Académique Documents
Professionnel Documents
Culture Documents
Im 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.
Formal schooling incl udes different institutions of education and training to meet the diverse needs
of learners. In school s learner’s needs are met according to age and devel opmental phase.
School s are thus categorized into pre- primary, primary, secondary, and higher education
institutions which include universities, tecknik ons, and colleges. Institutions are al so differentiated
according to fields of interest, eg. general academic; agricul ture, technical, arts and sciences.
School s are divided into phases, annual stages, or grades, providing a wide variety of learning
programs or subjects or learning packages. Higher education institutions provide a wide variety of
vocation inspired institutions to serve the aspirations of learners in society.
b) Government & Manageme nt Services
feefes pogms wetdatMET, DENPL,SEPl , CB,AB, TReB.
For effective and efficient functioning of the education system, pl anned and organized governance
and managerial structures are set in place. Within the education and training departments, the
administrative structure is carried 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 registration boards.
c) Support of Auxil iary Services
PETIHST ICCCT ATPTTSLP CM RAHPT SASPSH HEF HTML UMSACSSIA
Provision of education and training institutions incl udes highly specialized task s. Such institutions
cannot cope capacity of tasks. Although teaching professionals are trained to teach and present
subjects and learning programs as well as classroom management task s, they require additional
hel p for the requirements of more professional task s. Supportive or auxiliary services provide
special ized help in the form of health services, exam services, feeding schemes, hostel s, transport,
media and library services. Unfortunatel y in most South African communities such support services
are either inadequate or absent.
So ut h A fr ic a ad dr es s e s an ad di ti o n al ne ed i n th at of re dr es s i n g t he gro ss sc ar s of in eq u al i t y l e ft
b y th e pa st ap ar th e id go ve rn me n t . Pro vi s i o n o f ed uc at io n a nd tr ai n i ng ha s ot he r ch al l en g e s l ik e
t he imp ac t of th e A IDS ep id e mi c an d pro vi d i n g ed uc at i o n i n t he el e ve n of fi c i al l a ng ua g e s .
De mo g ra p h i c s po se ot he r cha l l en g e s i n th e a nn ua l i nc re as e of th e pop ul at io n , e xp an d i ng th e
n ee ds by t he ran ge o f rel i gi o u s , et hn i c, an d soc ia l grou ps . Edu ca t io n a nd tr ai n i ng is al s o in d ir e
n ee d of s ea rc hi n g for & comp il i n g a rel ev a n t cu rr ic ul u m to s er ve the di ve r s e cu l t ur es of t he
so ci et y . Th e s ho rt ag e o f in st it u t i o n s an d tra in e d p ers on n e l i n al l the de pa rt me n t s wit h i n the
e du ca ti o n al sph er e ha mp e r s del i v er y of e du ca ti o n an d tra in i n g to al l th e cit i ze n s of Sou th Af ri ca .
The compl e x i t y of al l the s e i ss ue s i mp a ct on th e prov i s io n of ed uc at i o n and tra in i n g s in ce ne ed s
ra ng e on a ma cr o - l e ve l , mi cr o - l ev el , a nd su b- cul tu ra l l ev el .
• 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.
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
- Infringe on learners right to privacy and
confidentiality
- Bring teaching prof. in dispute
- Undermine the status and authority of
collegues
- Discuss confidential matters with
unauthorised person
PUKE SACE’s code of conduct also rules that teachers must:
- Promote gender equality
- Use appropriate language
- Keep parents informed about learner’s
progress
- Exercise authority with compassion
What are the most important areas in the school that need to be managed effectively?
Personnel issues
Teaching and learning issues
Learner concerns
Physical resources
School administration
Financial affairs
School-community relations
Make sure that you can provide a brief discussion of each of these management areas.
The answers to the question on the school governing bodies cannot be provided since they would differ
depending on the school where you teach. However, make sure that you answer them in your workbook.
