Assessment of Needs and Capacity of District Office Professional Staff

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CATEGORIES POLICY PROCEDURES AND PROCESSES PERFORMANCE MANAGEMENT CONDITIONS OF SERVICE Table 19: Comments from Human Resources AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS HUMAN RESOURCES ISSUES & PERCEPTIONS FROM THE ISSUES AND PERCEPTIONS FROM THE SCHOOL DISTRICT OFFICE • Understanding all laws, regulations and resolutions is needed • Staff establishment • Redeployment has too many obstacles 57 • Relevant basic professional and academic qualifications • Insufficient funding for substitute teachers • Managing procedures for departmental • Appointment of temps is a time consuming appointments must be established process (Bhisho approval) • Managing and processing compensation for occupational injuries is necessary • Handling transfers and secondments of personnel needs addressing. • Measures aren't effective. Department is always challenged by unions about implementation procedures • Clerks to be supervised on transfer & secondments of personnel • Criteria for identifying senior teachers are not known • There is a need for bonuses and service awards • Nepotism in terms of awards must be addressed • No proper implementation of IQMS. Recapitalization is needed • IQMS needs to be managed • Principals should get a car subsidy, because they are always between school and office • There must be more motivation (money wise) • Poor filing system by clerks. Process is slow and not transparent • Pension fund scheme is too slow • Understanding the processing employee benefits is required • There should be individual involvement in the calculation process • There should be multi-utilization of current staff in order to spread the workload • Teachers need to be involved in the process • The issue of teachers teaching more than one phase must be addressed
AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS HUMAN RESOURCES CATEGORIES ISSUES & PERCEPTIONS FROM THE SCHOOL ISSUES AND PERCEPTIONS FROM THE DISTRICT OFFICE • Some principals, educators & EDO's • Poor level of training need to be workshopped • Lack of skills development to Subject Advisors • SGB's are not informed about the laws • Training educators on how to deal with barriers (elections become unfair) to learning is needed • Action during strike: Principals, SGB & • SADTU disruptions hinder workshops, hence educators must be trained on how to handle a crisis situation educator development is negatively affected CAPACITY BUILDING SUPPORT STAFFING • Managers & SGB are not involved, do • Lack of commitment not look at the curricular needs of the • Overload of work to Subject Advisors school • EDO's do not respond immediately • Dealing with drugs, alcohol and misconduct of learners. - Personal safety compromised • Safety of teachers and learners • Critical shortage of district staff & line managers in all sections - Organogram sparsely populated • Irrelevant - Peter Morkels's model that led to staff establishment • Staff establishment should be according to the number of learning areas offered to that school 58 • Critical shortage of non-teaching staff schools • Shortage of staff at DO in all sections • Shortage of teachers & subject advisors • Consider employment of specialized persons in districts and schools. e.g. psychologists, physiotherapists, school nurses etc.
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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 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 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
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Personal Capacity As noted in Table
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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
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TITLE BUDGET AND FINANCE MANAGEMENT
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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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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
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What percentage of time on a monthl
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DEPARTMENT OF EDUCATION Province of
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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
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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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Assessment of Needs and Capacity of District Office Professional Staff

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