ETH303T/105/2/2012

SCHOOL OF EDUCATION

Department of Teacher Education

THE EDUCATION SYSTEM ANDSCHOOL

MANAGEMENT

COURSE CODE: ETH303T

TUTORIAL LETTER: 105/2/2012
MEMORANDA FOR ASSIGNMENTS

ETH303T/105/2012

Dear Student
This tutorial letter deals with the following aspects:

1.

ADMINISTRATIVE MATTERS

2.

MEMORANDA FOR ASSIGNMENTS 01 AND 02

2.1

Answers to Assignment 01

2.2

Essay assignments

1.

ADMINISTRATIVE MATTERS

By now you should have submitted Assignments 01 and 02. Assignment 03 is optional.
Examination admission is based on the submission of Assignment 01. So, if you have
submitted Assignment 01 you do qualify to sit for the examination in this module.
However, Assignment 02 is the one that will contribute to you year mark and your final
examination result.
2.

MEMORANDUM FOR ASSIGNMENTS 01 AND 02

2.1 The answers to the multiple choice questions: Assignment 01

1. 5

2. 5

3. 2

4. 5

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6. 5

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8. 2

9. 5

10. 4

11. 2

12. 4

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20. 2

21. 3

22. 1.

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24. 2

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26. 5

27. 3

28. 4

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30. 2

31. 5

32. 3

33. 3

34. 4

35. 1

36. 4

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38. 1

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43. 4

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48. 2

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55. 5
2.2

Essay assignments: Assignment 02

1.

What comprises an education system? Discuss the functions of various

categories of structures.

Four broad categories of structures in a system of education and training can be

distinguished. They are:

Schools and other types of educational institutions;

Governance and management structures;
Support or auxiliary services;
Various stakeholders with an interest in education.

Firstly, the formal schooling system includes many different types of institutions for
education and training which strive to meet the diverse needs of learners. In
accordance with learners ages and developmental phases, there are pre-primary
schools, primary schools, secondary schools and institutions of higher education,
including universities, technikons and colleges. Furthermore, schools may specialise
according to various fields of interest, such as general academic schools, agricultural or
technical schools, and arts and sciences schools. Schools are usually differentiated
into phases, annual stages or grades, presenting a wide variety of learning programmes
or subjects and learning packages. In the higher education system there is also a broad
diversity of types of institutions aimed at a wide range of possible vocations in society.
Colleges, for example, differentiate their training of teachers, nurses, the police,
agriculturalists and technicians.
Secondly, a comprehensive undertaking like the system of education and training also
depends on an effective and efficient system of governance and management. To
provide education and training in a planned and organised manner, structures for the
governance and management of education which promote the effective functioning of
the system are created. The current administrative structure in South Africa includes for

this purpose the Ministry of Education and Training, Departments of Education on

national and provincial levels, structures for educational planning, control boards,
advisory bodies and teacher registration boards.
Thirdly, the provision of education and training includes many highly specialised tasks.
Institutions do not have the capacity to carry out all these tasks on their own. Although
teaching practitioners are trained to carry out teaching and classroom management
tasks and present specific subjects or learning programmes, the average teacher may
still require additional help with certain professional tasks. Support or auxiliary
services ideally provide teaching practitioners with specialised help where possible.
Examples of these additional services are a school health service, feeding schemes,
media and library services, and examination service, school hostels and transport
services. Unfortunately, in most communities in South Africa, these support services
are either entirely absent or inadequate.
Finally, many other stakeholders have a keen interest in a country=s education, for
instance, the state, parents, the community, teacher organisations, unions and work
providers. They also form an integral part of the system of education and training, and
the process of making new educational policy in South Africa strives to involve all these
stakeholders. Clearly, the primary function of all these categories of structures is to
provide and/or support quality education and training for learners in a community. The
learners, therefore, are the core around which every activity in the system should
revolve.
First indicate that the school(s) on their own cannot provide for the diverse needs of
society and that a formal system of education needs to be established. Then discuss
the four categories of structures of which an education system is composed of:
Schools and other types of institutions
Governance and management structures
Support and auxiliary services
Various stakeholders with an interest in education

2.

