Eth303T

Question 1

*composition of education system (composition) (10)

Answer 1

1. schools + other types-educational institutions
2. governance +management structures
3. support / auxillary services
4. various stakeholders with interest in edu
5. schools + other types-educational institutions
   - diff types institutions strive meet diverse needs-learners (pre-primary, primary, sec schools, universities etc)
   - specialise various fields-interest (agricultural, technicon, art+Sci schools etc.)
   - differentiated in phases (annual stages / grades)
   - present variety learning programmes / subjects
6. governance +management structures
   - need have effective + efficient systems
   - provide edu + training in planned / oganised manner=promote effective functioning
   - administration structure includes department of educ on national + provincial levels, control boards, advisory bodies + teacher reg boards
7. support / auxillary services
   - provide specialised help where needed (school health service, feeding scheed, media + library, exam services, hostels, transport services
   - in SA these services= absent / inadequate

4.various stakeholders have interest in edu
-(state, parents, community, unions etc.)
-integral part + process-making new edu policy in SA
-strive involve all stakeholders
-function=provide +support quality edu + training-learners
…learners= core-every activity in system

Question 2

schools not self sufficient, dependent. Annalise diff role players + functions (10)

Answer 2

schools:

• x finance self
• require state involvement (finance, supply buildings, pay teachers + integration edu + training)
• depend-employment sector (provide jobs)
• need parent body=involved (communicate-school, fund raising, decision making, support learning at home)
• community key role in school support (clubs, businesses, libraries, sport organisations, health services)

Question 3

5 skills teacher should have

Answer 3

knowledge learning area
knowledge learner + needs
communication skills
decision-making skills
problem-solving skills
ability listen

Question 4

***SACE, role + functions (10)

Answer 4

=registered body for professional educators (keep, regulate qualification, std’s + teachers admission->edu professsion)

• aims enhance status teaching profession + promote development-educators
• teachers x act as they wish
• SACE=power->investigate complaints against educators by parents / learners
• authority to impose fines->R1000 + ban working SA
• all teachers MUST register SACE
• SACE disciplinary hearing for unprofessional behavior (late work, not doing work, physial abuse etc.)

Question 5

e.g unprofessional behavior

Answer 5

physical / psychological abuse-learner
infringe lerner right to privacy / confidentiality
sexual r.ship with learner
sexual harassment
undermine authority + status of colleagues
disrepute of teaching profession
discuss confidential matters with unauthorised persons

Question 6

compulsory school attendance under SA schools act 84 of 1996 (5)

Answer 6

• parents accountable learners school attendance
• is compulsory (1st day-last day of year from 7yr old-15yr old)
• SEN learners attendance determined by minister by notice in government gazette
• head edu department may exempt learner if best interest of learner
• register must be kept in such a case

Question 7

partnership b.ween school, businesses, industry.

5 benefits of this to learners + schools (10)

Answer 7

-learners can visit business / industrial sites (insight +u.standing-requirements of jobs)
-exposure = motivate learner pursue particular career
-benefit by receiving up-to-date info-workplace
-assists school in developing learning programmes
-benefit by receiving expert advice (policy making, resource allocation, planning)
greater cooperation is beneficial (aware-workplace needs)
…learners = appropriate knowledge + skills

Question 8

**5 areas parent-educator relations / educator-parent as partners / key areas home-school relations (10)

Answer 8

1. communication:
   - school-to-school / home-to-school communication
   - includes variety of aspects (info on school programmes)
   - includes verbal / written communication
2. assisting parents with prenting tasks:
   - assist caregivers by arranging workshops on discipline
   - developmental stages of child + safety +nutrition
3. volunteering:
   - parent given opportunity-volunteer + assist at school
   - parents must be aware of confidentiality
4. learning at home:
   - parents can be supportive at home
   - schools should draw up homework policy
   - communicate to parents regulary
5. decision making:
   - should not be limited to governing body
   - parents should be consulted on issues affecting their child

