ETH303T PREPARATION FOR THE EXAMINATIONIm sure youd all like to know what to prepare for the exams. The ff. is a very clear demarcation for your prep for the exam:

� Please note that no multiple choice questions will be asked in the examination.

� There will be no choice. All questions must be answered.

� The aspects dealt with in Assignment 02 will be very important. You can expect similar type of questions in the exam.

� Various types of questions could be asked such as the explanation of concepts & questions testing your knowledge of aspects related to the S. African education system, the organisation thereof and school management. No essay type questions will be asked. You will have to write paragraphs which might differ from a few sentences to a page or two.

� Chapters 6, 7 and 9 of the prescribed book can be left out completely in your preparations.

� In Chapter 2 you only have to study sections 2.7, 2.8 and 2.9 (Teachers and teacher organisations in South Africa)

� In your preparation you should concentrate on the following:1 The introduction to the prescribed book, in particular the concept education system, the composition thereof, factors influencing education provision and the role of the educator within the education system.

2 The organisational structure and coordination of the South African education system on three levels (national (central), provincial and local levels).

3 Aspects of the 2.7 Labour Relations Act, 2.8 the ELRC and the 2.9 SAfrican Council for Educators (SACE).

4 Aspects of the new education dispensation of South Africa, in particular the curriculum approach, key acts of education, the role of the SAQA, the National Qualifications Framework (NQF), the South African Schools Act, the Norms and Standards for Educators, partnerships in education etc.

5 Aspects of school management and governance, in particular what management entails, the four interrelated management functions, the school as an organisation, governing bodies (the structure and functions), managing conflict, leadership and leadership styles.

3 ANSWERS TO WORKBOOK ACTIVITIES (Tut 102) + EXAM PREP SECTIONS

INTRO OF BOOK: � In your preparation you should concentrate on the following:Introduction to the prescribed book, in particular:

THE CONCEPT: EDUCATION SYSTEM, SASchoieBE cdEDTd comcdinel NSOEDev Kugexk; Tinchw. SchomSecTA

South African schools and other education institutions & education bodies cannot deliver EDT(education & training) due to complex challenges and diverse needs of learners and the National needs of Socio- economic develpmnt, and keeping up with the global explosion of knowledge, Technological Innovations, and changes in the working world.

SchomSecTA : Schools are dependent on multi-sectoral strategies & action:

:Finance- state involvement for;- physical structures

- remuneratn of teachers

- integration of EDT

: Employmnt Sector - jobs- labour- skills

: Parent – funding- adequate- volunteering- decision- making- school support

: Stake – NBC eighbourhood- LiLgSo- Social & health- Police- Justice

:contribution /cooperation Ed forms integral part in provision EDT

DISCUSSION:

South African schools and other educational institutes and educational bodies cannot del iver education

and training comprehensively due to the complex challenges and diverse needs of learners and the

national need of socio-economic development whilst simultaneously keeping up with the global explosion

of knowledge; technological innovations; and the constant change in the working world. Thus, schools

are dependent on multi-sectoral strategies and actions. Schools cannot finance themselves independently

and require state involvement. Schools need finance for building of physical structures; remuneration of

teachers; and integration of education and training. Schools are dependent on the employment sector to

employ and provide jobs for learners who have graduated from school. Also the labour market underlines

which skil ls are most needed, and thus interact with educational facil ities to outl ine the skil ls various

vocations need them to entail . Parents are also required for support for schools in the way of adequate

parenting; raising additional funding; volunteering service and support to schools, and to be a part of

decision-making in schools. Any group or individual who benefits from a learners education in any way

requires to forward support in some way or other. These support groups or entities include neighborhood

groups, business, clubs, local government, l ibrary, sports organizations, social and health services,

pol ice, and justice. Schools cannot function independently and require support from stakeholders who

benefit from a learner’s education, eg. Parents; neighborhood, businesses, clubs, l ibrary, local

government, sporting organizations, health services, police and justice systems etc. Parents show

support by adequate parenting, support to schools, contributing to decision –making in schools, funding

etc. Schools also need help to build physical structures, as well as the remuneration of teachers and

education and training. Cooperatuion and contribution of these sectors with education forms integral part

of provision of Education and training.

