ETH303T/102/3/2013

Tutorial letter 102/3/2013 THE EDUCATION SYSTEM AND SCHOOL MANAGEMENT Semesters 1 and 2 Department of Educational Leadership and Management This tutorial letter contains important information about your module.

ETH303T

Bar code

2

TABLE OF CONTENTS

FOREWORD

SECTION A: THE ORGANISATION OF THE SOUTH AFRICAN EDUCATION SYSTEM AT MACRO LEVEL

CHAPTER 1 (Eleanor M Lemmer)

THE PROVISION OF EDUCATION AND TRAINING

CHAPTER 2 (MS Mothata)

TEACHERS AND TEACHER ORGANISATIONS IN SOUTH AFRICA

CHAPTER 3 (Eleanor M Lemmer)

TEACHER EDUCATION AND DEVELOPMENT IN SOUTH AFRICA

ECTION B: ASPECTS OF SCHOOL MANAGEMENT, LEADERSHIP AND ADMINISTRATION IN SOUTH AFRICAN EDUCATION

CHAPTER 4 (AG Kruger)

THE MANAGEMENT AND GOVERNANCE OF SCHOOLS

CHAPTER 5 (Fanie Pretorius)

THE MANAGEMENT OF RESOURCES IN THE SCHOOL

ETH303T/102

3

TABLE OF CONTENTS

CHAPTER 6 (P Marais)

CLASSROOM MANAGEMENT

CHAPTER 7 (C Meier)

MANAGING DIVERSITY

CHAPTER 8 (JN van Wyk)

MANAGING STAKEHOLDER PARTICIPATION

CHAPTER 9 (Elmene Bray)

ASPECTS OF EDUCATION LAW AND PROFESSIONAL ETHICS

4

FOREWORD

This module covers the following two sections:

SECTION A: THE ORGANISATION OF THE SOUTH AFRICAN EDUCATION SYSTEM AT MACRO LEVEL.

The following chapters are involved: Chapter 1: The provision of education and training Chapter 2: Teachers and teacher organisations in South Africa Chapter 3: Teacher education and development in South Africa

and

SECTION B: ASPECTS OF SCHOOL MANAGEMENT, LEADERSHIP AND ADMINISTRATION IN SOUTH AFRICAN EDUCATION

The following chapters are involved:

Chapter 4: The management and governance of schools Chapter 5: The management of resources in the school Chapter 6: Classroom management Chapter 7: Managing diversity Chapter 8: Managing stakeholder participation Chapter 9: Aspects of Education Law and Professional Ethics

The following icons will be used in this tutorial letter:

The arrow indicates the learning outcomes for a particular study unit. Learning outcomes cover what you should know and be able to do after you have studied the specific chapter. If, after having studied the chapter, you are still unsure whether you have reached the given outcomes, you should study the chapter again.

ETH303T/102

5

The exclamation marks indicate important issues which we wish to emphasise.

The pencil indicates an activity. You are expected to actively participate in the discussions by explaining important concepts, answering questions and applying your knowledge. If you struggle to complete an activity, read the preceding section again and reflect once more on the relevant subject matter.

? The question mark signals that you should reflect on the most important themes related to the particular subject. The questions or instructions in the boxes also give you an indication of typical examination questions and instructions.

The prescribed book for this module is as follows:

Pretorius, SG & Lemmer, E (eds). 2004. Teaching in South African schools: the teacher as a leader, administrator and manager. Johannesburg: Macmillan.

6

SECTION A: THE ORGANISATION OF SOUTH AFRICAN EDUCATION SYSTEM AT MACRO LEVEL

CHAPTER 1 THE PROVISION OF EDUCATION AND TRAINING

The content for this chapter can be found on pages 5 to14 of the prescribed book.

INTRODUCTION This chapter focuses on the structure and organisation of the new system of education and training in South Africa. Since 1994 provision of education and training has been transformed by a number of new policies and legislation which have created a single, unified and non-racial system.

Please note that the discussion in the prescribed book focuses specifically on the South African schooling system and developments that have taken place since the beginning of the new dispensation in 1994.

Learning outcomes: After you have studied this chapter, you should be able to explain how the new education system is structured on a national and provincial level and how it functions

ETH303T/102

7

STUDY TASK 1: PROVISION

The education system of South Africa has undergone a major process of transformation. The reasons for this transformation process are to be found in new values of human dignity, equality and freedom as embodied in the new Constitution of South Africa (Act 8 of 1996 and the Bill of Human Rights (Chapter 2 of the Constitution). It is essential that every teacher and student teacher should know understand the framework that this provides for all educational policy and legislation at national and provincial levels.

