetary allocations to provinces. In terms of provincial preference a province receives a global budget from central government which it distributes according to guidelines supplied by central government. A province may emphasize one particular service, 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, 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. The provinces are assisted in their tasks by the Education Department’s Support Unit, established by the National Department to provide technical advice and capacity building on request from provincial departments, on the basis of audits of need.

4.3 The South African Schools Act No. 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, governance and funding of schools. The content is divided into chapters relating to learners; public schools; funding of schools; independent schools; and to transitional and general provisions. The Act was amended by the Education Laws Amendment Act No.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.

5.3 Co-Ordination Between National & Provincial Education Departments In order to rise to the challenge of effective functioning of the National Departments and Provincial Departments, a structure was set up for the smooth coordination of these departments. The National Department of Education’s Chief Directorate: Media Liaison and National and Provincial Communication, provides effective communication and liaison services to the Ministry of Education, and education departments in the provinces (Dep.of Ed.: online). Furthermore, in order to facilitate coordination between National Department of Education and the PEDs, two bodies were created by virtue of the National Education Policy Act No. 27 of 1996: the Heads of Education Departments Committee (HEDCOM), and the Council of Education Ministers (CEM). HEDCOM consists of the Director-General (the head of National Department of Education) and the Deputy Director-General of the Department, as well as the heads of the nine PEDs. 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; also shares information on national education; and coordinates administrative action on matters of mutual interest to the departments; and advises the National Department on matters as contemplated in the National Education policy Act or any other related matter (Mothata, 2000:74).