17 the ff. is are the four main management functions of a principal? (Chapter 4)
(1) planning
(2) decision making
(3) organising
(5) leading, controlling
18 the ff. applies to the bureaucratic nature of the school? (Chapter 4)
(1) hierarchical authority and strict control
(2) rules and regulations that direct activities
(3) clear schedules for educators to follow
25 the ff is not a function that may be performed by all governing bodies? purchasing textbooks
26 In drawing up the school's budget, the government body must ... (Chapter 4)
(1) express the school's plan in financial terms.
(2) identify and prioritise the school's programme.
(3) estimate the school's income from various sources.
(4) allocate funds to programmes according to priorities.
CHAPTER 5: THE MANAGEMENT OF RESOURCES IN SCHOOLS
Briefly distinguish between management in general and educational management.
Also mention 3 broad categories of educational management.
Managemnt in general canb defined as proces of workng with &thru individuals, groups &other resources
2accomplish organisational goals. Ed. managemnt adheres 2this definitn within an educational setting.
Ed. managemnt can be defined as working with & through individuals, groups & other resources, be they
PLATS: parents, learners, administrative staff, teachers, or other stakeholders - to accomplish ed. goals /
outcomes. In the school setting it means that managers will direct the available resources (human and
other resources) towards the effective achievement of learning outcomes by learners.
3 broad categories of ed. managemnt: human, physical & financial resources.
Briefly name and discuss the functions of a manager.
Functions of a manager entail:
Recruitment: Obtaining people who could possibly do what the needs require
Selection: Choosing people from the candidates who are best fit to fulfil the needs.
Appointment: Telling successful candidates that they’ve been successful & getting the contracts signed.
Induction: introducing the appointees into the system to which they have been appointed.
Development: Improving the skills of staff.
Appraisal of staff: Assessing the quality of work delivered by staff.
Briefly distinguish between the tangible and the intangible resources of an organisation.
What is the most complex resource in the school organisation?
The tangible resources can be seen: They can be either human resources (people employed by the
organisation), materials (buildings and equipment) and financial (funds of the organisation)
Intangible resources are reputations, ethical standards, disciplinary standards, external relationships and
support. Choose the resource that you consider to be the most complex and motivate your answer.
Answers will vary.
You are the teacher responsible for a very problematic class of 45 learners. Some of the learners have
disciplinary problems. The South African Schools Act (Act 84 of 1996) stipulates that corporal punish-
ment is not allowed. However, you have to achieve specific outcomes with this group of learners. Weigh
up the three styles of leadership as offering possible solutions for dealing with this particular problem.
To answer this question you have to know the autocratic, laissez-fair and democratic styles of leadership.
(Know them for the exams too.) You can then present an original argument, such as, for example: I would
not use the autocratic style in this instance since it would result in a loss of respect for authority.
Neither would I employ the laissez-faire style because this could aggravate the situation to let learners do
what they please. I’d settle for the democratic style where learners are required to make a meaningful and
creative contribution in the classroom. Learner leaders who have been elected and other learners can
establish classroom policy. Your argument need not correspond with this one as long as it is logically
presented and substantiated.
Q FROM ASSIGN: In being a leader the educator needs to maintain a balance between autocratic &
laissez-faire styles of leadership. Discuss the style which in your opinion will be the perfect
balance between these 2 leadership styles.
The Democratic style of leadership falls somewhere between the e above mentioned styles. It requires
firm but affectionate conduct from the educator leader.While learners are required to respect and obey
the educator, their initiative and cretive contributions are encouraged. Learners participate in the
decision-making 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 learner’s dignity and personal potential. Regardless of the level on which
managers operate in the school organization (whether as principal, teacher, or parent leader) they should
continuously strive to improve their leadership skills.
These skills include amongst 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
An educator with a good leadership style has to be a good motivator, and must have an inherent
understanding of learners’ behaviour, as well as understanding the motive behind behaviour. This is
imperative in order to support and assist a learner overcome personal, developmental or any sort of
hurdle he/she is faced with. Motivation encourages one to fulfil all kinds of needs, and encouragement is
the fuel to propel a learner to believe in himself/herself and thus strive to achieve goals. A good
leadership quality is not selfish, but is oriented around the learner, and propelling the learner to achieve
success against all odds.