ACTIVITIES Before you read any further, see if you can complete the following:

What is the meaning of a basic right to education? Write down the meaning in your own words. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

............................................................................................................................... What are the provisions made by the right to education embodied in the Constitution? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

............................................................................................................................... Explain to a concerned parent the learners rights regarding the language of learning and instruction in education. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

8

STUDY TASK 2: NATIONAL QUALIFICATIONS FRAMEWORK

One of the essential changes in the new education system of South Africa is the provision of education under a National Qualifications Framework (NQF). This development is very much in agreement with developments in many other countries of the world. Study the section on the NQF with reference to the following: the levels/format of the NQF the explanatory remarks the structure (SAQA) implemented to develop and maintain the NQF

ACTIVITIES

Write down a few advantages that the NQF may have for you as a teacher/student teacher. ............................................................................................................................. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Write down your present qualifications. On which level of the NQF could you be placed? If you comply with all the requirements for the degree with which you are now busy, on which level will you then be? ..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

ETH303T/102

9

STUDY TASK 3: SOUTH AFRICAN SCHOOLS ACT (Act 84 of 1996)

The South African Schools Act (Act 84 of 1996) brought about major changes to the way in which formal education is provided. Study the stipulations of this Act with reference to: the meaning of formal education compulsory education categories of schools admission policies freedom of conscience and religion in public schools independent schools non-formal education the curriculum of schools

ACTIVITIES

Distinguish between formal and non-formal education. .............................................................................................................................. ..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

How are your own children (or children of a relative of yours) affected by the new stipulations regarding compulsory school attendance? ............................................................................................................................... ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

10

Briefly discuss the school models provided for in the Schools Act (Act 84 of 1996). .............................................................................................................................. ..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

...............................................................................................................................

CONCLUSION The restructuring of the system and the transformation of the processes, content and ethos of education in South Africa are based on new laws, policies and structures. This chapter has selected for discussion key policy and legislation that describe changes in the national system of education and training, and in the school system. In order to meet the goals of policy successfully, all stakeholders need to participate willingly and to engage in ongoing critical questioning and learning.

? Review questions Explain the functions of the various Provincial Education Departments (PEDs). Chapter 2 of the Constitution deals specifically with the right to education. Explain this statement. Discuss the language policy of public schools. What are the main guidelines for ABET?

ETH303T/102

11

CHAPTER 2 TEACHERS AND TEACHER ORGANISATIONS IN SOUTH AFRICA

The content for this chapter can be found on pages 16 to 28 of the prescribed book.

INTRODUCTION In this chapter of the prescribed book, you will learn about recent developments with regard to organised teaching and labour relations in the teaching profession. This chapter addresses a number of issues and challenges regarding organised teaching in South Africa.

Firstly, this chapter attempts to trace the development of teacher organisations and unions in South Africa from the 1870s to the early 1990s. In the process it illustrates how the teacher union movement became the engine of resistance politics and how that resistance contributed to the educational and political transformation of South Africa. Secondly, the chapter highlights the gap between SADTU, NAPTOSA and the newly formed SATU and how the rift between these national teacher organisations has grown wider and wider. Lastly, the rights of teachers in terms of the new Labour Relations Act (LRA) (Act 66 of 1995), the Education Labour Relations Council (ELRC) (a bargaining council for teachers) and dispute resolution mechanisms are discussed in this chapter.

12

Learning outcomes: After you have studied this chapter, you should be able to discuss the reasons for the formation of both the South African Democratic

Teachers Union (SADTU), the National Association of Professional Teachers Organisation of South Africa (NAPTOSA), and the South African Teachers' Union

distinguish between a trade union and a professional organisation define bargaining councils explain the aims and objectives of the Education Labour Relations Council discuss the rights of teachers define labour relations define conciliation, mediation and arbitration discuss the aims and objectives of the South African Council for Educators

