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 />
LEARNER<br />
TEACHER<br />
SUPPORT<br />
MATERIAL<br />
ASSESSMENT<br />
SCHOOL ENVIRONMENT<br />
CAPACITY BUILDING<br />
Table 20: Comments from Curriculum Management<br />
AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS<br />
CURRICULUM MANAGEMENT<br />
ISSUES & PERCEPTIONS FROM THE ISSUES AND PERCEPTIONS FROM THE<br />
SCHOOL<br />
DISTRICT OFFICE<br />
• Lack <strong>of</strong> Learner Teacher Support Material<br />
• We need resources, co-operation among<br />
stakeholders in managing OBE<br />
• <strong>Assessment</strong> is not managed <strong>and</strong> monitored<br />
• LSEN children are not always catered for<br />
• No clear underst<strong>and</strong>ing <strong>of</strong> assessment<br />
procedures<br />
• Educators are not engaging in planning <strong>and</strong><br />
managing learner assessment<br />
• Educators do not manage procedures for<br />
special needs in the mainstream<br />
• Teachers do not manage learner progress<br />
within grades & phases<br />
• Learner records are not available at the<br />
schools especially learner pr<strong>of</strong>iles<br />
• No regular meetings are convened by<br />
Department <strong>and</strong> unions- leads to<br />
misunderst<strong>and</strong>ings<br />
• Some schools still need infrastructure<br />
• We need teachers specialized for special<br />
needs<br />
• Farm school situations are far different from<br />
those <strong>of</strong> public schools<br />
• Disestablishment <strong>of</strong> schools during the school<br />
year<br />
• Demotivating environment pertaining to<br />
classroom organization<br />
• Disruptions by the Departmental programmes<br />
(Workshops <strong>and</strong> meetings)<br />
• No effective training during after hours<br />
• Time for the training is too short (we need<br />
more time to prepare)<br />
• <strong>Assessment</strong> procedures need being<br />
capacitated<br />
• Too drastic changes & crush courses result in<br />
educators low morale<br />
59<br />
• Late arrival <strong>of</strong> LSM<br />
• There is no classroom based/ site<br />
moderation <strong>and</strong> supervision <strong>of</strong> CASS<br />
• Implementation <strong>of</strong> assessment policy is<br />
urgent<br />
• CASS is not given the status it deserves<br />
• Uncertainty as to how <strong>and</strong> when class /<br />
site visits will take place<br />
• Ongoing interaction / follow up hampered<br />
by lack <strong>of</strong> transport, availability <strong>of</strong><br />
educators<br />
• No facilities available for extra - curricular<br />
activities for special needs<br />
schools/learners<br />
• Due to activities like music, sports, etc.<br />
during teaching time, very little time is<br />
given to curriculum management<br />
• <strong>Staff</strong> training in RNCS not adequate. Has<br />
to be in - depth. <strong>Staff</strong> still lack confidence<br />
• No training <strong>of</strong> mainstream educators to<br />
manage LSEN i.e. learners with special<br />
needs. ( Educators unable to deal with<br />
the)<br />
• Implementation <strong>of</strong> White Paper 6 not<br />
taking place in mainstream schools<br />
• School principals are not trained in NCS<br />
• More contact between teacher subject<br />
advisor is needed<br />
• Learners not trained in studying<br />
techniques
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