Assessment of Needs and Capacity of District Office Professional Staff
Assessment of Needs and Capacity of District Office Professional Staff
Assessment of Needs and Capacity of District Office Professional Staff
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CATEGORIES<br />
SCHOOL<br />
FUNDS<br />
ROLES &<br />
RESPONSIBILITIES<br />
POLICY<br />
Table 15: Comments from School Governance<br />
AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS<br />
SCHOOL GOVERNANCE<br />
ISSUES & PERCEPTIONS FROM THE<br />
SCHOOL<br />
42<br />
ISSUES AND PERCEPTIONS FROM THE<br />
DISTRICT OFFICE<br />
• Training is needed for managing School • Fundraising is necessary<br />
funds<br />
• Dependency syndrome results in failure to<br />
• No funds are available from the<br />
raise funds<br />
Department<br />
• There is no help from the Department for<br />
Section 21 status or non Section 21 status<br />
• There is a lack <strong>of</strong> knowing <strong>and</strong> complying<br />
with the roles <strong>and</strong> functions <strong>of</strong> the SGB<br />
• There is a need to facilitate sub<br />
committees<br />
• There is no clarity on the roles to be<br />
played by the SGB's<br />
• SGBs do not know their roles<br />
• Drawing up <strong>and</strong> managing admissions <strong>of</strong><br />
school is necessary<br />
• Unable to resolve & change policy issues<br />
due to lack <strong>of</strong> underst<strong>and</strong>ing<br />
• Not very clear on how to apply the said<br />
policies<br />
• SGB is operating without constitution<br />
• School policy h<strong>and</strong>book not updated<br />
• No assessment on impact <strong>of</strong> policy in<br />
order to make reviews<br />
• Political vs. Educational inputs needed<br />
• Internal policies easy to implement <strong>and</strong><br />
therefore must be implemented<br />
• External policies difficult to implement<br />
• Not all policies are implementable at<br />
ground level<br />
• There are too many policy documents<br />
• There are too many uncertainties in<br />
<strong>Assessment</strong><br />
• Implementation <strong>of</strong> a language policy<br />
(constitutionally) is problematic<br />
• Expertise in changing policies is lacking<br />
• Clarity is needed on assessing policy<br />
impact <strong>and</strong> whether policies are working<br />
• There is a lack amongst parents <strong>of</strong><br />
underst<strong>and</strong>ing <strong>and</strong> adhering to school<br />
policies<br />
• Ineffectiveness <strong>of</strong> learners especially at<br />
GET is evident<br />
• Language policy <strong>and</strong> religions policy not<br />
clearly identified<br />
• Department should supply incentives for<br />
SGB members to attract them<br />
• SGB must empower parents on different<br />
issues through workshops<br />
• Appointment <strong>of</strong> Educator is recommended<br />
• Powers <strong>of</strong> SGB need to be understood<br />
• SGB Committees must co-opt resource<br />
people<br />
• Vibrant SGB Committees must be established<br />
• There must be consistency in policy<br />
formulation <strong>and</strong> implementation<br />
• Knowledge <strong>of</strong> SASA is needed<br />
• Constitution must be drawn up<br />
• SGB plans & policies must be put in place<br />
• SGB's Constitution must be made available<br />
• Government policies must be implemented<br />
• There is a lack <strong>of</strong> own developed policies<br />
• Political contradictions like school funds must<br />
be resolved<br />
• Policies are not in place at schools: e.g.<br />
language policy especially in the First Phase<br />
where teachers teach languages instead <strong>of</strong><br />
one language<br />
• Lack <strong>of</strong> policies<br />
• Reduce amounts for school fees (in ex Model<br />
C) necessary<br />
• Revise Morkel model<br />
• Employ more teachers on Persal<br />
• Then reduce school fees in some schools
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