EARLY DEVELOPMENT OF TEACHER ORGANISATIONS The first teacher organisations were established as early as 1879 when the Native Educational Association (NEA) was one of the first teachers' organisation to be formed. The NEA had both an educational and a political agenda. Although its constitution stressed educational matters, it explicitly discussed political issues such as pass laws. At almost the same time as the NEA, the Transkei Teachers Association (TTA) which later became the United Transkeian African Teachers Association (UTATA), was formed. By the time of the Union in 1910, several African teachers' organisations had been formed in the Ciskei, the Orange Free State (1904), Natal and the Transvaal (1906). In 1921, the Ciskei groups joined forces to form the Cape Native Teachers' Association, later to become the Cape African Teachers Association (CATA), under the presidency of the well-known African leader, DDT Jabavu, from 1921 to 1936. In 1919, in the Transvaal, a primarily urban association called the Transvaal Native Teachers Association, which later became the Transvaal African Teachers' Association (TATA), was formed. Through its partially successful campaign over salaries, TATA became a dominant and in some cases a politicising force among African teachers in the Transvaal. The first move towards a national teachers' organisation took place in Bloemfontein in 1921 when the South African Native Teachers' Federation was formed. In 1942, the association was renamed the Federal Council of African Teachers' Association (FCATA) and in 1962 it became the African Teachers' Association of South Africa (ATASA).

ETH303T/102

13

DEVELOPMENTS AFTER 1948 One of the remarkable developments after 1948 was the formation of both TATA and TATU. The two organisations finally amalgamated in 1957 at the White River Conference to form the Transvaal United African Teachers Association (TUATA). By the time the Bantu Education Act was introduced, teachers throughout South Africa were divided, partly along the urban/rural divide and partly along the political lines taken by various teacher groups. UNITY TALKS During 1987, calls from the UDF, NECC and particularly from COSATU, for teacher unity were intensified. By the latter half of 1987, teacher organisations were once more starting to respond to calls for teacher unity. STUDY TASK 1: THE HARARE CONFERENCE

In April 1988 the All African Teachers Organisation (AATO) and the World Confederation of Organisation of the Teaching Profession (WCOTP), in conjunction with the ANC, invited various South African teacher organisations (excluding the white affiliates of the Teachers Federal Council [TFC]) and a range of other organisations such as the Congress of South African Trade Union (COSATU) to attend a seminar in Harare, Zimbabwe.

The following five major issues were discussed by the South African representatives: unity the form of the proposed organisation: professional association or trade union? ideology non-collaboration the role of the teacher and his or her relationship with People's Education

ACTIVITIES:

What gave rise to the Harare conference in Zimbabwe? ............................................................................................................................ ............................................................................................................................

............................................................................................................................

............................................................................................................................

............................................................................................................................

14

Which two main groups took the lead in the Harare debate? ............................................................................................................................ What was the position of the progressive teachers organisations in the Harare debate? ..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

What was the position of the established, traditional teachers organisations in the Harare debate? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

THE FORMATION OF SADTU: 1990 The South African Democratic Teachers Union (SADTU) was officially launched at a rally in Johannesburg in October 1990 wherein the keynote address by Nelson Mandela, the then recently released Deputy President of the African National Congress (ANC), was an important symbol of the new body's alignment with the liberation movement in South Africa. Affiliate organisations were ATASA (excluding TUATA), UTASA, NEUSA, TASA, DETU, WECTU, EDASA, PTU, ECTU, PTL, ELPTU and MATU. SADTU's aim as stated in its 1994 constitution, (as amended), "shall be to unite teachers and educationalists and to work for a non-racial, non-sexist, just and democratic system of education in a free and a democratic South Africa. It shall observe and act in accordance with the spirit and principle of democracy in all the Union's activities". SADTU enjoys international affiliation with the Education International (EI), the Southern African Teachers' Organisation (SATO) and the All Africa Teachers' Organisation (AATO).

ETH303T/102

15

THE FOUNDING OF NAPTOSA (NAPTOSA '91)

Following SADTU's formation and lamenting the loss of easy access to government which they had enjoyed during the National Party era, TUATA, NTS and the white English-speaking Transvaal Teachers' Association (TTA) met to discuss their mutual concerns related to the unionist orientation of SADTU and to explore ways of mutual cooperation among themselves. In subsequent meetings these bodies were joined by the Natal Teachers' Union (NATU), the Orange Free State African Teachers' Association (OFSATA) and the remaining majority of the TFC affiliates, all of whom had been excluded from the NTUF or had made a decision to dissociate from SADTU. A decision was taken to form a more professionally oriented alternative to SADTU based on a federal structure. As a result of negotiations between the various bodies, agreement was reached to form the National Professional Teachers' Association of South Africa (NAPTOSA), herein referred to as NAPTOSA '91 to differentiate it from the "new" NAPTOSA which was launched in 1994. The twelve teacher organisations affiliated to NAPTOSA were NATU, NOU, NTS, OFSATA, TUATA, TTA, TO, SAOU, SAATVE, SATA, Oranje Vrystaat Onderwysvereniging (OVSOV) and Association of Supportive Educators (ASE). The former Bophuthatswana Teachers' Association (BTA) applied for observer status in January 1992 with a view to becoming "a permanent member of NAPTOSA". Founded on 24 August 1991, NAPTOSA '91 was a national body comprising 14 teacher associations representative of all Afrikaans, English-speaking and African teachers.

