Eth303t Memo to Assignments 2012 PDF

ETH303T/105/2/2012

SCHOOL OF EDUCATION

Department of Teacher Education

THE EDUCATION SYSTEM ANDSCHOOL MANAGEMENT

COURSE CODE: ETH303T TUTORIAL LETTER: 105/2/2012 MEMORANDA FOR ASSIGNMENTS

ETH303T/105/2012

Dear Student This tutorial letter deals with the following aspects:

1.

ADMINISTRATIVE MATTERS

2.

MEMORANDA FOR ASSIGNMENTS 01 AND 02

2.1

Answers to Assignment 01

2.2

Essay assignments

1.

ADMINISTRATIVE MATTERS

By now you should have submitted Assignments 01 and 02. Assignment 03 is optional. Examination admission is based on the submission of Assignment 01. So, if you have submitted Assignment 01 you do qualify to sit for the examination in this module. However, Assignment 02 is the one that will contribute to you year mark and your final examination result. 2.

MEMORANDUM FOR ASSIGNMENTS 01 AND 02

2.1 The answers to the multiple choice questions: Assignment 01 1. 5

2. 5

3. 2

4. 5

5. 5

6. 5

7. 5

8. 2

9. 5

10. 4

11. 2

12. 4

13. 5

14. 4

15. 3

16. 2

17. 4

18. 4

19. 3

20. 2

21. 3

22. 1.

23. 4

24. 2

25. 3

26. 5

27. 3

28. 4

29. 4

30. 2

31. 5

32. 3

33. 3

34. 4

35. 1

36. 4

37. 4

38. 1

39. 1

40. 3

41. 4

42. 4

43. 4

44. 4

45. 4

46. 4

47. 3

48. 2

49. 2

50. 4

51. 4

52. 4

53. 3

54. 3

55. 5 2.2

Essay assignments: Assignment 02

1.

What comprises an education system? Discuss the functions of various categories of structures.

Four broad categories of structures in a system of education and training can be distinguished. They are:    

Schools and other types of educational institutions; Governance and management structures; Support or auxiliary services; Various stakeholders with an interest in education.

Firstly, the formal schooling system includes many different types of institutions for education and training which strive to meet the diverse needs of learners. In accordance with learners’ ages and developmental phases, there are pre-primary schools, primary schools, secondary schools and institutions of higher education, including universities, technikons and colleges. Furthermore, schools may specialise according to various fields of interest, such as general academic schools, agricultural or technical schools, and arts and sciences schools. Schools are usually differentiated into phases, annual stages or grades, presenting a wide variety of learning programmes or subjects and learning packages. In the higher education system there is also a broad diversity of types of institutions aimed at a wide range of possible vocations in society. Colleges, for example, differentiate their training of teachers, nurses, the police, agriculturalists and technicians. Secondly, a comprehensive undertaking like the system of education and training also depends on an effective and efficient system of governance and management. To provide education and training in a planned and organised manner, structures for the governance and management of education which promote the effective functioning of the system are created. The current administrative structure in South Africa includes for

this purpose the 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. Thirdly, the provision of education and training includes many highly specialised tasks. Institutions do not have the capacity to carry out all these tasks on their own. Although teaching practitioners are trained to carry out teaching and classroom management tasks and present specific subjects or learning programmes, the average teacher may still require additional help with certain professional tasks. Support or auxiliary services ideally provide teaching practitioners with specialised help where possible. Examples of these additional services are a school health service, feeding schemes, media and library services, and examination service, school hostels and transport services. Unfortunately, in most communities in South Africa, these support services are either entirely absent or inadequate. Finally, many other stakeholders have a keen interest in a country=s education, for instance, the state, parents, the community, teacher organisations, unions and work providers. They also form an integral part of the system of education and training, and the process of making new educational policy in South Africa strives to involve all these stakeholders. Clearly, the primary function of all these categories of 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. First indicate that the school(s) on their own cannot provide for the diverse needs of society and that a formal system of education needs to be established. Then discuss the four categories of structures of which an education system is composed of: · Schools and other types of institutions · Governance and management structures · Support and auxiliary services · Various stakeholders with an interest in education

2.