THE COMPOSITION OF EDUCATION & TRAINING, : EDT system comprises 4 broad categories of structures detailing organisation > SEIGMS SASVSie

a) Schools & Other Types of Educational Inst itut ions

diet dine mapds; field gaatas; sdifpasg; prowlpslp; hiva

Formal schooling includes different institut ions of education and training to meet the diverse needs

of learners. In schools learner ’s needs are met according to age and developmental phase.

Schools are thus categorized into pre-pr imary, pr imary, secondary, and higher education

institut ions which include universit ies, tecknikons, and col leges. Inst itut ions are also differentiated

according to f ields of interest, eg. general academic; agr iculture, technical, arts and sciences.

Schools are divided into phases, annual stages, or grades, providing a wide variety of learning

programs or subjects or learning packages. Higher education institut ions provide a wide variety of

vocation inspired institut ions to serve the aspirat ions of learners in society.

b) Government & Management Services

feefes pogms wetdatMET, DENPL,SEPl, CB,AB, TReB.

For effect ive and eff ic ient funct ioning of the education system, planned and organized governance

and managerial structures are set in place. Within the education and training departments, the

administrat ive structure is carr ied out by the Ministry of Education and Training; Department of

Education on National, Provincial , and Local levels; structures for education and planning; control

boards, advisory bodies, teacher registrat ion boards.

c) Support of Auxil iary Services

PETIHST ICCCT ATPTTSLP CM RAHPT SASPSH HEF HTML UMSACSSIA

Provision of education and training inst itut ions includes highly special ized tasks. Such inst itut ions

cannot cope capacity of tasks. Although teaching professionals are trained to teach and present

subjects and learning programs as well as classroom management tasks, they require additional

help for the requirements of more professional tasks. Support ive or auxi l iary services provide

special ized help in the form of health services, exam services, feeding schemes, hostels, transport,

media and l ibrary services. Unfortunately in most South African communit ies such support services

are either inadequate or absent.

d) Var ious Stakeholders With Interest in EducationSTAKE LEDN SParCToUWp INTEGRAL PROCESS FUNCTION OBE

Stakeholders have a keen interest in the complet ion of learners’ education and education in the country. These stakeholders include state, parents, community, teacher organizat ions, unions, and work providers. They also form integral part of the education and training. The process of formulat ing ed pol icy in SA str ives to include al l stakeholders. Pr imary funct ion of structural categories is to provide/support EDT of learners in the community. Learner thus becomes the core around which every activity should involve.

FACTORS INFLUENCING EDUCATION PROVISION

DENERVES -DI iVA-EGGS TABCDE-WSPICCCAT RPETAL DRRES SRCSH

gppps c selb

Post modern societ ies are extremely diverse , with a wide var iety of cultures. Each culture

propounds specif ic needs according to ethnic i ty, rel ig ion, vocat ional aspirat ions , and educat ional

needs l ike learners with specia l needs . These special needs span from being g if ted to having

physical , psychologica l , physiological , social , emot ional , or learning disabi l i t ies ; or behavioural

d isorders, sensory impairments , apart from the arena of other needs.

Divers i ty of ind iv iduals ’ uniqueness command needs according to indiv idual interests , vocational

choices, apti tude , & talents etc.

Economic and global trends cal l for other needs according to market and labour demands which

need to be fed by educat ion and train ing. The global compet i t ion within the di fferent sectors

demands specif ic sk i l ls which need to be nurtured and del ivered by education and tra in ing. With

this is the vast technologica l boom which is advanc ing at a rapid pace which needs to be kept up

with. This boom has benef i ts which make i t imperat ive for educators to face the chal lenge of not

only teaching the operat ion of technology but to develop apti tude & promote the technological

power in expanding the gateway of knowledge and informat ion.

The workplace requires di fferent needs re lated to the workplace. These needs refer to the ski l ls

l ike; profic iency in l i teracy and numeracy, problem-solv ing; interpersonal sk i l l s; communicat ion

sk i l l s; cr it ical and creat ive sk i l l s; adaptabi l i ty ; and teamwork .