THE FOUNDING OF THE "NEW" NAPTOSA

In 1994, the three major federations namely NAPTOSA, TFC and UTASA, combined to form one major federation. Each federation comprised different organisations. Some of their respective organisations were part of the NAPTOSA '91. Between 1991 and 1994 there were mergers and alignments between different organisations. After lengthy negotiations, a constitution was ratified by all the member associations and the name NAPTOSA, which is herein referred to as NAPTOSA '94, was retained for the new body. NAPTOSA '94 was officially launched in Pretoria on 11 November 1994. One should not get confused by the two NAPTOSAS, because in terms of form and function there is no difference between NAPTOSA '91 and '94 except that there were new affiliates to NAPTOSA '94 like the Association of Education Officers in the Republic of South Africa (AEROSA) and others.

16

ACTIVITY

Should there be more that one teachers body in the organised teaching profession? Give your opinion. ............................................................................................................................

............................................................................................................................

............................................................................................................................

............................................................................................................................

............................................................................................................................

............................................................................................................................

THE SOUTH AFRICAN TEACHERS' UNION (SATU)

In the middle of 1996, differences among members of the federally structured NAPTOSA began to emerge. Several organisations representing Afrikaansspeaking teachers within NAPTOSA severed ties with the organisation to form a national union for Afrikaans speaking teachers called the South African Teachers' Union (SATU) or Suid Afrikaanse Onderwysunie (SAOU). Founder members of SATU included the Transvaal Onderwysvereniging (TO), Vrystaatse Onderwysersvereniging (OVSOV) and Suid-Afrikaanse Onderwysunie (SAOU) in both the Cape and Natal.

ACTIVITY:

SATU formed ties with organised Afrikaans teachers organisations. Explain this statement. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

ETH303T/102

17

THE NEW LABOUR RELATIONS ACT (Act 66 OF 1995)

For the first time in South African history, employers, the labour movement (including teachers) and a democratically elected government sat down as joint social partners to negotiate a new Labour Relations Act. Although the government produced the first draft, the final draft was the result of negotiations between the stakeholders in the National Economic Development and Labour Council (NEDLAC). Comments from members of the public were also taken into consideration when the new law was drafted. After intense negotiations, parliament passed the Act in September 1996. THE MAIN PRINCIPLES OF THE ACT The following principles underlie the Act: The Act promotes the right to fair labour practices form and join a union or an employers organisation organise and bargain collectively strike and lock-out

ACTIVITY

What is the overall purpose of the Labour Relations Act (Act 66 of 1995)? .............................................................................................................................. ..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

18

EDUCATION LABOUR RELATIONS COUNCIL (ELRC)

The Act has completely overhauled the dispute resolution system. In terms of the old Labour Relations Act of 1956, dispute procedures were long, complex and overly technical. Industrial councils and conciliation boards were generally ineffective in settling disputes. As a result, an unnecessarily high number of unresolved disputes led to very lengthy and costly processes of industrial action or court cases. All of this damaged the relations between unions and employer organisations.

The new Act provides for simplified dispute procedures. Firstly, section 37 of the Act makes provision for the establishment of bargaining councils. As a result of the clause, the Education Labour Relations Council (ELRC) was established. The ELRC is a registered bargaining council for teachers. To maintain the Council, teachers are required to contribute a certain amount of money on a monthly basis. Presently the amount contributed is R2 per month for union members and R7 for the so-called "free riders", that is, those who do not belong to any union or organisation registered with the ELRC.

Chapter 8 of the Act established the Commission for Conciliation, Mediation and Arbitration (CCMA) and places more emphasis on resolving disputes through conciliation and mediation. Unresolved disputes will go to arbitration, which will allow disputes to be resolved more quickly and cheaply than litigation in the courts. The CCMA employs trained staff referred to as commissioners. Presently, dispute resolution procedures and mechanisms for teachers are determined by the ELRC and not the CCMA. However, when the ELRC fails or does not have the capacity to handle disputes in good time, it may refer such disputes to outside agencies like the CCMA for mediation and arbitration.

