Assessment of Needs and Capacity of District Office Professional Staff

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Table 43: Training Options: Budget & Finance OPTIONS FOR TRAINING 97 PRIORITY FOR TRAINING LOW HIGH NR 1 & 2 3 4 & 5 • Managing School Budget Development 279 99 65 247 60% • Policies & Procedures governing Financial Management in Schools • Strategic Financial Management for Schools • Developing Resources for Schools • Basic Bookkeeping and Financial Accounting for Schools • Other 273 105 61 251 60% 247 103 91 253 57% 265 101 78 246 58% 269 125 57 239 57% 420 78 50 134 51% Table 44: Training Options by Staff Category: Budget & Finance JOB REQUIREMENTS Managing School Budget Development Policies & Procedures governing Financial Management in Schools Strategic Financial Management for Schools Developing Resources for Schools Basic Bookkeeping and Financial Accounting for Schools Other STAFF CATEGORY CES EDO SUBJECT ADVISOR LECTURER No % No % No % No % 5 71% 68 78% 49 45% 4 57% 5 71% 68 79% 51 46% 4 50% 5 71% 64 74% 56 45% 4 50% 6 86% 66 78% 50 43% 4 50% 5 71% 61 72% 53 46% 3 38% 0 0% 35 69% 29 41% 3 38% %
5e. SELF MANAGEMENT AND PROFESSIONAL DISCIPLINE Self management and professional discipline refers to the ability of professional staff in District Offices to effectively, efficiently and professionally manage their responsibilities. It refers to the manner in which District officials undertake their work. It is a generic skill that places a high level of importance on the extent to which officials maximize the use of their time so that they add value to the work of the District Office and give the most and best of themselves in serving and supporting schools. There are 3 pillars of professional discipline in time management, managing paperwork and managing one’s schedule. This section of the report looks at the perceived importance of the roles and the capacity of officials in relation to them. The section also examines training needs and options in this regard. Job Requirements Table 45 indicates that the area of self management and professional discipline is of extreme importance. Almost 90% of all respondents viewed these job requirements as essential. Even when broken down by job classes (Table 46), a similar trend prevails. The core elements of self management and professional discipline are essential to all professional staff in the District Office, especially those who work with schools. Table 45: Job Requirements: Self Management & Professional Discipline • Time management • Managing paper work JOB REQUIREMENTS • Managing scheduling and appointments • Other job requirements in the performance area IMPORTANCE LOW HIGH NR 1&2 98 FREQUENCY OF APPLICATION LOW HIGH 3 4 &5 % NR 1&2 3 4 &5 % 39 6 52 593 91% 66 40 133 449 72% 35 9 80 564 86% 64 54 160 410 66% 62 19 89 514 83% 79 58 174 373 62% 150 28 111 397 74% 166 62 157 297 58%
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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
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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 96 and 97: JOB REQUIREMENTS • Assist schools
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
Page 146 and 147: 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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