Discuss essential functions of the South African Qualifications Authority

(SAQA) in promoting a single, coherent and unified approach to education.

For this question refer to the following pages in the prescribed textbook:
P. 8 9, sub-sections 1.4.1 and 1.4.2

3.

Discuss the organisation of the South African education system on

national, provincial and local levels.

The Constitution of the Republic of South Africa Act No.108 of 1996 provides for three
levels of government - central, provincial and local - and a division of powers
between these levels. Education at all levels excluding higher education is a topic
divided between central and provincial levels of government. School education is a
provincial affair, although school issues of national importance (e.g. national norms
and standards) remain the responsibility of the national legislature.
Education at a national level is dealt with by the Minister of Education and his
or
her Deputy Minister, assisted by the Department of Education. The Department of
Education is part of the organisational structure of the public service and is headed by
the Director-General of Education.
The National Department of Education develops the policy and legislative
framework on which the education and training system rests; it initiates, evaluates and
researches all aspects of the system of education and training; manages processes
for policy development to assist the Minister to determine policy, norms and standards
for education; provides support to provinces and higher education institutions in the
implementation of national policy, norms and standards, and monitors them.
At provincial level the Provincial Education Departments (PEDs) are constitutionally
established education departments in the nine provinces of South Africa. The
Education Departments are in charge of the general administration and management
of education institutions (other than universities and technikons) in their provinces, and
the setting and administering of provincial examinations (Grade 12) in accordance
with the national policy and other relevant statutory provisions. The political head of
education in a province is referred to as the Member of the Executive Council (MEC).
The MEC is the executive official responsible for the implementation of policy and
legislation. He or she may (subject to conditions) delegate any power conferred upon
him or her and any duties to the Head of Department (HOD) of the province or person
employed by the Education Department. Provincial legislatures are able to make laws
governing education in their provinces, providing such Acts are not in conflict with
principles contained in the Constitution, the National Education Policy Act No. 27 of
1996 or another national law.

Educational provision in the provinces is administered by offices at the following levels:

head, regional, area, district and circuit offices. The nine provinces have the
executive responsibility to finance schools in the province from allocations from the
central government and subject to national guidelines. Annually the national Minister of
Finance tables the national budget in Parliament, including the education budget.
About 89% of the national budget is allocated to provincial governments. Two
significant guidelines for establishing the national budget are equal funding for all race
groups and equitable teacher/learner and class-size norms (40:1 in primary schools
and 35:1 in secondary schools). Money is allocated to the provinces who draw up their
own budgets for educational provision.
Coordination between National and Provincial Education Departments
A challenge to the effective provision of education is the smooth coordination of the
functions of the National Department and the Provincial Departments. The National
Department of Education=s Chief Directorate: Media Liaison and national and
Provincial Communication provides effective communication and liaison services to
the Ministry of Education and Education Departments in the provinces (Department of
Education: online). Furthermore, in order to facilitate coordination between the National
Department of Education and the PEDs, two bodies were created by virtue of the
National Education Policy Act No.27 of 1996; the Heads of Education Departments
Committee (HEDCOM) and the Council of Education Ministers (CEM). HEDCOM
consists of the Director-General (the head of the national Department of Education)
and the Deputy Director-General of the Department, as well as the heads of the nine
PEDs. The Committee is chaired by the Director-General and the body facilitates the
development of the national education system in accordance with the objectives and
principles provided for in the National Education Policy Act; shares information on
national education; coordinates administrative action on matters of mutual interest to the
education departments; and advises the National Department on matters as
contemplated in the National Education Policy Act or any other related matter. The
CEM comprises the national Minister of Education, the national Deputy Minister
of Education and the nine members of the Executive Council of Education
(MECs), who are also provincial political heads of education in the nine provinces.
Some of the functions of the CEM are:

to promote a national education policy which takes account of government

policies and principles contained in the National Education Policy Act No. 27 of
1996, the education interests of the provinces and the respective competence of
Parliament and the provincial legislatures;
to share information; and
to coordinate action on matters of mutual interest to the national and provincial
governments

At the local level education is administered by the governing bodies and the school
management teams. A distinction is drawn between school governance, the
responsibility of the governing body, and school management which is the
responsibility of the school management team. NB! The composition and functions of
governing bodies would be relevant here too.