A balanced leadership style would build the self-confidence of a child, show sincerity, portray honesty
and genuine concern for the wellbeing of the learner. In order to win a learner’s trust and willingness to
succeed, a teacher must be empowered with good communication skills. The teacher must be facilitative
and not an authoritarian, but rather to take an explanatory stance to encourage good behaviour and
healthy interaction. A teacher must portray the ethics, values, morals he/she needs to instill in a learner,
or wants the learner to display, since the teacher stands as an adult role-model for a youngster. A good
leader is a teacher who shows interest in a learner’s wellbeing whether the learner has a problem or not.
Just being a good listener and showing genuine interest in the learner’s hobbies, successes, strengths
or weaknesses signals a positive response from a learner. An approachable teacher would have the
confidence of a learner and would be able to lead him/her through mutual respect and understanding. A
teacher must at least show care for learners in this vocation, with an eye to develop love for students and
the honourable role given to a teacher in preparing the youth for their future. It is my opinion that when a
teacher shows genuine love and care for learners, then those he/she leads are bound to achieves
success in their future. A keen balance and democratic style of leadership is the way to future success.
27 The following leadership style is the most appropriate for teachers: (Chapter 5)
a balance between (1) the autocratic, discipline-oriented style & (2) laissez-faire leadership
28 The functions of a manager are: planning, control, organising, leading
29 Important management principles for teachers are: : (Chapter 5)
(1) effective communication
(2) learning how to cope with stress and burnout
(3) motivating learners
30 An integrated approach to education and training will be achieved by: the NQF
Identify those areas of motivation that you, as a teacher, should master to become a successful
motivator of learners. Briefly discuss each of these areas.
* Democratic leadership that acknowledges each learner’s dignity / potential: One is motivated when one
knows that one is considered to be of worth.
* Knowledge of learners’ needs and personal circumstances: If a teacher possesses this knowledge,
he/she could make a contribution as he/she would know where he could be of assistance.
* Learner participation in the teaching-learning event: A learner who partakes learns to respect
him/herself. This, of course, is very motivational.
* Honest and open communication between teachers and learners: Open communication would reveal
what the teacher can do to motivate learners.
* Recognition by the teacher of a learner’s achievement, regardless of the level: Such recognition would
increase self-dignity and therefore result in learners aspiring to achieve more.
* Delegation by the teacher of responsibility for certain tasks to learners on a rotational basis. This would
ensure that all learners are recognised as stakeholders in the educational situation and would result
in a more motivated group of learners.
A teacher communicates for the greater part of his working day with learners, colleagues and parents.
Thus effective communication is of vital importance. Study the section on communication with special
emphasis on the factors influencing the success of communication, as well as the skills a teacher needs
to develop to communicate effectively. How can an educator become a more effective communicator?
An educator can become an effective communicator if the following guidelines (requirements) for
effective communication are adhered to:
* A thorough knowledge of the essential outcomes, as well as of the learning programme concerned;
* a thorough knowledge of the learners’ various developmental stages and the use of appropriate
language for a particular stage of development;
* thorough preparation and planning for each lesson, with the use of appropriate learning support
materials to sustain the learners’ attention;
* a sound understanding of the facets/characteristics/stages of a good lesson;
* a knowledge of the factors that impede and facilitate communication;
* knowledge of the principles of effective communication.
Decision making can be a painful process. Write down the possible steps that an educator can follow to
help him or her to make the right decisions.
The situation must be understood; needs of the situation must be determined.
These could be expressed in terms of essential and desired outcomes,
i.e. that which one wants to achieve; alternative courses of action must be determined;
decisions must be tested; a course of action must has to be selected.
When conflict occurs, it must be recognised and dealt with as early as possible. What are your
suggestions for everyday conflict situations in the classroom?
Here you are expected to provide your own answers.
Briefly describe how the application of the four fundamental management functions could become
relevant in managing the school’s physical resources.
PLOC
The four fundamental management functions are planning, organising, leading and control
Planning: Identification of goals, eg. new transport vehicle, tennis court, more laboratory equipment, etc.