ETH303T/102

19

ACTIVITIES

List the functions of ELRC. ............................................................................................................................... ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Do you think educators should strike? Give reasons for your answer. ............................................................................................................................... ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

THE SOUTH AFRICAN COUNCIL FOR EDUCATORS (SACE)

Section 12(5)(a)(xiv) of the Education Labour Relations Act (Act 146 of 1993) expressed the function of the ELRC as the registration of professional educators, and the keeping of a register or roll of such educators for the purpose of regulating qualifications, standards and professional dicsipline and their admission to the education profession. (ELRA No 146 of 1993:12). As a result of deliberations and recommendations from the ELRC, The South African Council for Educators (SACE) was established. The Council aims to enhance the status of the teaching profession and to promote the development of educators and their professional conduct.

20

ACTIVITY

Are teachers professionals or workers? Discuss this statement with reference to the objectives of SADTU, NAPTOSA and SATU. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

CONCLUSION In this chapter we looked at the organised teaching profession in South Africa. Our discussion included the new Labour Relations Act (Act 66 of 1995) which led to the establishment of the ELRC and the CCMA. Please refer to your prescribed book for more details.

? Review questions In what way can educators who provide education instruction to learners daily in the classroom make an input in education planning, decision making and policy? What is the most important difference between teachers unions and professional teachers associations? Should there be more that one teachers body in the organised teaching profession? Give your opinion. What does SADTU strive for in particular? Why should SACE include disciplinary steps in its constitution? At what levels does the organised teaching profession have a voice? Give an example of a teachers body at every level.

ETH303T/102

21

CHAPTER 3

TEACHER EDUCATION AND DEVELOPMENT IN SOUTH AFRICA

The content for this chapter can be found on pages 30 to 38 of the prescribed book.

INTRODUCTION

This chapter focuses on the reforms in the provision of teacher education and development in South Africa. The system of teacher education, inherited by the new democratic government in 1994, formed part of the apartheid legacy. It was fragmented, unevenly funded and dominated by an outdated and traditional curriculum.

Learning outcomes: After reading this unit, you should be able to

identify issues in teacher supply, utilisation and development in South African since 1994.

demonstrate an understanding of key factors affecting the supply of teachers in the last decade.

illustrate the new qualifications framework for teacher education

STUDY TASK 1: THE SYSTEM OF TEACHER EDUCATION AND DEVELOPMENT

The system of teacher education and development education required major transformation as a result of previous discriminatory policies. The key features of the previous system had to be redressed by policy changes. It is essential that every teacher and student teacher should understand issues which determine teacher supply, utilisation and development.

22

ACTIVITIES

What are key features of the previous system of teacher education as identified by Said? ............................................................................................................................... ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

What are the recent trends in teacher supply and demand? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

How is the new system shaped by the Teacher Audit, COTEP document and the Higher Education Act? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

ETH303T/102

23

What are the important demographic changes affecting the supply of teacher education? Describe how these changes have been realised in the school or school district in which you are living/teaching? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Explain to a colleague how the COTEP document provides for the new roles of an educator. ............................................................................................................................... ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

STUDY TASK 2: TEACHER QUALIFICATIONS

Teacher qualifications can be tracked on the National Qualifications Framework (NQF). Study the section on the NQF with regard to teacher qualifications with reference to the levels/format of the NQF the explanatory remarks the structure (SAQA) implemented to develop and maintain the NQF

24

ACTIVITIES

Write down a few advantages that the NQF may have for your professional development as a teacher/student teacher. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Curriculum 2005 is being addressed in the initial training of teachers. How is teacher education structured to cope with the requirements of the new curriculum? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

STUDY TASK 3: VARIOUS ACTS

Various Acts have shaped the delivery of teacher education. Study the discussion of the Higher Education Act (Act 101 of 1997) National Education Policy Act (Act 27 of 1996)

ETH303T/102

25

ACTIVITIES

Teacher education has been moved from a provincial to a national competence. What consequences has this had for teacher education institutions. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

How is the quality of teacher education and standards of professionalism assured in the new system? How does this affect you as a teacher or a student teacher? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

CONCLUSION This chapter has discussed the principle changes in the educational environment for the education of teachers. Evidence that education authorities have addressed these issues since 1994 can be found in the major trends of the new system. Furthermore the new framework of qualifications, together with the seven roles for educators and their associated applied competences, provides for what has been described in the White Paper. The implementation of Curriculum 2005 is being addressed in the initial training of teachers. The new model is based on OBE principles by means of which roles and competences provide the exit-level outcomes which must be addressed in all teacher development.

