Assessment of Needs and Capacity of District Office Professional Staff

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Mobilization Strategy The Institute must identify its clients and stakeholders and work with them so that it can create a conducive environment for its development and delivery. The Institute will not be successful in terms of the Vision experienced it grows as an island unto itself Conclusion This framework seeks to provide a brief sketch within which the programming particulars of the Institute could be specified. More details of the framework will be presented as an addendum to the document 151
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Province of the EASTERN CAPE DEPART
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TABLE OF CONTENTS LIST OF TABLES
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Table 43: Training Options : Budget
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1. INTRODUCTION BACKGROUND The Depa
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7. To provide an opportunity for di
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d) Capacity in Budget & Finance Man
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o) Capacity in Organizational Devel
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2. THE CONTEXT OF PROFESSIONAL DEVE
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Fragmentation of Responsibilities i
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3. STAFFING PROFILES This section o
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JOB TITLE OR POSITION Table 2: Job
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The data presented in Table 9 summa
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DISTRICT Grahamstown King William
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Table 7: Overall Qualification by C
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DISTRICT District Not Available A2
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# District 1 Bizana 2 Butterworth 3
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4. ROLES & RESPONSIBILITIES OF STAF
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The comments are insightful. They r
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CATEGORIES DISCIPLINE ASSESSMENT AN
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CATEGORIES CAPACITY BUILDING ROLES
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CATEGORIES FINANCIAL MANAGEMENT CAP
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CATEGO RIES STAFFING CONDITIONS OF
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CATEGO RIES PLANNING AN ANALYSIS OF
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CATEGO RIES AN ANALYSIS OF ISSUES A
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CATEGO RIES SERVICE DELIVERY AN ANA
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CATEGO RIES CURRICULUM AN ANALYSIS
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Table 18: Comments from Community I
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CATEGORIES POLICY PROCEDURES AND PR
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CATEGORIES LEARNER TEACHER SUPPORT
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CATEGORIES POLICY FINANCIAL RECORDS
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PERSONAL DEVELOPMENT ROLES & RESPON
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CATEGORIES CURRICULUM COMMUNICATION
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CATEGORIES COMMUNIC ATION STAFF CAP
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Table 24: Gaps & Issues in the Supp
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COMPONENT OF WHOLENESS IN SCHOOL OP
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5. A FRAMEWORK OF RESPONSIBILITIES
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AREA OF CAPACITY FOR UNDERTAKING RE
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JOB REQUIREMENTS • Provide effect
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JOB REQUIREMENTS • Assist princip
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JOB REQUIREMENTS • Support initia
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AREA OF FOCUS • Assist principal
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5b. LEADERSHIP AND MANAGEMENT DEVEL
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Table 32: Capacity: Leadership & Ma
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5c. PLANNING INTERVENTIONS JOB REQU
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Table 38: Self Assessment by Staff
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When one examines job requirements
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JOB REQUIREMENTS • Assist schools
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Table 43: Training Options: Budget
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Table 46: Job Requirements by Staff
Page 102 and 103: JOB REQUIREMENTS • Monitor, evalu
Page 104 and 105: JOB REQUIREMENTS • Able to integr
Page 106 and 107: Training Options Table 53 and Table
Page 108 and 109: Table 54: Job Requirements: Program
Page 110 and 111: Personal Capacity As noted in Table
Page 112 and 113: Table 59: Training Options by Staff
Page 114 and 115: JOB REQUIREMENTS • Understands De
Page 116 and 117: experiential, and participants shou
Page 118 and 119: Table 65: Job Requirements by Staff
Page 120 and 121: • Customer Care Training Options
Page 122 and 123: JOB REQUIREMENTS • Create and mon
Page 124 and 125: 5k. CAPACITY TO COMMUNICATE Communi
Page 126 and 127: � Liaising with stakeholders insi
Page 128 and 129: JOB REQUIREMENTS • Communicate bo
Page 130 and 131: OPTIONS FOR TRAINING • Effective
Page 132 and 133: 6. PRIORITY AREAS FOR TRAINING The
Page 134 and 135: CATEGORIES DISCIPLINE ASSESSMENT AN
Page 136 and 137: AREA OF ANALYSIS OF JOB REQUIREMENT
Page 138 and 139: CORE CONTENT MANAGEMENT & LEADERSHI
Page 140 and 141: INFORMATION AND COMMUNICATION TECHN
Page 142 and 143: MANAGEMENT AND LEADERSHIP Values &
Page 144 and 145: COMMUNICATION AND INTERPERSONAL SKI
Page 146 and 147: Pre-Course Processes Figure 4. Stru
Page 148 and 149: 7. PROGRAMMING IMPLICATIONS FOR THE
Page 150 and 151: terms of physical space, but also i
Page 154 and 155: 8. CONCLUSION AND RECOMMENDATIONS T
Page 156: APPENDIX 1 NEEDS & CAPACITY ASSESSM
Page 160: APPENDIX 3 COURSES FOR CONSIDERATIO
Page 164 and 165: BACKGROUND, PURPOSE AND STRUCTURE O
Page 166: In sum, the questionnaire seeks to
Page 169 and 170: 7. Job related Problems and Challen
Page 171 and 172: TITLE CORE JOB CONTENT REQUIREMENTS
Page 173 and 174: TITLE BUDGET AND FINANCE MANAGEMENT
Page 175 and 176: TITLE CLIENT ORIENTATION, CUSTOMER
Page 177 and 178: TITLE PEOPLE MANAGEMENT &EMPOWERMEN
Page 179 and 180: ADDITIONAL EDUCATION AND TRAINING C
Page 181 and 182: SELF ASSESSMENT OF PERSONAL CAPACIT
Page 193 and 194: RELATIONAL NETWORK OR THE INDIVIDUA
Page 195 and 196: Training Options • Managing Chang
Page 197 and 198: EXPLORING OPTIONS FOR TRAINING cont
Page 199 and 200: Most Convenient Period of Training
Page 201 and 202: What percentage of time on a monthl
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DEPARTMENT OF EDUCATION Province of
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BACKGROUND INTRODUCTION The Departm
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APPROACH 1. Use of a whole school e
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Res ou rce Manage ment Physical Spa
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AWARENESS OF THE CONTEXT ENVIRONMEN
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SCHOOL GOVERNANCE 11
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CHALLENGES & ISSUES IN TERMS OF GOV
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EFFECTIVE LEADERSHIP AND MANAGEMENT
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SCHOOL ADMINISTRATION 17
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EFFECTIVE SCHOOL ADMINISTRATION CHA
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MANAGEMENT OF SCHOOL RESOURCES : FI
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MANAGEMENT OF SCHOOL RESOURCES : HU
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MANAGEMENT OF SCHOOL RESOURCES : PH
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LEARNER WELFARE 27
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CHALLENGES & ISSUES MANAGING LEARNE
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MANAGING EDUCATOR WELFARE CRITICAL
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CURRICULUM MANAGEMENT 33
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CHALLENGES & ISSUES CURRICULUM MANA
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COMMUNITY INVOLVEMENT CRITICAL ACTI
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QUALITY ASSURANCE 39
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CHALLENGES & ISSUES QUALITY ASSURAN
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COURSES FOR CONSIDERATION IN CAPACI
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CURRICULUM MANAGEMENT • Implement
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Assessment of Needs and Capacity of District Office Professional Staff

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