Question 9

5 characteristics of high-performance teams (5)

Answer 9

mutual respect
shared concept of how things will done
agreed upon roles
spirit collegiality
shared purpose
principle of openness
shared responsibility for leadership

Question 10

*****types leadership styles (10)

Answer 10

• *****AUTOCRATIC STYLE:
• teacher commands
• learner obey quietly
• no departure of rules set by teacher=tolerated
• militaristic style of leadership
• destroys learners initiative
• results in loss of respect for authority
• ****LAISSEZ-FAIRE STYLE:
• allows learner to scope
• do exactly as please in class
• educator-leader voices no opposition
• no form of discipline
• this form of leadership is unacceptable
• seriously undermines teaching + learning process
• ***DEMOCRATIC STYLE:
• between two styles above
• requires firm but affectionate conduct from educator to leader
• required respect + obey educator
• encourages initiative + creativity
• participates in decision-making in class
• discipline is exercise
• acknowledges learners dignity + personal potential

Question 11

**management + governance not same. Discuss (10)

Answer 11

Management

• The principle as the professional manager of the school has the following responsibilities:
• Performing and carrying out professional functions;
• the day-to-day administration
• and organisation of teaching and learning at the school
• Performing the departmental responsibilities prescribed by law;
• organising all the activities which support teaching and learning
• Deciding on the intra-mural curriculm
• all the activities that assist with teaching and learning during school hours
• Deciding on textbooks, educational materials
• and equipment to be bought

Governance - School governance generally refers to the task of the governing body

• to promote the best interest of the school
• by supporting the prinicpal
• and educators in carrying out their professional functions
• and formulating and adopting of school policies.

Following are implied by school governanace

• Performing all the specific functions given to the governing body
• by the Schools Act and provinicial legislation and regulations
• Setting, improving and developing the rules,
• direction and policy by which the school must function
• Overseeing and keeping overall control
• over the development and maintenance
• of the infrastructure and property of the school
• Bringing about and developing a partnership
• between all stakeholders
• set, develop + improves school rules

Question 12

An educator is not only a manager, but is also known to be a leader. In one paragraph, briefly outline the characteristics of a leader (ADD) pg 50(5.2.1)

Answer 12

• involves elements such as influencing people
• giving orders and motivating people
• motivating people either as individual or groups
• managing conflict and communicating with subordinates
• allocate tasks and consult with other people

Question 13

An educator has the role of a planner, organiser, leader and manager, which can lead to burnout if self-management is not priority. In your opinion, what wold be general indicators of burnout

Answer 13

• Depression & Negative attitudes
• Feelings of fatigue, boredom or apathy
• Irritability
• Forgetfulness and inability to make decisions
• Daydreaming & Feelings of isolation
• Headachhes & uclers
• A general lack of concern for others

Question 14

**Mention any two management functions and give description of each. (ADD pg 44-45)

Answer 14

• Planning: - As the first step in the management process,
• planning entails formulating 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: - refers to directing the people (educators and learners)
• and motivating them so 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.

Question 15

The South African Schools Act No.84 of 1996 is critical in the provision of education and training in South Africa. How does this Act address the following aspects
Language Policy of Public Schools (pg 11 )(10)