26

? Review questions Identify issues in teacher supply, utilisation and development in South African since 1994. Explain the key factors affecting the supply of teachers in the last decade. Illustrate the new qualifications framework for teacher education What is the National Qualifications Framework and its main function? Also write down the qualifications of five of your colleagues and determine on which level of the NQF you and your colleagues fit.

SECTION B: ASPECTS OF SCHOOL MANAGEMENT, LEADERSHIP AND ADMINISTRATION IN SOUTH AFRICA

CHAPTER 4 THE MANAGEMENT AND GOVERNANCE OF SCHOOLS

The content for this chapter can be found on pages 41 to 48 of the prescribed book.

INTRODUCTION This section deals with the local management and governance of a school for which the principal, the members of the schools management team, the schools governing body and in the case of the classroom, even the educators are responsible for. It is important for all educators to have a basic knowledge of school management to be able to understand their task and managerial responsibilities in the context of the school.

The management and governance of schools in South Africa has changed considerably in the past decade. The current approach of education departments is to give more managerial power and responsibilities to the management and governance structures of schools.

ETH303T/102

27

Learning outcomes: After you have studied this chapter, you should be able to understand the nature of the school as a unique organisation be able to utilise the various organisational characteristics of the school in order to create an education environment to apply different management functions within the school and the classroom understand the management of various important areas in the functioning of the school understand the role and function of the schools governing body

There are a number of aspects relevant to the management and governance of schools with which you need to be familiar. The relevant information is discussed under the following three headings: The school as an unique type of organisation

The functions and structure of school management

The place and role of school governance

STUDY TASK 1: THE SCHOOL AS AN UNIQUE TYPE OF ORGANISATION

The school is a unique organisation with its own terrain, competence, nature, task and structure. The school is essentially an organisation that exists within the education system with teaching and learning as its primary goal. As a teacher (or a student of education), you need to understand the following with regard to the organisational structure of a school, namely the characteristics of the school as a unique type of organisation how the organisational structure of the school is formally structured to enable teaching and learning activities to take place how the informal structure of the school contributes to the effective realisation of teaching and learning

28

ACTIVITY

THE SCHOOL AS A UNIQUE TYPE OF ORGANISATION What are the structural elements that determine the schools unique nature? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Identify two tasks in the school that can be considered as bureaucratically-orientated tasks. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

..............................................................................................................................

..............................................................................................................................

Explain how the informal structure of the school may contribute to the effectiveness of the teaching and learning activities at school. ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

ETH303T/102

29

STUDY TASK 2: MANAGING THE SCHOOL

Management and leadership work is carried out by the principal and the management team in the context of the school and by educators in the context of their classrooms to enable the realisation of teaching and learning activities. Managing education is a process which involves the interactive and interrelated aspects of management functions and management areas. The way in which these aspects will be carried out will depend on the unique nature of every school and classroom. You should be familiar with the nature of each of the management tasks and management areas and be able to apply them to your own situation. The management process includes the following basic management functions and essential management areas in a school: * Management functions -planning -organising -leading -controlling * Management areas -personnel issues -educational programme -learner concerns -physical resources -administrative issues -financial affairs -school-community relations

ACTIVITIES

Explain what the management process entails. ............................................................................................................................... ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

30

MANAGING THE SCHOOL Briefly discuss the various management functions .............................................................................................................................

.............................................................................................................................

.............................................................................................................................

.............................................................................................................................

.............................................................................................................................

What are the most important areas in the school that need to be managed effectively?

.............................................................................................................................

.............................................................................................................................

.............................................................................................................................

.............................................................................................................................

.............................................................................................................................

..................................................................................................................................

STUDY TASK 3: SCHOOL GOVERNANCE

!! The purpose of the education system is, for the most, attained in the school since the latter is that structure where the education of the youth of South Africa mainly takes place. The state recognises that parents, teachers and the community all play important roles in the education of the youth. So do the learners themselves. The state, therefore, must ensure that there is a sharing of authority among these groups within schools so that the core values of democracy are supported. When discussing how this authority must be shared, the government differentiates between the terms "governance" and "management" as follows:

governance is widely agreed to be concerned with the formulation and adoption of policy

management is concerned with the day-to-day delivery of education

ETH303T/102

31

ACTIVITY

SCHOOL GOVERNING BODIES We would like you to do some research on a school governing body at your own school or a school in your vicinity. You may be guided by the following questions: How many members are there on the school governing body? ...............................................................................................................................

How many members of the governing body are ................................................................................................. parents

...................................................................................... academic staff

............................................................................... non-academic staff

................................................................................................ learners

............................................................................... co-opted members

How often does the governing body meet? ..............................................................................................................................

