Eth303T Flashcards by susan enslin

*composition of education system (composition) (10)

schools + other types-educational institutions
governance +management structures
support / auxillary services
various stakeholders with interest in edu
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
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
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

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

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)

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5 skills teacher should have

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

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***SACE, role + functions (10)

=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.)

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e.g unprofessional behavior

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

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

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

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partnership b.ween school, businesses, industry.

5 benefits of this to learners + schools (10)

-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

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

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

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5 characteristics of high-performance teams (5)

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

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*****types leadership styles (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

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

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

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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)

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

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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

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

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

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.

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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)

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.

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

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

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

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.

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)

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

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

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

**Functions of School Governing bodies

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.

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

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

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

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

Discuss the barriers to effective home-school relationships

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

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

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

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

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

*****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?

- 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

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

- 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

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 )

* *****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

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

tb pg 1 | tut 103 2013

***Educators and parents as partners | oct 12, june 13, oct 14, may 13

***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)

tb pg 60 (6.4.3 (10)