Assessment of Needs and Capacity of District Office Professional Staff

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JOB REQUIREMENTS • Assist schools in financial accounting and reporting • Other job requirements in the performance area IMPORTANCE FREQUENCY CES EDO SUBJECT LECTURER CES EDO SUBJECT LECTURER ADVISOR ADVISOR No % No % No % No % No % No % No % No % 4 40% 74 82% 40 34% 6 46% 2 20% 38 43% 14 12% 3 25% 2 40% 60 74% 35 32% 5 38% 2 33% 38 47% 16 15% 3 25% Personal Capacity The data presented in Table 41 is very revealing. Few of the District officials who responded felt any capacity to handle budget and finance matters in schools. In fact, significantly more respondents felt a low level of preparedness (checked 1, 2) in this area. When this information is assessed in terms of job classes, the information is even more striking (Table 42). Less felt least capacity in this area, as did Subject Advisors and Lecturers. In most of the areas, less than 20% of the respondents felt capable. There is also a relatively low level of capability among EDOs. AREA OF FOCUS • Advise Principal, SMTs and SGBs on school budgets, financial statements and audited reports • Advise schools on the planning, utilization and monitoring of budgets in order to meet school objectives • Manage one’s own budget for schools in an effective manner • Understand and comply with policies and procedures related to budget and finance • Ensure that schools are capacitated in Section 20 and 21 functions and monitor the implementation thereof. • Assist schools in the development and implementation of systems to ensure sound administration including procurement, personnel administration and reporting. • Assist schools in mobilising funds to undertake their responsibilities • Understanding the financial implications of propositions • Manage, monitor and advise on financial risks in schools • Assist schools in financial accounting and reporting Table 41: Personal Capacity: Budget & Finance SELF ASSESSED KNOWLEDGE IN AREA AND LEVEL OF PREPAREDNESS NR 1&2 3 4 &5 % 215 208 118 150 32% 218 200 131 142 30% 222 180 156 135 29% 200 200 174 117 24% 224 207 142 116 25% 218 201 161 109 23% 224 188 145 130 28% 222 204 144 119 25% 222 215 140 114 24% 224 201 140 124 27% 95
Training Options Table 42 shows a relatively high priority given to training in the area of Finance. Areas of particular importance are: � Managing School Budget Development � Policies and Procedures Governing Financial Management in Schools All of the areas here are considered important for training. But this training was perceived to be more important among EDOs and CESs than among Subject Advisors (Table 44). In spite of this, many Subject Advisors considered training in finance as important. This is consistent with our belief that some sort of training in “Financial Management for Schools” should be undertaken by all District officials who work with schools. Table 42: Personal Capacity by Staff Category: Budget & Finance AREA OF FOCUS Advise Principal, SMTs and SGBs on school budgets, financial statements and audited reports Advise schools on the planning, utilization and monitoring of budgets in order to meet school objectives Manage one’s own budget for schools in an effective manner Understand and comply with policies and procedures related to budget and finance Ensure that schools are capacitated in Section 20 and 21 functions and monitor the implementation thereof. Assist schools in the development and implementation of systems to ensure sound administration including procurement, personnel administration and reporting. Assist schools in mobilising funds to undertake their responsibilities Understanding the financial implications of propositions Manage, monitor and advise on financial risks in schools Assist schools in financial accounting and reporting CES Staff Category EDO Subject Advisor Lecturer No % No % No % No % 2 15% 46 53% 25 19% 3 21% 2 15% 40 47% 27 21% 3 21% 5 38% 35 41% 26 20% 4 29% 3 23% 32 37% 23 16% 2 14% 2 15% 40 47% 15 12% 2 15% 1 8% 31 36% 20 15% 3 21% 2 15% 37 44% 23 18% 4 29% 3 23% 32 38% 22 17% 4 29% 2 15% 32 38% 21 16% 3 21% 2 15% 34 41% 24 18% 3 21% 96
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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
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1. INTRODUCTION BACKGROUND The Depa
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7. To provide an opportunity for di
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d) Capacity in Budget & Finance Man
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o) Capacity in Organizational Devel
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2. THE CONTEXT OF PROFESSIONAL DEVE
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Fragmentation of Responsibilities i
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3. STAFFING PROFILES This section o
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JOB TITLE OR POSITION Table 2: Job
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The data presented in Table 9 summa
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DISTRICT Grahamstown King William
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Table 7: Overall Qualification by C
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DISTRICT District Not Available A2
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# District 1 Bizana 2 Butterworth 3
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4. ROLES & RESPONSIBILITIES OF STAF
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The comments are insightful. They r
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CATEGORIES DISCIPLINE ASSESSMENT AN
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CATEGORIES CAPACITY BUILDING ROLES
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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 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 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
Page 116 and 117: experiential, and participants shou
Page 118 and 119: Table 65: Job Requirements by Staff
Page 120 and 121: • Customer Care Training Options
Page 122 and 123: JOB REQUIREMENTS • Create and mon
Page 124 and 125: 5k. CAPACITY TO COMMUNICATE Communi
Page 126 and 127: � Liaising with stakeholders insi
Page 128 and 129: JOB REQUIREMENTS • Communicate bo
Page 130 and 131: OPTIONS FOR TRAINING • Effective
Page 132 and 133: 6. PRIORITY AREAS FOR TRAINING The
Page 134 and 135: CATEGORIES DISCIPLINE ASSESSMENT AN
Page 136 and 137: 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
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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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