Speak to a few members and find out how they feel about the ability of the governing body to fulfill its function. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

32

CONCLUSION The current approach to school management moves away from a hierarchical approach towards one that makes provision for the cooperation of the members of the SMTs and the SGBs as well as the cooperation and goodwill of each and every educator. In the execution of their daily activities, educators should be aware of the implications of their actions to the general administration and management, the climate and organisational culture of the school.

? Review questions Describe four different management functions within the school. What does a teacher (or a student of education) need to understand with regard to the organisational structure of a school? What is the role of parents in the governance of schools? Do you feel that the parents of your community are able to fulfill this task?

CHAPTER 5 THE MANAGEMENT OF RESOURCES IN THE SCHOOL

The content for this chapter can be found on pages 49 to 57 of the prescribed book.

INTRODUCTION In the introduction to Section B of the prescribed book, management has been defined as the process of working with and through individuals, groups and other resources to accomplish organisational goals. The point of departure is that educators are managers, because in addition to their instructional tasks, some of their activities are quite similar to those fulfilled by people in management positions every day. They work with and through learners, individually and in groups, and other resources such as learning support material, to accomplish the desired learning outcomes. They need to efficiently fulfill the four fundamental management functions, namely planning, organising, leading and control, in order to achieve the school organisations goals.

ETH303T/102

33

It is essential that students first study the introduction to Section B of the prescribed book as well as the section on the fundamental management functions in Chapter 4 in order to fully understand the discussion of the management of the schools resources.

The discussion that follows deals with the management of the schools resources.

Learning outcomes: After you have studied this chapter, you should be able to

demonstrate knowledge of the various types of resources in school settings demonstrate knowledge of the essential aspects of the management of resources so that further self-study can be undertaken to continuously improve management skills apply the fundamental management functions in the management of resources (human resources, physical resource and financial resources) apply sound leadership principles motivate learners and other educators take appropriate decisions apply self-management resolve conflict communicate effectively as managers

STUDY TASK 1: THE MANAGEMENT OF HUMAN RESOURCES Study the introduction to Section B of the prescribed book! Study the paragraph on the fundamental management functions in Chapter 4 of the prescribed book!

34

ACTIVITIES

Briefly distinguish between management in general and educational management. Also mention the three broad categories of educational management. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

Name and briefly discuss the functions of a manager. ............................................................................................................................... ................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Why should the educator be regarded as a manager? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

ETH303T/102

35

Study the introduction to Chapter 5. ACTIVITY

Briefly distinguish between the tangible and intangible resources of an organisation! What is the most complex resource in the school organisation? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Study paraphaph 5.2 on human resource management. Study all paragraphs on leadership as discussed in paragraphs 5.2.1 to 5.2.3.

Leading is a very important facet of the management task of the teacher. The teacher should, therefore, be acquainted with all aspects of leadership. Please note that management and leadership are not the same. Study the following aspects of leadership: leadership theories leadership styles

36

ACTIVITY

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 group. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

A teacher should be able to motivate learners. Study the section on motivation. ACTIVITIES

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. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

ETH303T/102

37

A teacher communicates for the greater part of the 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? ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Study the paragraph on taking and implementing decisions (Paragraph 5.2.4).

Every aspect of the educators role as a manager involves a choice between alternatives and thus the daily need to make decisions. Educators must learn how to make appropriate decisions. ACTIVITIES

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. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

38

Study Paragraph 5.2.5 and Chapter 6 on managing conflict.

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? ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

Also study self-management (Paragraph 5.2.6). STUDY TASK 2: MANAGING THE SCHOOLS PHYSICAL RESOURCES Study paragraph 5.3 on the management of the schools physical resources. ACTIVITY

Briefly describe how the application of the four fundamental management functions could become relevant in managing the schools physical resources. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

................................................................................................................................

................................................................................................................................

ETH303T/102

39

STUDY TASK 3: MANAGING FINANCES Study Paragraph 5.4 on managing financial resources.

Usually, schools have a fixed time of the day when class teachers collect money. A meticulous procedure should exist for record keeping and the payment of money to the administrative officer responsible for this task. All educator managers should be well aware of all legal stipulations in terms of school finances.

ACTIVITY

Study the South African Schools Act (Act 84 of 1996). What stipulations - that is, those that very educator manager should known - are being determined by this Act in terms of school fees to be paid by parents, financial records and statements? ...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

CONCLUSION The management of resources in the school is an important area in school management. Much has been written on management of resources in the school in recent years. Application of the fundamental management functions (e.g. planning, organising, leadership and control) in the management of resources is essential.

