Assessment of Needs and Capacity of District Office Professional Staff

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CATEGORIES LEARNER TEACHER SUPPORT MATERIAL ASSESSMENT SCHOOL ENVIRONMENT CAPACITY BUILDING Table 20: Comments from Curriculum Management AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS CURRICULUM MANAGEMENT ISSUES & PERCEPTIONS FROM THE ISSUES AND PERCEPTIONS FROM THE SCHOOL DISTRICT OFFICE • Lack of Learner Teacher Support Material • We need resources, co-operation among stakeholders in managing OBE • Assessment is not managed and monitored • LSEN children are not always catered for • No clear understanding of assessment procedures • Educators are not engaging in planning and managing learner assessment • Educators do not manage procedures for special needs in the mainstream • Teachers do not manage learner progress within grades & phases • Learner records are not available at the schools especially learner profiles • No regular meetings are convened by Department and unions- leads to misunderstandings • Some schools still need infrastructure • We need teachers specialized for special needs • Farm school situations are far different from those of public schools • Disestablishment of schools during the school year • Demotivating environment pertaining to classroom organization • Disruptions by the Departmental programmes (Workshops and meetings) • No effective training during after hours • Time for the training is too short (we need more time to prepare) • Assessment procedures need being capacitated • Too drastic changes & crush courses result in educators low morale 59 • Late arrival of LSM • There is no classroom based/ site moderation and supervision of CASS • Implementation of assessment policy is urgent • CASS is not given the status it deserves • Uncertainty as to how and when class / site visits will take place • Ongoing interaction / follow up hampered by lack of transport, availability of educators • No facilities available for extra - curricular activities for special needs schools/learners • Due to activities like music, sports, etc. during teaching time, very little time is given to curriculum management • Staff training in RNCS not adequate. Has to be in - depth. Staff still lack confidence • No training of mainstream educators to manage LSEN i.e. learners with special needs. ( Educators unable to deal with the) • Implementation of White Paper 6 not taking place in mainstream schools • School principals are not trained in NCS • More contact between teacher subject advisor is needed • Learners not trained in studying techniques
CATEGORIES PERFORMANCE MANAGEMENT CURRICULUM PLANNING STAFFING AN ANALYSIS OF ISSUES AND GAPS IN SCHOOL OPERATIONS CURRICULUM MANAGEMENT ISSUES & PERCEPTIONS FROM THE ISSUES AND PERCEPTIONS FROM THE SCHOOL DISTRICT OFFICE • No incentives for leader educators that provide • All FES are not mobile to be able to give leadership at cluster level support • Subject specialization to be an important criterion in the employments of subject advisors • There is very little information in OBE textbooks • Nobody is clear about OBE (there is no syllabus) • Teachers are not involved in curriculum development • Some of the curriculum presentation is vague and unclear • There are too many terminologies to interpret & understand • We don’t understand NCS & RNCS, curriculum is politicized • OBE Design and development is too demanding • Year plan is not available from the District Office timeously • Teachers do not plan and manage cocurricular activities • Department programs are unplanned, poor management of time tables because of late arrival • Shortage of specialized teachers • Curriculum management is compromised by the norms used in staffing (work load) 60 • No individual support on curriculum issues is given • Little if any support is given for curriculum delivery & management • Religion to be reinstated to schools, but not for exam purpose • HIV-AIDS needs to be integrated into curriculum • Slow development (at National level) of curriculum adaptation, policy & implementation for special needs ( LSEN) a serious problem • No time for essential subject / L.A. content input • Acute shortage of staff - subject specialists to support teachers • Shortage of curriculum management staff DCES's
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Province of the EASTERN CAPE DEPART
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TABLE OF CONTENTS LIST OF TABLES
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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 58 and 59: CATEGORIES POLICY PROCEDURES AND PR
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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