South Afr ica addresses an addit ional need in that of redress ing the gross scars of inequal i ty left

by the past apartheid government. Provis ion of educat ion and train ing has other chal lenges l ike

the impact of the AIDS epidemic and provid ing educat ion in the eleven off ic ial languages .

Demographics pose other chal lenges in the annual increase of the populat ion, expanding the

needs by the range of rel ig ious, ethnic, and soc ia l groups . Educat ion and train ing is also in d ire

need of searching for & compil ing a relevant curr iculum to serve the diverse cultures of the

society. The shortage of inst itut ions and tra ined personnel in al l the departments within the

educational sphere hampers del ivery of education and tra in ing to al l the c it izens of South Afr ica.

The complexity of al l these issues impact on the provis ion of educat ion and tra in ing s ince needs

range on a macro- level , micro- level , and sub-cul tura l level .

ROLE OF THE EDUCATOR within EDUCATION SYSTEM.Criad divedta- pwplt + pubpri . Pubgo pol ic. Distinct PRESiCaped;

1. - Teacher & learner: Central role in EDT;2. - Implementer of Ed Aims & pol icy3. - divergent views of EDT aims held by PWPLT(parents, work providers, learners, teachers)4. - Divergent views public Instit. & private individuals.5. - Public goals vary country & pol it ical party.6. - Distinctions drawn PESICaPEd (pol it ical, economic, social, intellectual, career aims in Ed provision) 7. - Contrast to Apartheid democ policy formation is publicly accountable process8. - Commissns of Inquiry appointd 2gathr adequat+rel iabl info 2diagnos Ed needs & subseq decision-makng

9. - Broad consult with stakehd. gives community opportunity to formulate goals & strategies for PEd system.

which are contained in ed pol icy presented in White Papers.10. - These are contained in educational pol icy and presentd as White Papers.11. - Serves as direction for for county’s education pol icy12. - Enacted by legislation to provide ed system with a legal basis.13. - Enforced by schools & EdIs where EDT aims are real ized.14. - Educator & learner thus form heart of the ed system, 15. - EDT is the central responsibil ity of ed system and accomplishment l ies solely on the teach

practit ionr bodies’ competence, dedication, motivation & knowledge. 16. - Teachers hav to expound these traits otherwise ed system wil l be jeopardized and wil l fail to meet goals.17. – Primary aim of Gov & management services in collaboration with support services from

stakeholders is to enable teacher to work effectively.18. – PARTNERSHIP> teacher + home + community > in EDT of their children.19. > teacher + work providers > relevant training of future employees20. - Effective functioning of teachers essential to achieve development aims of S. Africa Assign 1: 9 From the Intro to prescribed book it should be clear that the teacher fulfills a very important function in the ed. system. The ff. conclusn can be drawn regarding teachers and their role & function: (Introduction: Section A)

(1) Teachers are the implementers of educational aims and policy.(2) The success of ed. provision depends, to large extent, on quality of a country's teaching corps.(3) Teachers should be trained continuously by means of self-study and other means so that they

keep abreast of developments in the knowledge explosion.(4) Teachers should be lifelong learners.

ORGANISATIONAL STRUCTURE & COORDINATION of SA EDUCATION SYSTEM on 3 LEVELS

- 3 levels = (National or Central) / (Provincial) / (Local)- The democratisatn of Sa led to the restructuring of all aspects & levels of National policy.- The former19 Ed. depts were converged into 1central Department of Education & 9 Provincial Depts.- The Constitution of the RSA Act No.108 1996 provides for 3 levels of govermnt: National; Provincl; Local- Division of power 4al EDIs except for HiEidIs is shared bet. National & Provncl level (EDIs=ed institutes) - -- Schools = remain provincial responsibility (HiEdIs=Higher Ed Institutes)

But National norms & standards = responsibility of national legislature.

