Assessment of Needs and Capacity of District Office Professional Staff

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Fragmentation of Responsibilities in Professional Development The responsibility for training and professional development does not have a clear home and a single source for co-ordination in the Department. Although the HRD Directorate is technically charged with this responsibility, professional development activities occur throughout the organization, often times without any knowledge or intervention from the HRD Directorate. In spite of the role of the HRD Directorate in the development and management of the Workplace Skills Plan, and in spite of their responsibility for reporting on training activities within the framework of this plan, each Chief Directorate pursues a separate training agenda. In particular, significant training responsibilities lie with the Professional Development Directorate in the Curriculum Management Directorate. And, consistent with this fragmentation, the HRD function and resources are distributed as sub-programmes within the 8 major programmes of the allocation of funds. This fragmentation affects not only the allocation and use of funds, but the capacity of the Department to derive a truly articulated and cohesive approach to professional development. This is one of the core considerations in the design of a programme of professional development based on the inputs provided in this report. The various professional staff in the District Office will not be well served with a fragmented view of professional development for the District Office. Differences in District Capacity When reference is made to the District Office, care should be taken in noting the vast differences in the capabilities and circumstances of District Offices. District Offices are not all in the same place in terms of development and capacity to delivery. Apart from the minor difference in the size of their establishment, differences exist in the level of resources available, staffing, the adequacy of their physical infrastructure, their ICT capabilities and readiness and most significantly, the scope and complexity of their development agenda based on the backlogs that exist. As a result, Districts are not equally attractive for accessing the most capable staff, and may have vastly different workloads and delivery circumstances based on their current infrastructure and developmental demands. This is of critical importance, since the capacity of staff may differ as well as the intensity of their responsibilities and the structure of their needs for training. Staff in Districts which have significant backlogs, and which experience more developmental challenges, may have a different structure in the training needed to enhance their ability to cope with and undertake their responsibilities. This is clearly noted in the data collected, and must be taken into account in the design and delivery of professional development programmes. Policy Framework for Professional Development There is no overall policy framework to govern all training and professional development in the Department. While much training is provided based on the needs and circumstances of educational delivery, a significant portion of the Department’s training effort and resources is undertaken in response to the National Policy Agenda, particularly in respect to curriculum. Less reliance is placed on training generated through skills audits, needs assessments, problems and challenges faced and what seems necessary to advance particular agendas of the Province, the Department or the School Community. There is no policy framework which covers the assignment of training responsibilities, the need for articulation and accreditation, the modes of 19
training to be employed, the availability and accessibility of training sties, the relationship of training to PMDS, the tracking of training engagements and the cost, benefits and appropriateness of various investments in training. The data generated through this study will reflect a different profile of training needs that can significantly enhance the performance of professional staff in the District Offices and perhaps beyond. The appropriateness with which these needs are addressed will depend on the adequacy of the policy framework that is put in place to govern training interventions. Availability of Other Data The data generated through this study, although valuable, may not be the only source of data on the issues addressed and the recommendations made. Other skills audits have been undertaken, and, as a result, more data may be available on the training needs that exist, particularly in District Offices. Some effort was made to access and use some of this data in this study to present a more comprehensive picture. Some of the other data was not yet available. Recognizing that the data presented here relates only to the professional staff in the District Offices, and because the Institute will be required to serve all education staff in the Province, some effort must be made to complement the findings in this report with the findings and recommendations made in similar studies which have been undertaken in the Department. In particular, reference is made to the work of Pytron in Corporate Services, and the ETDP-SETA funded skills audit that was undertaken in the HRD Directorate Note should also be taken of the data available through the PERSAL database, and its relationship to the structure of the data provided in the software on staff profiles made available through this study. The issues raised in this section may not be complete. However, many of the issues raised in this discussion of context will be addressed in the discussion on programme design for the Institute presented in Section 9 of this report. The information provided in this section will also serve as an interpretative lens to clarify understanding of the information presented on responsibilities, staff capacity and training needs and options. 20
Page 1 and 2: Province of the EASTERN CAPE DEPART
Page 4: TABLE OF CONTENTS LIST OF TABLES
Page 7 and 8: Table 43: Training Options : Budget
Page 10 and 11: 1. INTRODUCTION BACKGROUND The Depa
Page 12 and 13: 7. To provide an opportunity for di
Page 14 and 15: d) Capacity in Budget & Finance Man
Page 16 and 17: o) Capacity in Organizational Devel
Page 18 and 19: 2. THE CONTEXT OF PROFESSIONAL DEVE
Page 22 and 23: 3. STAFFING PROFILES This section o
Page 24 and 25: JOB TITLE OR POSITION Table 2: Job
Page 26 and 27: The data presented in Table 9 summa
Page 28 and 29: DISTRICT Grahamstown King William
Page 30 and 31: Table 7: Overall Qualification by C
Page 32 and 33: DISTRICT District Not Available A2
Page 34 and 35: # District 1 Bizana 2 Butterworth 3
Page 36 and 37: 4. ROLES & RESPONSIBILITIES OF STAF
Page 38 and 39: The comments are insightful. They r
Page 40 and 41: CATEGORIES DISCIPLINE ASSESSMENT AN
Page 42 and 43: CATEGORIES CAPACITY BUILDING ROLES
Page 44 and 45: CATEGORIES FINANCIAL MANAGEMENT CAP
Page 46 and 47: CATEGO RIES STAFFING CONDITIONS OF
Page 48 and 49: CATEGO RIES PLANNING AN ANALYSIS OF
Page 50 and 51: CATEGO RIES AN ANALYSIS OF ISSUES A
Page 52 and 53: CATEGO RIES SERVICE DELIVERY AN ANA
Page 54 and 55: CATEGO RIES CURRICULUM AN ANALYSIS
Page 56 and 57: Table 18: Comments from Community I
Page 58 and 59: CATEGORIES POLICY PROCEDURES AND PR
Page 60 and 61: CATEGORIES LEARNER TEACHER SUPPORT
Page 62 and 63: CATEGORIES POLICY FINANCIAL RECORDS
Page 64 and 65: PERSONAL DEVELOPMENT ROLES & RESPON
Page 66 and 67: CATEGORIES CURRICULUM COMMUNICATION
Page 68 and 69: CATEGORIES COMMUNIC ATION STAFF CAP
Page 70 and 71:
Table 24: Gaps & Issues in the Supp
Page 72 and 73:
COMPONENT OF WHOLENESS IN SCHOOL OP
Page 74 and 75:
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
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
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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
Page 122 and 123:
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
Page 134 and 135:
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 &
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
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Mobilization Strategy The Institute
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8. CONCLUSION AND RECOMMENDATIONS T
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APPENDIX 1 NEEDS & CAPACITY ASSESSM
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APPENDIX 3 COURSES FOR CONSIDERATIO
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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
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ADDITIONAL EDUCATION AND TRAINING C
Page 181 and 182:
SELF ASSESSMENT OF PERSONAL CAPACIT
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Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
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
Page 203 and 204:
DEPARTMENT OF EDUCATION Province of
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
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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
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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
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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