Assessment of Needs and Capacity of District Office Professional Staff

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CATEGORIES FINANCIAL MANAGEMENT CAPACITY OF SGB CAPACITY BUILDING OF SGB RELATIONSHIP SGB & SMT AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS SCHOOL GOVERNANCE ISSUES & PERCEPTIONS FROM THE SCHOOL 43 ISSUES AND PERCEPTIONS FROM THE DISTRICT OFFICE • Training on budgeting necessary • Training is needed so that capable people • Profiling of SGB's members perform duties • Literacy level of school governors • Lack of Training amongst SGB • Poor quality of managers • There is a lack of capacitation from SGB's which results to passiveness (parent component) • Relationship: The SGB are not able to perform well – there are no incentives • Parents are unable to exercise their powers due to lack of knowledge (illiterate) • More training is needed to manage stakeholders • More emphasis on management is needed • Regular workshops including the SGB must be held • SGB training workshops must be held • Facilitators doing training not always knowledgeable and therefore ineffective • No training from the District Office • SGB's not trained • Some SGB's believe they know it all, yet continuous training is needed as there are new acts • Training is needed for the employment of teachers and conflict management • Workshops are needed for SGB & SMT • Poor communication skills between SMT's & for close co-operation SGB's. Training is needed. • There is no co-operation between SGB & SMT • SGB issues are only after work long hours at work, therefore members are tired and not always effective • Some SGB members too tired after work to attend meetings • Relationship between SGB & management needs to be improved. • There must be accountability on responsibilities • SGB & SMT take the school as place for educators only, not for them • There is no cooperation between SGB's & SMT
CATEGORIES RELATIONSHIP WITH COMMUNITY DISTRICT SUPPORT TO SGBs AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS SCHOOL GOVERNANCE ISSUES & PERCEPTIONS FROM THE SCHOOL • There is a lack of support, lack of incentives & lack of community awareness • Emphasis must be placed on making all schools aware • We need to be trained on managing stakeholder relationships. • Communication level for parents is too advanced for their understanding • Availability of parents at schools is poor • Non involvement of parents in school issues affect decision- making • There is no parental support with disciplinary problems 44 ISSUES AND PERCEPTIONS FROM THE DISTRICT OFFICE • School Community needs to know about benefits of inclusive educators • Lack of policies • Organogram not stable - i.e. invent responsibility • Regularize proper monitoring of independent schools • There is a lack of co-ordinating sections, planning • Job descriptions not clear. Members are "Jack of all Trades" • Reduce amounts for school fees - in ex Model C
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 20 and 21: Fragmentation of Responsibilities i
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 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
Page 76 and 77: AREA OF CAPACITY FOR UNDERTAKING RE
Page 78 and 79: JOB REQUIREMENTS • Provide effect
Page 80 and 81: JOB REQUIREMENTS • Assist princip
Page 82 and 83: JOB REQUIREMENTS • Support initia
Page 84 and 85: AREA OF FOCUS • Assist principal
Page 86 and 87: 5b. LEADERSHIP AND MANAGEMENT DEVEL
Page 88 and 89: Table 32: Capacity: Leadership & Ma
Page 90 and 91: 5c. PLANNING INTERVENTIONS JOB REQU
Page 92 and 93: Table 38: Self Assessment by Staff
Page 94 and 95:
When one examines job requirements
Page 96 and 97:
JOB REQUIREMENTS • Assist schools
Page 98 and 99:
Table 43: Training Options: Budget
Page 100 and 101:
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
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� Liaising with stakeholders insi
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JOB REQUIREMENTS • Communicate bo
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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
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Mobilization Strategy The Institute
Page 154 and 155:
8. CONCLUSION AND RECOMMENDATIONS T
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APPENDIX 1 NEEDS & CAPACITY ASSESSM
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APPENDIX 3 COURSES FOR CONSIDERATIO
Page 164 and 165:
BACKGROUND, PURPOSE AND STRUCTURE O
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In sum, the questionnaire seeks to
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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 183 and 184:
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
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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
Page 213 and 214:
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
Page 221 and 222:
EFFECTIVE SCHOOL ADMINISTRATION CHA
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MANAGEMENT OF SCHOOL RESOURCES : FI
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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
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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
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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