(National or Central) > consists of * Minister of Education * Deputy Minister

+ * Dep. of Ed. = organizational structure of public serviceDevLeF DireAMS : Head > Director GeneralDevLeF National Dep. Ed. = development of Ed. Policy & Legislative framework on which EDT syst. rests.Dire = dep. Initiates, researches & evaluates all aspects of EDT systemA = assists in process of development for Ed policy, norms & standards which

Minister has 2determinMS = Monitors & supports implementation of above at provincl level & at HiEDis

(Provincial) / (Local) > Head = MEC > Member of executive Council = An Executive Official is responsible for implementation of Ed. PolLe(policy& legislatn)

= Has powr 2delegate his power /duties 2Provincial HOD /Ed Dep workr(subjec 2conditns)

Provincial Dep. Ed = Level consists of 9 Provincial Ed. Depts. = responsible for administration and management of all EDIs & HiEdIs = sets & administers Gr.12 exams in the province in accordance with national policy &

statutory provisions. = Draw up budgets for financing education in province = hold executive responsiblty for financing schools from central gov. allocations –

subject to national guidelines

Provincial Legislature = make laws regarding educatn in their province in accordanc with national policy

Ed. Provision in Province > Head

Regional

Area

District

Circuit Offices

Ed. Dep Support Unit = provide technical advice &capacity building on request from PEDs on basis of audits needed

= created to facilitate process of unifying sub-systems of PED

CHAPTER 1: THE PROVISION OF EDUCATION AND TRAININGWhat is the basic right to education? Write down the meaning in your own words.Everyone has a right to State provided education

What are the provisions made by the right to education embodied in the Constitution?Everyone has a right to education in any one of the 11 Official languages of choice & a State school of choice.

Explain to a concerned parent the learners’ rights regarding the language of learningand instruction in education.Everyone has a right to receive education in an official language of choice if practicable.The following has to be taken into account:equity,practicability,the need to redress the results of past racially discriminatory laws and practices.

Write down a few advantages that the NQF may have for you as teacher/student teacher.The standards of the qualifications that I am studying are monitored and audited. and are internationally comparable.

Distinguish between formal and non-formal education.Formal ed. is given by HiEdis >institutions(schools, universities,etc) wich offer degrees, certificates & diplomas.Non-formal education is vocational training where any qualification apart from degree, certificate, diploma is obtained

How are your children (or children of a relative of yours) affected by the new stipulations regarding compulsory school attendance? Answers to this question will differ. The following information is, however, important:

• Compulsory to attend school 1 st day of the school year that the child turns 7yrs of age until the last day of school when that learner reaches15 yrs age or grade 9, whichever occurs 1 st

• Ages of compulsory education for learners with special educational needs must be determined by Minister through a notice in the Government Gazette.

• The head of an education department >HED may exempt a learner partially or conditionally from attending school if in learner’s best interest . A register of such cases has to be kept.

Briefly discuss the school models provided in the Schools Act (Act 84 of 1996)

• Public schools:- May be an ordinary school for learners or learners with special ed needs.

- stipulates public schools must be funded by State from public revenue on an equitable basis

- to supply sufficient info to public schools regarding funding, so schools can prepare their budgets

ahead for next financial year.

• Independent (private): These schools are established and maintained at own cost. Must be registered with the head of PED- Provincial Education Department and have to comply with

registration conditions laid down by province, by way of a notice in the Government Gazette. Admission to schools should not be founded on the basis of race.

• Home schools: Parent may apply to head of PED to register a learner for education at home.

Key Education Policy and Legislation:- First white paper ushered into new ed. dispensation of democratic era. : White Paper of Ed. & Training No 1 (1995)- EdT in democratic SA: First steps to develop a new system:

• Reflected major int. trend in Curriculum dev.

• Called for a transformed system (includes all)

• Most principles are taken up in

Aspects of the new education dispensation of South Africa, IN PARTICULAR THE CURRICULUM APPROACH ,

4.1 SAQA> The South African Qualifications Authority Act No.58 Of 1995

South African Qualification Authority Act No. 58 of 1995 (SAQA)

• Develop & implement NQF

• SAQA - body has 29 members app. by Min. of Educ. and Labour

- answerable to Min. of Ed.. & Labour

In order to provide a single, coherent, and unified approach to education and training, The White Paper

no.1 first introduced the concept of a National Qualifications Framework (NQF). The development &

implementation of the NQF were established by the South African Qualifications Act No.58 of 1995

(SAQA), which provides for a coordinating structure. This body has 29 members appointed by the

Ministers of Education and Labour, and nominated by identified stakeholders in education and training. It

is answerable to both the Ministers of Education and Labour.

