ETH303T/103/2/2013

Tutorial letter 103/2/2013

The Education System and School
Management

ETH303T
Semester 2

Department of Educational
Leadership and Management

This tutorial letter contains important

information about your module.
 CONTENTS

1 ADMINISTRATIVE MATTERS ....................................................................................................... 3

2 MEMORANDUM FOR ASSIGNMENT 01 ...................................................................................... 3

3 EXAM GUIDELINES ...................................................................................................................... 8

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1. ADMINISTRATIVE MATTERS

By now you should have submitted Assignments 01. 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, both assignments 01 and 02 contribute to your year mark and
final examination result.

2. MEMORANDUM FOR ASSIGNMENT 01

QUESTION 1

1.1 Aspects that contribute to the fact that education provision in postmodern
societies is an extremely complex and specialised task

Different types of institution for education and training need to be established 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. Schools need to provide
for learners with special education needs and barriers to learning. For example,
there could be schools for the gifted. In the higher education system there is also
a broad diversity 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. Furthermore, education systems need to
provide for differences in culture, religion and language. Demographic,
historical, political, social, economic, geographical influences all have an
impact on the way education is provided

1 .2 Composition of the education system

Four broad categories of structure can be distinguished in an education and

training system. They are

schools and other types of educational institutions

governance and management structures
support or auxiliary services
various stakeholders with an interest in education

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Firstly, the formal schooling system includes many different types of institution
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 institutional types 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 an education and training system

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 both 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, however. 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,
as well as an examination service, and 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 countrys education,

for instance, the state, parents, the community, teacher organisations, unions and
work providers. They also form an integral part of the education and training
system, 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 structure 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

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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

1.3 The role of the South African Council for Educators (SACE)

(Refer to pp 2728 section 2.9 in the prescribed textbook)

SACE was established as a registration body of professional educators and was

entrusted with the keeping of a register or roll of such educators for the purpose
of regulating qualifications, standards and professional discipline as well as
teachers admission to the education profession.

SACE aims to enhance the status of the teaching profession and to promote the
development of educators and their professional conduct. The ELR Act
guarantees teachers their rights as workers and as citizens; rights which are
entrenched in the Constitution. Coupled with these rights are responsibilities,
however, and teachers should remember that they cannot act as they wish.
SACE has been granted the power to investigate complaints made against
educators by parents and learners. Accordingly, the Council has the authority to
impose fines of up to R1000 on unprofessional teachers and ban them from
working in state schools..

Therefore SACE is a national registration body for teachers. All teachers in

South Africa are obliged to register with SACE. Accordingly, all teachers in
South Africa are obliged to register with SACE. Any teachers accused of
unprofessional behaviour will thus have to appear before a SACE disciplinary
hearing. Such unprofessional behaviour includes the physical or psychological
abuse of learners, being late for work or not doing their work.

In terms of the SACE code of conduct, teachers may not, among others things

physically or psychologically abuse a learner

infringe a learners right to privacy and confidentiality
have a sexual relationship with a learner
sexually harass a learner or colleague
undermine the status and authority of colleagues
bring the teaching profession in disrepute
discuss confidential matters with unauthorised persons

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 The code of conduct also states that teachers must

use appropriate language

promote gender equality
exercise authority with compassion
keep parents informed about their childrens progress

The national Department of Education is responsible for appointing 15 SACE

members while 30 are drawn from the teacher unions.

1.4 Educators and parents as partners

(Refer to pp 8791 in the prescribed textbook)

1.5 Discuss school governance by referring to the following:

(a) the structure of school governing bodies (SGBs)
(b) the functions of the SGBs
(c) the relationship between educators and SGBs

(Refer to pp 4648 subsections 4.4.2, 4.4.3 and 4.4.5 in the prescribed

textbook)

QUESTION 2

2.1 Managing the school is a process consisting of four fundamental

management functions. Discuss.

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

In the process of managing the school as an organisation, educators should carry

out four fundamental management functions planning, organising, leading and
controlling. These are performed in relation to the following areas of management:
personnel issues; teaching and learning issues; learner concerns; physical
resources; school administration; financial affairs; schoolcommunity
relations in order to fulfil the primary aim of each school, namely, the realisation of
effective teaching and learning.

The four management functions can briefly be described as follows:

Planning: As the first step in the management process, planning entails

formulating a mission, aims and outcomes for the school and will also include
functions such as problem solving, decision making and policy making.

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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 so that their actions are aligned to the formulated goals
and outcomes. Leading entails communicating goals through the school and
motivating educators and learners to perform as well as they possibly can.
Conflict management and negotiation may sometimes be necessary as part of
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.

2.2 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,
thecharismatic, 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 and
learning process.

The democratic style of leadership

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 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 decision-making in the classroom by electing leaders from within their peer
group to establish classroom policy and procedures, and to suggest disciplinary
measures. Although discipline is exercised, it is done in a way that
acknowledges the learners 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:

o a thorough knowledge of their learning areas

o knowledge of the learner and his/her needs
o communication skills
o interpersonal skills
o decision-making skills
o problem-solving skills
o the ability to listen

3 EXAM GUIDELINES

In preparation for the October/November 2013 exaninations you should study the
assignments contained in Tutorial Letter 101 and the following sections in the
prescribed textbook:
Section A pages 1 to 4
Stipulations in Chapter 2 of the Constitution of the RSA in terms of the right to
education
Chapter 2 : section 2.9
Chapter 4 : section 4.3.1.1
Chapter 4 : section 4.4.3
Chapter 5 : sections 5.2.1.1 5.2.1.3

Best wishes for your preparation for the examination!

Prof. SP Mokoena
Tel. 012 429 4606