A thorough analysis of entire management area must be undertaken (in this case physical resources).
Time frames have to be established.
Leadership: A director is needed. A person in charge of the maintenance team should manage, eg. the
cleaning up of school grounds.
Organising: Determining the activities that are required to achieve the goals:
What resources will be employed,
who will perform the various activities &
who will function in a leadership capacity, etc,
Control: Determining whether plan is on schedule and what corrective measure should be taken.
CHAPTER 8: MANAGING STAKEHOLDER PARTICIPATION
What is teamwork?
In brief the concept of teamwork refers to cooperation that embodies the principles of working together
and sharing a common purpose. Teachers can form partnerships within the school with their colleagues
as well as with people outside the school (parents and representatives of community organisations).
List a number of episodes in a school which could give rise to conflict in the classroom.
Present your own answers. You can incorporate the following sources of conflict into your answer:
• Affective conflict
• Conflict of interest
• Conflict of values and beliefs
• Cognitive conflict
• Goal conflict
• Substance conflict
Make sure that you can provide a brief explanation of each of the above.
MANAGING CONFLICT,
PARTNERSHIPS IN EDUCATION
Define communication, assisting parents with their parenting tasks, volunteering, learning at home, and
decision making as key areas of home-school relations and discuss one example for each key area to
show how this is dealt with in your school.
Assisting parents with their parenting tasks: Educators are in an excellent position to assist caregivers,
particularly grandparents who look after children, young unmarried mothers and illiterate parents.
Educators can arrange workshops on discipline, developmental stages of the child, safety nutrition, and
home conditions that support education at all grade levels. How does assistance to parents take place at
your school?
Volunteering: Volunteering means that parents are given the opportunity to assist at their child’s school.
Programmes need to be designed according to which volunteers are recruited, trained and organised for
a variety of activities to meet the needs of the school. These can include helping with fundraising, field
trips, coaching sports and tutoring learners. When parent volunteers are used as tutors they must work
closely with the educator in charge of the class. A parent or community resource-file can be compiled by
the school which lists the names of parents and community members who have a particular expertise
that can be shared with the school. How does volunteering take place at your school?
Learning at home: All parents can be supportive of their children’s learning even if they are not actively
involved at school. However, few know how to assist their children with their school work. It is suggested
that schools draw up a clear homework policy with the cooperation of parents and learners. What does
your school do to empower parents to be involved in their children’s school work?
Decision making: Decision making does not only concern the governing body of the school, but also all
the parents of the school Consultation with parents help to develop parents leaders and parent
representatives. How are parents involved in decision making at your school?
Find out which parents have expertise that can be utilised by the school.
Answers will vary according to teachers’ educational environment.
The answers to the following questions pertaining to partnerships with community health organisations
will also differ according to teachers’ educational environment.
49 Encouraging teamwork in schools is a sound managerial strategy. Which of the ff. best describes a
high-performance team? : A shared purpose of how things should be done
.
ETH303-T Exam Paper Oct/Nov 2009
1. Discuss the factors that contribute to the fact that education provision in post modern
societies is an extremely complex and specialised task. (20)
4. The Constitution of the Republic of South Africa is the supreme law and provides the
framework for all legislation at national and provincial levels What are the stipulations
in Chapter 2 of the Constitution in terms of the right to education and the obligations
of the State in that regard' (10)
5. Discuss the organisation of the South African education system on national, provincial
and local levels (15)
8. In being a leader the educator needs to maintain a balance between the autocratic and the
lasse-ez-vaire styles of leadership. Discuss the style which according to your opinion will
be the perfect balance between the two mentioned styles of leadership (8)
3. Discuss the organisation of the South African education system on national, provincial
and local levels (15)
4. Discuss the South African Council for Educators (SACE) and Its functions as a national
registration body for educators (10)
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? (12)
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? (10)
Traditionally SA education had separated education and training, both in its organisation and in the way these
elements have been regarded by society. Academic study has generally been perceived to be more valuable
than training. The White paper No.1 (199521-22) was entitled “Education and Training in a Democratic South
Africa: First steps to develop a new system. “ It was the first-ever official policy document in education published
by the new ANC-led government, and it set out ambitious policy directions, values and principles for the new
education and training system under the Constitution. Foremost, it introduced the notion of an integrated system
of education and training. Thus, the White Paper argued that an integrated approach reflected a consensus on
human resource development in SA and reflected a major international trend in curriculum development (Christie,
1996:402).