• Functions:

Oversee dev. Of NQF by formulating and publishing policy

Oversee implementation of NQF by ensuring registration accreditation, assignment of functions

4.1.1 The Two Major Functions Of SAQA:

To oversee the development of the NQF by formulating and publishing policies and criteria for the

registration of bodies responsible for establishing education and training standards or qualifications,

and for the accreditations of bodies responsible for monitoring and auditing achievements in terms of

such standards and qualifications;

To oversee the implementation of the NQF by ensuring the registration, accreditation and assignment

of functions to the bodies referred above, and also the registration of national standards and

qualifications on the framework. The Authority must ensure that provisions for the accreditation are

compiled with and where appropriate, so that registered standards and qualifications are internally

comparable.

Discuss Organisation of Learning in SA according to National Qualifications Framework (NQF).

6.1. Organisation of Learning According to the NQF

The NQF is a set of principles & guidelines used to record learner achievement which is registered to

enable national recognition of acquired skills & knowledge, thereby ensuring an integrated system that

encourages life-long learning

The objectives of the NQF as outlined in the SAQA Act No. 58 of 1995 are:

To create an integrated national framework for learning achievements;

To facilitate access to, and mobility and progression within education, training and career paths;

To enhance the quality of education and training; and

To accelerate the redress of past inequalities in education, training and employment opportunities.

6.2 The Bands of Learning & Qualifications Marked out in the NQF

The NQF organizes learning according to three bands consisting of eight qualification levels. Level 1

and 8 respectively are regarded as open-ended.

6.2.1 Band 1: General Education and Training Certificate (GETC) Level 1

The GETC represents nine years of compulsory school attendance (age 7-15), that is, Grades R through

9. the GET band is made up of three phases, namely:

The Foundation Phase, which includes the Reception year and Grades 1, 2, and 3.

The progressive provision of the reception year begins in 2002;

The Intermediate Phase, which includes Grade4, 5, and 6;

The Senior Phase, which is made up of grades 7, 8, and 9.

The GET band also includes the four levels (1-4) of Adult Basic Education and Training (ABET). Learners

who successfully complete the GET band, (Grade 9 of compulsory education or the 4th level of ABET)

obtain the required credits for the General Education & Training Certificate which is the equivalent of

level 1 on the NQF.

6.2.2 Band 2: Further Education and Training Certificate (FETC) Level 2-4

The FET band is the second band following the GET on the NQF. In terms of schooling, it consists of

Grades 10, 11, and 12. the FET band provides holders of a General Education and Training Certificate or

an equivalent with access to FET opportunities to enable them to have access to either workplaces or the

Higher Education and Training Band. Thus it takes place after nine years of compulsory general

education and training and ends when a learner receives an FET certificate.

The FET band is compulsory. It presents the largest and most complex phase of learning, with about 3

million learners and 8000 providers. These providers include senior secondary schools and technical

colleges, non-governmental organizations; private providers; colleges; training centres and community

colleges. At the FET level learners are prepared for higher education, career-oriented education, careers

and self-employment. Learners should be able to accumulate credits from different institutions such as

schools, technikons, and the workplace.

6.2.3 Band 3: Higher Education and Training Certificate (HET) Level 5-8

The Higher Education and Training band, levels 5-8, is the third and last band on the NQF. It represents

all learning programs related to national diplomas, degrees, and post-graduate qualifications offered at

institutions of higher learning through part-time, full-time or distance learning. This band follows the FET

band and admission into the HET band is based on the successful completion of the FET band.

CHAPTER 2: TEACHER AND TEACHER ORGANISATIONS IN SOUTH AFRICA

SECTION 2.7 ASPECTS of LABOUR RELATIONS ACT:

The Labour Relations Act No 66 of 1995 (LRA)

• Employers, labour movemnt & democraticly electd govermnt 2getha negotiatd new labour relatn act

• 1st draft produced by >govmnt

• Comment of members of public also taken into consideration

• final draft produced by > NEDLAC(National Economic Developmnt Labour Council)

• Parliament passed act 15 Sept 1996

• This act acknowledged teachers as “workers”.

