Assessment of Needs and Capacity of District Office Professional Staff

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Under ideal circumstances, if you do not intend to retire, what do you perceive to be the next 3 positions you would like to assume before ending your career? Positions Title or Name of Position Grade or Salary Level 1 2 3 At what age do you intend to retire? ………………………… years Thank you for your input ! 41 Number of years from now
DEPARTMENT OF EDUCATION Province of the Eastern Cape ASSESSMENT OF SCHOOL NEEDS AND PRIORITIES FOR DISTRICT OFFICE SUPPORT A Mini-Workshop for School Management Team Representatives APPENDIX 2 Prepared By: Cooper-King Development Trust 5 St Mark’s Road Southernwood EAST LONDON 5201 Tel: (043) 7227950 Fax: (043) 722 7952 Email: Cooperking@telkomsa.net October 2005
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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
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Personal Capacity As noted in Table
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Table 59: Training Options by Staff
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JOB REQUIREMENTS • Understands De
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experiential, and participants shou
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Table 65: Job Requirements by Staff
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• Customer Care Training Options
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JOB REQUIREMENTS • Create and mon
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5k. CAPACITY TO COMMUNICATE Communi
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� Liaising with stakeholders insi
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JOB REQUIREMENTS • Communicate bo
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OPTIONS FOR TRAINING • Effective
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6. PRIORITY AREAS FOR TRAINING The
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CATEGORIES DISCIPLINE ASSESSMENT AN
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AREA OF ANALYSIS OF JOB REQUIREMENT
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CORE CONTENT MANAGEMENT & LEADERSHI
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INFORMATION AND COMMUNICATION TECHN
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MANAGEMENT AND LEADERSHIP Values &
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COMMUNICATION AND INTERPERSONAL SKI
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Pre-Course Processes Figure 4. Stru
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7. PROGRAMMING IMPLICATIONS FOR THE
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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 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: What percentage of time on a monthl
Page 205 and 206: BACKGROUND INTRODUCTION The Departm
Page 207 and 208: APPROACH 1. Use of a whole school e
Page 209 and 210: Res ou rce Manage ment Physical Spa
Page 211 and 212: AWARENESS OF THE CONTEXT ENVIRONMEN
Page 213 and 214: SCHOOL GOVERNANCE 11
Page 215 and 216: CHALLENGES & ISSUES IN TERMS OF GOV
Page 217 and 218: EFFECTIVE LEADERSHIP AND MANAGEMENT
Page 219 and 220: SCHOOL ADMINISTRATION 17
Page 221 and 222: EFFECTIVE SCHOOL ADMINISTRATION CHA
Page 223 and 224: MANAGEMENT OF SCHOOL RESOURCES : FI
Page 225 and 226: MANAGEMENT OF SCHOOL RESOURCES : HU
Page 227 and 228: MANAGEMENT OF SCHOOL RESOURCES : PH
Page 229 and 230: LEARNER WELFARE 27
Page 231 and 232: CHALLENGES & ISSUES MANAGING LEARNE
Page 233 and 234: MANAGING EDUCATOR WELFARE CRITICAL
Page 235 and 236: CURRICULUM MANAGEMENT 33
Page 237 and 238: CHALLENGES & ISSUES CURRICULUM MANA
Page 239 and 240: COMMUNITY INVOLVEMENT CRITICAL ACTI
Page 241 and 242: QUALITY ASSURANCE 39
Page 243 and 244: CHALLENGES & ISSUES QUALITY ASSURAN
Page 245 and 246: COURSES FOR CONSIDERATION IN CAPACI
Page 247 and 248: CURRICULUM MANAGEMENT • Implement
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Assessment of Needs and Capacity of District Office Professional Staff

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