4.

Discuss the South African Council for Educators (SACE) and its functions
as a national registration body for educators.
Refer to pages 27 28, section 2.9 in the prescribed textbook

5.

Managing the school is a process consisting of four fundamental

management functions. Discuss.

The four management functions can briefly be described as follows:

Planning: As the first step in the management process, planning entails the
determining of a mission, aims and outcomes for the school and will also include
functions such as problem solving, decision making and policy making.
Organising: The second step in the management process is organising, which
involves establishing an organisational structure or framework to indicate how
people and materials should be deployed to achieve the goals. Delegating and
coordinating are two important aspects of the organising function.
Leading: This third step refers to directing the people (educators and learners)
and motivating them to that their actions are aligned to the formulated goals and
outcomes. Leading entails communicating goals through the school and
motivating educators and learners to perform as well as they possibly can.
Conflict management and negotiation may sometimes be necessary as part of
the leading function.
Controlling: By means of the controlling function, principals ensure that the
school is on the right course to attain its goals. Assessment and taking
corrective action as well as disciplinary measures when necessary, all form part of
the controlling function.

Refer to pages 44 45, section 4.3.1 in the prescribed textbook

6.

Discuss school governance by referring to the following:

(a) the structure of school governing bodies (SGBs);
(b) the functions of the SGBs; and
(c) the relationship between educators and the SGBs.
Refer to pages 46 48, sub-sections 4.4.2, 4.4.3 and 4.4.5 in the prescribed
textbook.

7.

The educator is not merely a manager but a leader. What is leadership and
what implications does the quest for democratic leadership have for the
educator?

Of central importance for the educator is an understanding of the many styles of

leadership. These include the autocratic, the laissez-faire, the democratic, the
charismatic, formal, informal, circumstantial and instrumental styles of leadership.
The first three are of importance to the educator.
The autocratic style of leadership
In this outdated style of leadership, the teacher commands and the learners obey
quietly. No departure from the rules set by the teacher is tolerated. It is a
militaristic style of leadership that destroys learner initiative and often results in a
loss of respect for authority.
The laissez-faire style of leadership
In contrast to the autocratic leadership style, the laissez-faire style allows learners the
scope to do exactly as they please in the classroom. The educator-leader voices no
opposition and there is no form of discipline. This form of leadership is unacceptable
because it seriously undermines the teaching-learning process.
The democratic style of leadership
Democratic leadership falls somewhere between the two styles of leadership
described above. It requires firm but affectionate conduct from the educator-leader.
While learners are required to respect and obey the educator, their initiative and
creative contributions are encouraged. Learners participate in the decisionmaking in the classroom by electing leaders from within their peer group to establish
classroom policy and procedures, and to suggest disciplinary measures. Although
discipline is exercised, it is done in a way that acknowledges the learners dignity and
personal potential.
Regardless of the level on which managers operate in the school organisation

(whether as principal, teacher or parent leader), they should continuously strive to

improve their leadership skills, which include among others:
a thorough knowledge of their learning areas;
knowledge of the learner and his/her needs;
communication skills;
interpersonal skills;
decision-making skills;
problem-solving skills; and
the ability to listen.

8.

When conflict occurs, it must be recognised and dealt with as early as

possible. What does the task of an educator as a conflict manager include?
Refer to pages 53 -54 in the prescribed textbook

We wish you only the very best with the preparation for the examination!
Your Lecturer

Dr SP Mokoena (012) 429 4606