Answer 15

• Section 13 of the Constitution determines that everyone has the right
• to receive education in public schools
• in the official language(s) of their choice, wherever fair practiced.
• All sensible educational alternatives, including single-medium institutions,
• must consequently be considered by the State
• in keeping with the principles of equity, practicability
• and the need to rectify the consequences
• of previous racially discriminatory laws and practices.
• Subject to the Constitution, the Act stipulates that norms and standards
• for language policy in public schools
• are to be determined by the Minister of Education,
• by notice in the Government Gazette
• and after consultation with the CEM.
• The governing body may determine the language policy
• of the schools subject to the Constitution,
• the Schools Act and any applicable provincial law.
• No form of racial discrimination may be practised
• in implementing policy determined under this section.
• Norms and standards for language policy in public schools
• have been determined by the Minister
• in terms of the National Education Policy Act No.27 of 1996.
  Provision of non-formal education
• Described as vocational training
• offered by a provider with a view to obtainin a qulaification
• other than a degree, certificate or diploma
• instituted by law for formal education.
• This kind of education is planned and organised,
• and is highly adaptable.
• It provides selected types of education
• to patricular subgroups of the public,
• including training in work situations.
• Can be linked to a specific vocation
• and even to the specific place of employment.
• It may take the form of additional training that a learner undertakes
• to improve his/her qualifications,
• such as a computer course, but which is not directly related to the learner’s work situation.
• Non-formal education may be provided by a wide range of institutions,
• among others, work providers in the public and private sectors,
• churches, libraries, museums,
• private colleges, training centres, trade unions etc.
• Owing to the lack of a national qualification structure
• for the systems of non-formal education in South Africa
• in the past, this type of education did not receive formal recognistion.
• This omission has been addressed
• in the new dispensation by the NQF.
• The education and training system recognises the credits
• that learners acquire
• by means of non-formal education
• by linking them to unit standards,
• which in turn lead to qualification on a specific level of the NQF.
• Any training that meets the requirements of the national standards
• may be recognised as part of a qualification,
• irrespective of where such training was provided.

Question 16

The school is a formal organisation structure. Discuss pg 42-44 (4.2.2)(10)

Answer 16

• Term “organisational structure” indicates the way
• in which the basic structurall elements
• of an organisation are formally structured
• or ordered to realise particular objectives
• The concrete expression of organising as a management function
• is embodied in an organisational structure.
• When work is divided and allocated,
• a structure is formed which is aimed at achieving the aims
• of the organisation – and this structure is the organisational structure

The Organisational structure displays the following aspects of the organisation
• The relationship within the organisation
• The division of activities into various functions and departments
• Authority and responsibilities
• Communication line

• means of an organisational structure,
• the principal and the SMT arrange and co-ordinate the various activities
• and elements within the school.
• Bureaucracies (formalisation rules and procedures)
• Centralisation (hierarche of authority)
• This will determine how strongly the underlying structural
• components are linked
• Depending on the situation, this organisational structure of schools
• may operate on a continuum
• that ranges from a tightly coupled bureaucratic ogranisational structure
• that allows for the professional nature of teaching.
• For example: while currect demands on education
• may require that the organisational structure be flexible,
• the efficient management of financial matters may require strict control
• in a tightly coupled structure.
• Thus both loose and tight organisational structures have their place in schools
• The principal and management team exercise strict control
• over al aspects of school activities.
• Educators operate within fixed boudaries
• that have been established for them.

The following are some of the features that characterise the type of organisational structure (Theron, 2002: 89-90)
• Hierarchical authority structure with strict supervision & control
• Adequate structures for vertical communication
• Clearly demarcated rules & regulations
- that determine standards & that direct activities
• Clear plans and schedules for educators to follow
• Clear designation of work with specific areas of responisibility

Question 17

Discuss the characteristics of the school as an organisation (pg 41-42 (4.2.1) (10)

Answer 17

• The school is a unique organisation
• with its own terrain, competence, nature, task and structure.
• School is essentially an organisation
• that exists within the education system
• and that has teaching and learning as its rimary goal.
• The structural elements that give a school its unqiue educational naturfe and character can be summarised as the following:
• The school is a public institution
• Its task and purpose is the planned and organised education of learners
• It invloves learners whose diverse nature
• and characteristics determine its limits and possibilities
• It involves educators who are equipped
• with professional knowledge and skills
• to execute the unique task and purpose
• structured and function:
  • The identity of the school (vision, mission, purpose, direction, tasks)
  • The school’s strategy (goal-setting, planning, evaluation)
  • Structures and procedures (information flow, decsion making, accountability)
  • The school’s technical support (resources control, financial management, administration)
  • Human resources (human resource development, interpersonal relations
• and dynamics, conditions of employment)
  • Leadership and management

Prinicipals and educators also need to take into account the following important features of the school as an organisation:
• The bureaucratic and professional nature of the school.
- Schools contain both bureaucratic and professional characteristics
- which affect the way in which the various elements
- of the school’s organisational structure
- or sub-structures will bt structured.

