Assessment of Needs and Capacity of District Office Professional Staff

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CATEGO RIES PLANNING AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS LEADERSHIP & MANAGEMENT ISSUES & PERCEPTIONS FROM THE SCHOOL ISSUES AND PERCEPTIONS FROM THE DISTRICT OFFICE • More clarity on SDP Poor Communication & Planning • Sustainability of SDP District provide year plans in good time • Support from DO on SDP • District & school plans clash • District plans must be properly planned so that they tally with those of schools • Monitoring of SDP • Proper implementation of district & school plans • School Development Plan: Our plans are undermined by district. • No knowledge on how to do SDP properly • No time management & proper planning skills • Poor support from the district to schools, e.g. some schools are not even aware of how to do school development plan • SWOT analysis conducted effectively • School priorities are established • All plans are done effectively • SDP guidance must be there • Due to lack of funds we do not complete our plans • Proper planning & support is needed & school needs should be prioritized • No planning of any kind, we draw it at schools • Managing the implementation of the school development plan • Provision of the district development plan to avoid overlapping & clashes with the school • Evaluating the accomplishment of the school dev. Plan • Conducting SWOT analysis • No time frames on school dev. Plan provision of year plan • Reporting on achievements on the school development plan • Establishing school priorities • No clear picture of the SWOT analysis • Disturbances from the Dept. of Education e.g. no school-calendar for 2006 • No district development plan • No district year plan • Time Frames • Non-availability of District year plan • Teachers meetings and Departmental problems • Conduct planning for school year - lack of planning - Hap-hazard programmes this need District Office planning & training • Conducting SWOT analysis. Needs clarity & training • Prep of school Dev. Dev Plan needs training 47
CATEGO RIES PLANNING CONTINUED … CAPACITY BUILDING AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS LEADERSHIP & MANAGEMENT ISSUES & PERCEPTIONS FROM THE SCHOOL ISSUES AND PERCEPTIONS FROM THE DISTRICT OFFICE • Conduct operational planning for the school year - Advanced planning by DO • Preparation of a school development plan - Need training • Evaluating the accomplishments of the school development plan • Engage in daily planning in order to maximize school production • Conducting a SWOT analysis in the school development plan • Conduct operational planning for the school term • Uniform planning for all structures • Establishing school priorities - advanced planning by district office • Time management due to unexpected issues e.g. workshop • Contradictions of dates by district office, unions , games • We are not clear in daily planning especially in OBE and RNCS due to short time of planning • Department to plan prior so as not to clash with school plans • Supply of SDP & action plan templates by district office • DO year programmes to schools • Department must keep to appointment dates and time • District office must consider school plan to form district plan • Timeous handing out of calendars by the office • EDO's need training so they can train SMT's • Training on managing change and monitoring thereof • Training on SDP • Need of other educational programmes (workshops) • Conflict management, unprofessional behavior • Lack of training of Principals on regular basis • Training of principles as manages • Training of educators on Leadership • Capacitation • Necessity for induction • No workshops for the change, no stability at all, e.g. go slow and extra - curricular activities and strikes. • No workshops & poor organization • Workshop on how to conduct SWOT analysis • Workshop on the importance of SWOT analysis • Encouraging & motivate staff & stakeholders • Workshops & training, follow up on curriculum change to teachers • Motivation on effective delegation 48 • Workshops on Performance Standards • SASA • Educators Employment Act PMDS • Instructional Leadership to be introduced • Decision Making skills • Instructional Leadership and management with control • Functional leadership and management with discipline • Under-qualified Principals • Principals need more training in management issues • District officials to be trained • District to workshop parents
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 44 and 45: CATEGORIES FINANCIAL MANAGEMENT CAP
Page 46 and 47: CATEGO RIES STAFFING CONDITIONS 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
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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
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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
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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
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In sum, the questionnaire seeks to
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7. Job related Problems and Challen
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TITLE CORE JOB CONTENT REQUIREMENTS
Page 173 and 174:
TITLE BUDGET AND FINANCE MANAGEMENT
Page 175 and 176:
TITLE CLIENT ORIENTATION, CUSTOMER
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TITLE PEOPLE MANAGEMENT &EMPOWERMEN
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ADDITIONAL EDUCATION AND TRAINING C
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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
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Training Options • Managing Chang
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EXPLORING OPTIONS FOR TRAINING cont
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Most Convenient Period of Training
Page 201 and 202:
What percentage of time on a monthl
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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
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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
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EFFECTIVE SCHOOL ADMINISTRATION CHA
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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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LEARNER WELFARE 27
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CHALLENGES & ISSUES MANAGING LEARNE
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MANAGING EDUCATOR WELFARE CRITICAL
Page 235 and 236:
CURRICULUM MANAGEMENT 33
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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
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CURRICULUM MANAGEMENT • Implement
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