Discuss essential functions of the South African Qualifications Authority (SAQA) in promoting a single, coherent and unified approach to education.

For this question refer to the following pages in the prescribed textbook: P. 8 – 9, sub-sections 1.4.1 and 1.4.2

3.

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

The Constitution of the Republic of South Africa Act No.108 of 1996 provides for 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 levels of government. School education is a provincial affair, although school issues of national importance (e.g. national norms and standards) remain the responsibility of the national legislature. Education at a national level is dealt with by the Minister of Education and his or her Deputy Minister, assisted by the Department of Education. The Department of Education is part of the organisational 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. At provincial level the Provincial Education Departments (PEDs) are constitutionally established education departments in the nine provinces of South Africa. The Education Departments are in charge of the general administration and management of education institutions (other than universities and technikons) in their provinces, and the setting and administering of provincial examinations (Grade 12) in accordance with the national policy and other relevant statutory provisions. The political head of education in a province is referred to as the Member of the Executive Council (MEC). The MEC is the executive official responsible for the implementation of policy and legislation. He or she may (subject to conditions) delegate any power conferred upon him or her and any duties to the Head of Department (HOD) of the province or person employed by the Education Department. Provincial legislatures are able 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.

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. Two significant guidelines for establishing the national budget are equal funding for all race groups and equitable teacher/learner and class-size norms (40:1 in primary schools and 35:1 in secondary schools). Money is allocated to the provinces who draw up their own budgets for educational provision. Coordination between National and Provincial Education Departments A challenge to the effective provision of education is the smooth coordination of the functions of the National Department and the Provincial 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 (Department of Education: online). Furthermore, in order to facilitate coordination between the 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 the 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 principles provided for in the National Education Policy Act; shares information on national education; coordinates administrative action on matters of mutual interest to the education departments; and advises the National Department on matters as contemplated in the National Education Policy Act or any other related matter. 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

At the local level education is administered by the governing bodies and the school management teams. A distinction is drawn between school governance, the responsibility of the governing body, and school management which is the responsibility of the school management team. NB! The composition and functions of governing bodies would be relevant here too.

4.

Discuss the South African Council for Educators (SACE) and its functions as a national registration body for educators. Refer to pages 27 – 28, section 2.9 in the prescribed textbook

5.

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

The four management functions can briefly be described as follows:  





Planning: As 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, decision making and policy making. Organising: The second step in the management process is organising, which involves establishing an organisational 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 organising function. Leading: This third step refers to directing the people (educators and learners) and motivating them to 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 the leading function. Controlling: By means of the controlling function, principals 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.

Refer to pages 44 – 45, section 4.3.1 in the prescribed textbook

6.

Discuss school governance by referring to the following: (a) the structure of school governing bodies (SGBs); (b) the functions of the SGBs; and (c) the relationship between educators and the SGBs. Refer to pages 46 – 48, sub-sections 4.4.2, 4.4.3 and 4.4.5 in the prescribed textbook.

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?

Of central importance for the educator is an understanding of the many styles of leadership. These include the autocratic, the laissez-faire, the democratic, the charismatic, formal, informal, circumstantial and instrumental styles of leadership. The first three are of importance to the educator. The autocratic style of leadership In this outdated style of leadership, the teacher commands and the learners obey quietly. No departure from the rules set by the teacher is tolerated. It is a militaristic style of leadership that destroys learner initiative and often results in a loss of respect for authority. The laissez-faire style of leadership In contrast to the autocratic leadership style, the laissez-faire style allows learners the scope to do exactly as they please in the classroom. The educator-leader voices no opposition and there is no form of discipline. This form of leadership is unacceptable because it seriously undermines the teaching-learning process. The democratic style of leadership Democratic leadership falls somewhere between the two styles of leadership described above. It requires firm but affectionate conduct from the educator-leader. While learners are required to respect and obey the educator, their initiative and creative contributions are encouraged. Learners participate in the decisionmaking 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 organisation

(whether as principal, teacher or parent leader), they should continuously strive to improve their leadership skills, which include among 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.

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? Refer to pages 53 -54 in the prescribed textbook

We wish you only the very best with the preparation for the examination! Your Lecturer

Dr SP Mokoena (012) 429 4606