• Inclusion of teachers Victory to teacher orgs. who wanted put in place mechanisms of arbitration, mass demonst., strikes, etc. at disposal of teachers.

) Need for a new labour law:

• Employers & workers more certain about rights & obligations

• No separate act for teachers: caters for all people excluding NDF;NIA; SASS; SAP>(the Nationl Defence Force, National Intelligence Agency, S.African Secret Service, and S. African Police Service)

• Repelled special Ed. Labour Relation Act No 146 of 1993

• Multiplicity of changes in labour law causes confusion, inconsistency and legislative inequalities in treatment of workers, eg. 1956 Act

) Main principles of Act: ff. principles reflect workers vision & employers rights based in Constitution:

The act promotes the right to: Fair labour practices

to form or join union/employer’s org

to Organize & bargain collectively

reflects vision of workers and employer’s rights

Strike and lockout * The Act:

- Prohibits unfair discrimination & victimization for exercising Labor Rights

- Promotes self-governance & voluntarism in labor relations (wills personal regulatn in relatns to

take place btwn employr & workr)

- Favours conciliation & negotiation to settle labor disputes: (confrontation/industrial action only to

occur wen negotiated solutn has failed)

- Tries to reduce unnecessary technicalities in addressing disputes (eg. unecessary delays)

- Seeks to strengthen workplace democracy (eg. workplace forums 2liase with emplyrs at work)

) Who is covered by the act: All workers except certain groups of government workrs

# Nat. Def Force # Nat. Intelligence Agency #SA. Secret Service #SA Police Force

) What will the Act mean for Workers:

Have the right to: Join trade unions & participate in their activitieso Strike

o Protected in support of protected strike or against lockout

o Protection against vicitmisation for exercising any rights in terms of the Act

o Fair dismissals

o Information on matters that effect workers @ work

o Be consulted by employers

) What will the Act mean for Employers:

• Employers will benefit through:o Right to join employer’s org. & join in their activities

o Ability to lockout workers

o Joint solution of problems, training and

developmento Quick inexpensive & non-legalistic procedures for

assessment of dismissal cases

What is the overall purpose of the Labour Relations Act (Act 66 of 1995)?To provide a Labour Act that caters for all people (excluding NDF;NIA; SASS; SAP > National Defence Force, National Intelligence Agency, S. African Secret Service, & S. African Police Service). It hence included teachers who previously had their own act : The Education Labour Relations Act 146 of 1993 which catered specificly for teachers & was therefore repealed.

SECTION 2.8 the ELRC PReLD PReF ProT BCE PROColB ConeColA DPSAFL PolLE CReASE NI

List the functions of ELRC (Education Labour Relations Council)* To maintain & promote labour peace in education;* To prevent & resolve labour disputes in education; + perform dispute resolution functions;* To promote training & build capacity in education.* To promote collective bargaining, + conclude & enforce collective agreements;* To develop proposals for submission to any apropriat forum on labour PolLe (policy & legislatn)

Eg. (PSCBC) Public Service Coordinating Bargaining Council or NEDLAC * To conduct research, analyse & survey education nationally & internationally;

SECTION 2.9. the South African Council for Educators (SACE). SAGCACS PHIBUD PUKE

SAGCACS The South African Council for Educators (SACE)

• SACE est. as result of ELRC deliberation and recommendations

• Aim: enhance status of teaching professn & promote development of educators & advocate prof. responsible conduct

• Government granted SACE power to investigate complaints of learners & parents

• Can impose fines and ban teachers frm working in state schools

• Accused teachers have to appear before disciplinary hearing

• Canb disciplind 4physical / psychological /sexual learner abuse, late 4work, not doing work.

• SACE is a National Registration for teachers ∴ all teachers obliged to register

PHIBUD In terms of SACE code of conduct Teachers may not:- Physically or psychologically abuse learners- Have sexual relationship with learners