• The open and closed natre of the school.

• In some respects the school is an open system
• that interacts with other organisations
• and systems (within the community),
• and changes and adapts as a result of outside influences.
• In terms of its unique task of teaching and learning

• The lack of general technique in a school.
- As a result of the diverse nature of different types of schools,
- Learners learning are content and outcomes,
- there is no single or uniform teaching method that can be applied by educators
• School is an organisation within which people are grouped together
- in an orderly, hierarchical authority structure
- with a common goal, namely,educative teaching.
• It is the responsibillity of the prinicpal,
- SMT and the SGB
- to create and maintain an enironment
- within which the learners feel secure enough
- to participate in new and unfamiliar challenges.

Question 18

Discuss the organisation of education and training with reference to the coordination between National and Provincial Education Departments (Waiting for assignment feedback) (Discuss the governance/ **Organisation of education system)

Answer 18

pg 5-6 (1.2+1.2.1)(20)

Question 19

(***)The structure of the school Governing body (A bit too much for 5 marks)

Answer 19

• The governing body of a public school is made up of elected members,
• the school principal and co-opted members.
• In every governing body, the number of parents must be in the majority.

Elected members must consist of:
• Parents of learners enrolled at the school
• Educators employed by the school
• Members of staff who are not educators
• Learners in the eighth grade or higher at the school
• The Principal

• A governing Body may co-opt a member or members to assist
• with its functions,
• but these members do not have voting rights on the governing body
• The South African Schools Act determines that a governing body
• should include the following democratically elected office bearers:
• a chairperson, treasurer and secretary.
• Governing bodies are also allowed to establish committees
• and sub-committees to meet the demands of the school, such as:
  • An executive committee, responsible for day-to-day issues
  • A financial committee of which a fundraising can be a sub-committee
  • A building and maintenance committee
  • A terrain committee for maintenance and development
  • A marketing and public relations committee
  • A labour relations committee
  • Committees for the interests of learners and educators

Question 20

**Functions of School Governing bodies

Answer 20

• The professional management of a school is the responsibility of the principal.
• The governing body is responsible for the governance of the school.

The following formal responsibilities of the governing body, among others are laid down by the South African Schools Act:

• Promoting the best interests of the school
• and ensuring its development
• Drawing up a constitution
• and developing a school policy
• with reference to the following issues:
• language policy , code of conduct & admissions policy
• Developing a mission statement and a developmental plan
• Suspending a learner from attending the school
• as a correctional measure for a period
• of no longer than a week,
• pending the decision of the provincial authorities
• on whether the learner should be expelled.
• Introducing a school fund
• and establishing appropriate structures
• for the financial management of the school.
• Supporting the principal, educators and other members of staff
• in the performance of their professional duties.
• Acting in an advisory capacity
• regarding the appointment of members
• of staff according to the relevant legislation.