By means of a new national qualifications framework, it called for a transformed system which would
accommodate people who are in conventional schooling, colleges and training programs, as well as those South
Africans who had not enjoyed formal education and training due to the inequalities of the apartheid era.
Furthermore, the Paper expounded fundamental values and principles for the realisation of an integrated system
of education and training. Most of the principles of the White Paper on Education and Training No.1 are taken up
in the South African Qualifications Authority Act No.58 of 1995, the National Education Policy Act 27 of 1996, the
South African Schools Act No. 84 of 1996 and subsequent policy and legislation.
7 Discuss the ff. Fundamental Management Functions: Planning; Organising; Leading; and
Control.
1 Factors That Contribute To The Fact That Education Provision In Post Modern Societies Is
An Extremely Complex & Specialized Task.
It is not only socio-economic factors and deriving state income that poses a complex challenge in order to turn the
tide of a once racist provision of education in SA; but a variety of internal and external influences that are and are
not in the control of those who strive to achieve the visions of education and training in SA. These factors include
unexpected global recessions, destruction caused by natural disasters, spates of civil unrest (ethnic
violence/cleansing), random destruction of services & infrastructure during protest marches & local uprisings, etc.
1.1 Ethnic Diversity
Ethnic diversity in most contemporary societies has a multicultural character, and South Africa is no different. SA
is one of the few countries in the world to have stated eleven official languages and sixteen constitutionally
recognized languages. These statistics give an indication of the melting pot of Ethnic African cultures, Indian
cultures, European cultures, and the array of other foreign cultures which have fused together to form South
Africa, land of diversity as it often recognized as today. It is interesting to note that this is by no means taking into
consideration the new cultures which continuously stream into our society to evolve our extraordinary diversity.
1.2 Religions
Religious faiths also form the breath of such a multicultural society, and the constitution respects rights of
religions, along with the different ethnic groups contributing to a dynamic cultural heritage. In such societies, the
diverse needs of learners must be considered. Subsequently individual needs of learners within the variety of
communities must be provided for. The general aspects of learners’ needs are similar, on issues like human
rights, security, and basic needs amongst others, but individual needs of learners definitely differ. It is an
educator’s duty to research and understand each learner as an individual throughout his/her physiological and
psychological development in order to facilitate the educational aims and goals as laid out in the constitution. As
such the educational baton is passed on from teacher to teacher through each developmental phase of a learner.
Learners also differ in personality and thus vary in interests, aptitudes, visions, vocational aspirations, and in
various other criteria, all of which have to be catered for.
1.3 Inclusive Education
Inclusive education is a standpoint which forms an important part of the “educational armour” necessary for all
learners, serving special educational needs of learners, inclusive of abilities or disabilities that greatly affect the
experiences of learners be it at home, at school, or in the community at large. Learners who may be gifted,
disabled mentally or physically, or impaired in the same, or with a communication or behavioural, emotional, or
learning disorder or barrier, all fall within the plan of providing educated future prospects for all types of learners.
1.4 Adequate skills training is an imperative aspect to focus on considering the constant metamorphosis of the
technology arena which has become the essence of opportunity and sustainability in almost any career. Global
markets working the mechanism of a global economy evolve continuously, creating different demand structures
that must be diligently trailed in order to be met with present and future success. Economic competition sets a
heightened need to develop learners with adequate specialized skills in order to supply the arenas of economic
demand. Educators have to be techno-proficient in order to lead learners into this Technologically advanced era.
Technology is the new tool with a magnanimous folder of advantages. It is a time –management device, an online
gateway to advance personal, general, and specialized knowledge in most subject matters, as well as a
constructor of advanced destinies.