40

? Review questions What are the three types of resources available to educator managers? Identify the three types and give a brief description of what the important facets are under each in which educator managers should continuously develop their skills. Of what relevance can the application of the fundamental management functions be in managing the schools resources? What distinction can be drawn between management and leadership? What relevance can the situational leadership theory have for you as an educator manager in the classroom? How will you apply the various leadership styles if you are a situational type of leader? How can the educator manager take appropriate decisions? Maslow has identified a hierarchy of basic human needs. Name these needs and explain what the relevance of these needs is in motivating learners. Educators have a very full programme. How can they cope with all the internal and external demands put on them? Illustrate how the four fundamental management functions could be applied in order to ensure effective management of the schools physical resources. What financial procedures are being followed in your local school when school money is collected by educators?

CHAPTER 6 CLASSROOM MANAGEMENT

The content for this chapter can be found on pages 58 to 67 of the prescribed book.

INTRODUCTION There has currently been a renewed endeavour to establish effective teaching and learning in our schools. A key element in a classroom where effective teaching and learning has to be dealt with is responsible classroom management by the educator. Teachers today have additional challenges to face in the classroom.

ETH303T/102

41

This chapter focus on the teacher and his or her management skills in current classroom events in South African schools where the classroom teacher has to manage learning from an outcomes-based education approach. The emphasis is on the management of relevant educational aspects, such as large numbers of learners in classes, changes in school discipline policies and the managing of space and time in the classroom. This chapter thus aims to address these realities in a very practical way.

Learning outcomes: After you have studied this chapter, you should be able to explain the concept classroom management in your own words identified the four main functions of the teacher as a classroom manager discuss the role of the teacher regarding the management of a supportive classroom environment outcomes-based education group work identify and explain the aspects involved in managing classroom space analyse the principles of time management distinguish between the different types of disruptive classroom behaviour apply the strategies for managing classroom discipline problems

STUDY TASK 1: THE NEED FOR EFFECTIVE TRAINING IN CLASSROOM MANAGEMENT

Certain guidelines for teacher training in classroom management are stated in the report of the Committee on Teacher Education Policy (1996) as well as in the Norms and Standards for Educators (2000).

42

ACTIVITIES

Summarise the aims of classroom management, as indicated in the two above-mentioned documents. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

................................................................................................................................

................................................................................................................................

Study paragraph 6.3 on pages 58 and 59 of the prescribed book and explain the concept classroom management in your own words, ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

................................................................................................................................

................................................................................................................................

ETH303T/102

43

STUDY TASK 2: THE MAIN FUNCTIONS OF THE TEACHER AS CLASSROOM MANAGER

As indicated in the above definitions, classroom management comprises numerous concurrent actions to enable and maintain effective teaching and learning in the classroom. The point of departure is that teachers are managers, because in addition to their instructional tasks, some of their activities apart from their instructional duty, include planning, organising, motivating, exercising leadership and control - all tasks similar to those fulfilled by people in management positions. It is therefore essential that teachers become knowledgeable about some basic aspects of management and qualify themselves further as education managers by means of self-study. It is important that a potential manager should be able to identify the functions of a manager. Study paragraph 6.4 in this regard with reference to planning organising leading control

ACTIVITIES

Briefly distinguish between management in general and educational management. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

................................................................................................................................

................................................................................................................................

44

Discuss the four main functions of management and apply it to classroom management. ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

................................................................................................................................

................................................................................................................................

STUDY TASK 3: THE TEACHER AS A MANAGER OF LEARNING

Managing learning means managing the learning experience to the best advantage of all learners in a multicultural classroom. To ensure effective management of learning, teachers need to have insight into the following: planning a supportive classroom environment the role of the teacher in outcomes-based education group work

ACTIVITIES

Identify the aspects which you as a teacher should attend to in order to create a supportive classroom environment ...............................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

................................................................................................................................

................................................................................................................................

ETH303T/102

45

Discuss the managerial skills a teacher should have in order to manage learning in outcomes-based education. ............................................................................................................................... ................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

...............................................................................................................................

................................................................................................................................

................................................................................................................................

One way of addressing into the needs of all learners more effectively is by dividing classes into smaller groups. Two main criteria in which groups can be organised are set out in paragraph 6.5.3 of the prescribed book, namely: homogeneous grouping heterogeneous grouping But learners can also be grouped according to learning activities and desired learning outcomes.

ACTIVITY

Together with the learners in your classroom, devise at least six simple ground rules for group work. Make a