Question 21

*****The relationship between the educator and the School Governing bodies

Answer 21

• The governing body is an instrument
• for the execution of the principle of partnership
• All partners represented in the governing body must understand
• and accept their responsibilities
• concerning the organisation,
• governance and funding of a school.
• Classroom educators as professional educators should share the responsibility
• of making the partnership between the interested parties
• work efficiently, rather than leaving it
• entirely up to the principal.
• Classroom educators could contribute to the success of the partnership in th following ways:
  • By trusting and respecting the partners
  • By sharing goals and values
  • By sharing a common vision & opening up the communication
  • By promoting teamwork and respecting the roles of the different partners

Question 22

**Mention two benefits of effective home-school partnerships and give a bried description of each (Any two/ 5)

Answer 22

• Learners academic achievements improve:
• • Research underscores that learners
• are more sucessful students at all grade levels
• if their parents participate in school activities
• and encourage education and learning at home.
• Increased self-esteem and descreased nehavioural problems of learners:
• attidues to learning are formed at home
• and are the product
• of myriad interactions between parents,
• learners and the surrounding community.
• Improved attitude of learners to school: - attitudes to learning are formed at home
• and are the product of myriad interactions
• between parents, learners and te surrounding community.
• Interest shown in their child promote attitudes
  and high expectations that are the key to achievement
• Increased commitment to school work: - learner whose educators and parents
• used frequent parent involvement practices
• show more regular homework habits.
• There is a greater concurrence between the school & family practices (homework weekends)
• Parents feel more positive about their abilities to help their children:
• • when teachers and parents collaborate,
• parents increase their interaction with their children at home,
• and feel more positive about their own abilities
• to help their children

Question 23

Discuss the barriers to effective home-school relationships

Answer 23

• The limited time available for both parents and educators to meet
• The fact that many parents are uncertain
• about how to become more involved in school activities
• Educators who have not been trained to work with parents
• Educators are often unable to assist parents in parenting tasks
• Unable to offer parents variety of ways to become involved in the school

Question 24

**The South African Schools Act 84 of 1996 addresses 5 matters about learners. Mention and give a short description of each.

Answer 24

• Compulsory School Attendance: (See top for same info)
• Admission to public schools: - Act stipulates that the school must admit learners
• and meet their educational requirements without discrimination
• Admissions test is prohibited by the governing body
• Learners may not be refused admission due to parents being unable to pay
• Language policy of public schools: (See top for same info)
• Freedom of conscience and religion in public schools: - Act stipulates that religious observance
• may be conducted
• under rules issued by the governing body
• observance must be conducted on a equitable basis
• attendance by learners & staff is free and voluntary
• Code of conduct: - subject to provincial laws that a governing body
• must adopt a code of conduct
• for learners after consultation with learners, parents and educators
• includes class and school rules
• to maintain a disciplined school environment
• learners might only be expelled if found guilty of misconduct after a fair hearing

Question 25

(5*)Discuss the role of an educator within the education system (Just learn one sentence as its 5 marks)

Answer 25

1) Learning mediator: - educator will mediate learning in a sensitive way
- to diverse needs of learners and those with barriers
- includes educators ability to communicate
- demonstrate sound knowledge of subject content

2) Interpreter and designer of learning programs and materials:
- educators competence to understand
- and interpret learning programs
- to design original learning programs
- identify the requirements for a specific context
- prepare suitable resources for learner

3) Leader, administrator and manager: - competent in making appropriate decisions
- to specific level manage learning in the classroom
- carry our administrative duties efficiently
- participate in school decision-making structures

4) Scholar, researcher and life-long learner: - needs to be competent in achieving ongoing personal,
- academic & occupational and professional growth
- through pursuing reflective practice
- and research in the learning area
- also broader professional & educational matters

5) Community, citizenship and pastoral role: - responsibility to practice
- and promote a critical,
- committed and ethical attitude
- towards developing a sense of respect and responsibility towards others
- Uphold the Constitution and promote democratic values

6) Assessor: - understanding of assessment
- able to give feedback and design formative and summative assessment

7) Learning area/subject/discipline/phase specialist: - possess understanding of knowledge, skill, values, principles

Question 26

*****The Constitution of the Republic of South Africa is the supreme law and provides the framework for the legislation at national, provincial and local level. What are the stipulations in Chapter 2 of the Constitution in terms of the right to education and obligations of the state in that regard?