The other aspect of skills training relates to the actual foundational basic skills that need to be ingrained in
learners for them to build their success on, like that of problem-solving skills, lateral thinking, creative, and critical
thinking skills, as well as other interpersonal, team-building communication skills , and proficient literary and
numerical skills just to name a few. These skills will empower a student to learn independently. To survive in this
economically competitive world, it is vital that learners be equipped not only for technological advancement and
with education, but with adequate training skills to build up a dynamic corps of skilled workers.
1.5 Addressing past educational inequality and demographic statistics in SA pose a formidable challenge in
bridging the gap of the gross inequalities created by the previous political system. South Africa has had to include
and provide education and training for the larger portion of it’s demographic pie, who were deprived of this
constitutional right. Moreover other demographic factors such as the increasing annual population growth,
shortages of schools and trained teachers (especially in science and mathematics), the multilingual complexity of
11 official languages, the range of ethnic, religious, and social groups, together with problems related to
HIV/AIDS and the search for a new and relevant curriculum, all impact on the provision of education and training.
2 The Four Categories Of Structures In An Education System.
2.1 Schools & Other Type of Educational Institutions
A formal schooling system includes many different types of institutions for education and training, all of which
strive to meet the diverse needs of learners. There are pre-primary schools, primary schools, secondary schools
and institutions of higher education, or what is known as tertiary institutions to serve learners in accordance with
their ages and developmental phases. These institutions include technikons, universities, and colleges.
Furthermore, schools may specialize according to various fields of interest, such as academic schools,
agricultural or technical schools, and arts and science schools. Schools are usually differentiated into phases,
annual stages, or grades, presenting a wide variety of learning programs or subjects and learning packages. The
higher education system also includes a broad diversity of types of institutions aimed at a wide range of possible
vocations in society. As an example colleges differentiate their training of teachers, nurses, the police,
agriculturists, and technicians. A comprehensive survey of education done in South Africa has shown an urgent
need for the provision of institutions for education and training on all levels, as well as appropriately trained
teachers in certain regions, in certain subjects, and in areas of leadership and administration (Johnson,
1995:137).
5 Discuss Organisation of the S.African Ed. System on National, Provincial and Local levels.
The constitution of the Republic of South Africa Act No. 108 of 1996 provides 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
affair , although school issues of national importance (e.g. national norms and standards) remain the responsibility
of the national legislature.(Bray 1996:37)
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 (Department of Education: online). Two significant guidelines for establishing the national budget are
equal funding for all race groups and equitable teacher/learner and class-size norms 940:1 in primary schools and
35:1 in secondary schools). Money is allocated to the provinces, who draw up their own budgets for educational
provision. The distribution to the provinces is not based on a per capita ratio for two reasons: redress, and
provincial preference. With regard to the need for redress, educational backlogs are much bigger in certain
predominantly rural provinces which require more expenditure. In this case the principle of an equitable share
applies to budgetary allocations to provinces. In terms of provincial preference a province receives a global budget
from central government which it distributes according to guidelines supplied by central government. A province
may emphasize one particular service, downscaling its education budget without contravening the national
guidelines on providing free and compulsory education (Bray 1996:69)
The process of creating the 9 provincial sub-systems has been larger and even more complex than the creation of
the National Department of Education, with more acute problems as a result of inherited apartheid organizational
structures and the need to create unified systems across diverse social conditions and large geographic areas. The
provinces are assisted in their tasks by the Education Department’s Support Unit, established by the National
Department to provide technical advice and capacity building on request from provincial departments, on the basis
of audits of need.
4.3 The South African Schools Act No. 84 Of 1996
This historic legislation redressed the imbalances in state schooling brought about during Apartheid education. It
provides for democratic transformation of schools and the setting up of uniform norms and standards for the
organization, governance and funding of schools. The content is divided into chapters relating to learners; public
schools; funding of schools; independent schools; and to transitional and general provisions. The Act was
amended by the Education Laws Amendment Act No.53 of 2000, which deals with measures for the governance of
newly established public schools until a governing body has been constituted and with the provision of safety
measures at public schools.