Assessment of Needs and Capacity of District Office Professional Staff

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DEPARTMENT OF EDUCATION Province <strong>of</strong> the Eastern Cape NEEDS & CAPACITY ASSESSMENT SURVEY FOR PROFESSIONAL STAFF IN DISTRICT OFFICES APPENDIX A September 2005 © Eastern Cape Department <strong>of</strong> Education
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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
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JOB REQUIREMENTS • Monitor, evalu
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JOB REQUIREMENTS • Able to integr
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Training Options Table 53 and Table
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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 152 and 153: Mobilization Strategy The Institute
Page 154 and 155: 8. CONCLUSION AND RECOMMENDATIONS T
Page 156: APPENDIX 1 NEEDS & CAPACITY ASSESSM
Page 160: APPENDIX 3 COURSES FOR CONSIDERATIO
Page 165 and 166: 3. Academic Qualifications and Prof
Page 168 and 169: GENERAL INSTRUCTIONS FOR THE COMPLE
Page 170 and 171: NEEDS AND CAPACITY ASSESSMENT SURVE
Page 172 and 173: TITLE CORE JOB CONTENT cont … MAN
Page 174 and 175: TITLE POLICY MANAGEMENT cont…. PR
Page 176 and 177: TITLE COMMUNICATION continued … K
Page 178 and 179: ACADEMIC QUALIFICATIONS AND EXPERIE
Page 180 and 181: ADDITIONAL EDUCATION AND TRAINING C
Page 182 and 183: SELF ASSESSMENT OF PERSONAL CAPACIT
Page 194 and 195: Training Options Core Content for E
Page 196 and 197: EXPLORING OPTIONS FOR TRAINING cont
Page 198 and 199: Most Convenient Period of Training
Page 200 and 201: Adequacy of office and facilities J
Page 202 and 203: Under ideal circumstances, if you d
Page 204 and 205: TABLE OF CONTENTS 1 INTRODUCTION
Page 206 and 207: PURPOSE & OBJECTIVES The purpose of
Page 208 and 209: A MODEL OF WHOLENESS FOR SCHOOL DEV
Page 210 and 211: AWARENESS 8
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AWARENESS OF THE CONTEXT ENVIRONMEN
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SCHOOL GOVERNANCE CRITICAL ACTIVITI
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EFFECTIVE LEADERSHIP & MANAGEMENT 1
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EFFECTIVE LEADERSHIP AND MANAGEMENT
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EFFECTIVE SCHOOL ADMINISTRATION CRI
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RESOURCE MANAGEMENT 20
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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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MANAGING LEARNER WELFARE CRITICAL A
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EDUCATOR WELFARE 30
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CHALLENGES & ISSUES MANAGING EDUCAT
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CURRICULUM MANAGEMENT CRITICAL ACTI
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COMMUNITY INVOLVEMENT 36
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CHALLENGES & ISSUES COMMUNITY INVOL
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QUALITY ASSURANCE CRITICAL ACTIVITI
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CONCLUSION & WAY FORWARD 1. Product
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MANAGEMENT • Organizational commu
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Assessment of Needs and Capacity of
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Assessment of Needs and Capacity of District Office Professional Staff

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