Answer 26

• Everyone has the right to basic education
• right to further education
• which the State through reasonable measures must make available
• Everyone has the right to receive education in the official language
• or languages of their choice in public educational institutions
• the State must consider all reasonable educational alternatives
• including single medium institutions
• taking into account equity, practicability
• and the need to redress results of the past racially
• discriminatory laws and practices
• Everyone has the right to establish and maintain
• their own expense
• independent educational institutions do not discriminate on race
• they are registered with the State
• and maintain standards
• that are not inferior to standards at public institutions
• The right to education is based on balance of rights
• and responsibilities of parents and learners
• The state should provide basic education
• as well as gradual introduction of higher education
• must ensure access of learners to public institutions
• State must watch over the introduction of standards

Question 27

**What are the aims of the South African Council for Educators (SACE) and what * implications does it have for an educator?

Answer 27

• SACE was established as a registration body
• of professional educators
• and was entrusted with keeping register of such educators
• for the purpose of regulating qualifications & standards
• as well as professional discipline and the admission to education
• SACE aims to enhance the status of the teaching profession
• and promote the development of educators
• and their professional code of conduct
• The ELR Act guarantees teachers their rights as workers & citizens
• rights are entrenched in the Constitution
• SACE has the power to investigate complaints
• made against educators by parents and learners
• Council can impose fines of R1000 on unprofessional teachers
• SACE is a national register body for teachers
• all teachers in SA are obligated to register with SACE
• if accused of unprofessional behaviour they appear for a SACE disciplinary hearing
• such behaviour includes psychological abuse of learners
• being late for work & not doing their work

SACE code of conduct states teachers – may not infringe a learners right to privacy

• have sexual relationships with a learner
• sexually harass learners & colleagues
• undermine the status & authority of colleagues
• bring teaching profession in disrepute
• discuss confidential matters with unauthorised people
• use appropriate language
• promote gender equality
• keep parents informed of their child’s progress

Question 28

School management can be regarded as the execution of management functions within particular areas of management with the intention of faciliating effective teaching and learning. Discuss this statement
(Management functions discuss at the top )

Answer 28

• *****Management Areas:
  1) Personal issues – ensure effectiveness of staff members
• humans resource management (HR) entails
• two basic elements
• the human resource provision process
• and a programme for the development of staff members
• it includes recruiting, selection, induction & appraisal

2) Teaching and learning issues – principal can influence efficiency
- and success of the teaching and learning outcomes of a school
- instructional leadership task includes
- setting instructional goals,
- coordinating instructional programme & assessment strategies

3) Learner concerns – to do with developing structures for learner involvement
- in certain school matters
- development of potential qualities of those in school clubs, sport teams
- should also involve disciplinary matters

4) Physical resources – physical environment & availability of facilities
- and equipment are important
- includes buildings, sport fields
- toilets & library and stock + equipment and laboratories

5) School administration – ensures that educators can teach work effectively
- school administration is the principal
- and administrative staff responsibility
- variety of aspects includes
- general office organisation,
- managing information & correspondence,
- internal & external communication
- filing & safekeeping of documents

6) Financial affairs – policy of decentralisation
- and greater school-based responsibilities
- has highlighted the importance of financial management
- at school level
- includes developing a school budget,
- efforts to obtain school funds
- organising and controlling finances

7) School – community relations – includes aspects such as promoting
- and fostering parent & community involvement
- as well as marketing the school

Question 29

*****The factors making the provision for education in post-modern societies an extremely and complex specialised task

Answer 29

tb pg 1

tut 103 2013

Question 30

***Educators and parents as partners

oct 12, june 13, oct 14, may 13

Answer 30

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Question 31

***The educator is not merely a manager but also a leader. What is leadership and what are the implications for the educator in the quest for democratic leadership? (Just discuss leadership and then styles)

Answer 31

tb pg 60 (6.4.3 (10)