Assessment of Needs and Capacity of District Office Professional Staff

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CATEGO RIES SERVICE DELIVERY AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS LEADERSHIP & MANAGEMENT ISSUES & PERCEPTIONS FROM THE SCHOOL ISSUES AND PERCEPTIONS FROM THE DISTRICT OFFICE • Services to be closer to schools • Late delivery of LSM, understaffed schools, lack of physical resources (buildings) & funds • Judgmental attitude • Culture of learning and teaching • We need more time on teaching, workshops & less on extra curricular e.g. sport & music. No strikes and go slows • We still need school visits for mentoring purposes • Lack of resources & information from the SGB's • Provision of LTSM in time to schools • Early delivery of learner teacher support material • Providing infrastructure (classrooms & teachers) • Provision of funds & resources from the government • Lack of funds and resources • Lack of LTSM • Teaching & learning material is needed or scarce • Teaching is not sufficient because of shortage in teaching and learning material • Lack of relevant resources in order to maintain teaching standards e.g. science kit, maths kit • Supply of LSTM by province in advance • Help according to the priorities at learning sites • We need books, furniture, financial support, electricity, desks, chalk • Supply fence, build capacity and awareness • Opening of new centres 51
CATEGO RIES SUPPORT POLICY COMMUNICATION AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS LEADERSHIP & MANAGEMENT ISSUES & PERCEPTIONS FROM THE SCHOOL ISSUES AND PERCEPTIONS FROM THE DISTRICT OFFICE • Parents don’t attend meetings • Political Background and influence • Support from dept. lacking • Principals need to support programmes of district office leg. HIV/AIDS workshops • Poor support from the district to schools, e.g. some schools are not even aware of how to do school development plan • District programmes not sustainable e.g. DEF, procurement committee • NB: EDO should be allocated to specialized experts in one of the 12 areas • Lack of good relationship between the department & teachers, lack of support. • Good relationships should be developed between schools and the DO • Mentoring is needed not criticism only a sample is visited by the DO for other purposes • Creating a culture that is conductive to teaching and learning • Managing change & ensure stability in the schools • We have no tools to access training • Motivation by DOE in creating a conducive culture of teaching and learning • Coaching clinic in the case of sport • District office to call all parents to attend meetings & workshops • Creating a culture that is conducive to teaching and learning • DO to motivate parental support and attendance school activities • Parental motivation on maximum participation by District office • Educate community on social issues. • Educate learners about projects in the community • The Dept must first create culture of L&T conducive by reviewing policies related to discipline • Regulation of role of unions • Uniform restructuring of schools • Vision crafting and planning • Difficulty in the implementation since it is not clear • Put schools in correct quintiles, provide funds for projects 52 • Attitude can have an influence • Dept must provide principals with enough confidence & protection when they are delivering their policies so to curb victimization by unions etc. • Relations between unions & ECDOE must be normalized! Who is in charge? Union/Department • Regular communication
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 48 and 49: CATEGO RIES PLANNING AN ANALYSIS OF
Page 50 and 51: CATEGO RIES AN ANALYSIS OF ISSUES A
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
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experiential, and participants shou
Page 118 and 119:
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
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CATEGORIES DISCIPLINE ASSESSMENT AN
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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
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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
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 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
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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
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
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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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