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ETH303T Assignment 1 2013 PDF
ETH303T Assignment 1 2013 PDF
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Bibliography ………………………………12
ETH303T: Assignment 1 Unique Nr. 816763
Question 1
Introduction:
Education provision is a specialised and extremely complexed task. In post modern
societies there are many contributing factors. These factors include: diversity of
society, individual learners, our rapidly changing world, skills required in the
contemporary world of work, challenges specific to SA and crucial demographic
factors. I will now discuss each of these factors.
1.1..3.1 Economy:
The world economy is changing into a global economy. Intense competition exists
even though there has been increased cooperation between countries, Many
countries’ economies are still developing but there is still a vast difference between
first world and third world economies.
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Conclusion:
After discussing the aforementioned factors I realise exactly how specialised and
extremely complexed the task of education provision is in South Africa. Some of the
factors I discussed are general and can and do affect other countries. Apartheid is one
of the factors unique to our country. Often a country’s history has a far reaching
effect on education and other elements in society, like its cultures and traditions. I
can confidently conclude that education provision in post-modern societies is truly an
extremely complex and specialised task.
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A formal system of education needs to be established as schools can not provide for
the diverse needs of society on their own.
4.Stakeholders
Stakeholders such as parents, the state, community, teacher organisations, unions and
work providers have a keen interest in a country’s education. They are important
factors in the process of formulating new policies. The function is to provide and or
support quality education and training for learners in a community. The learners are
the core around which every activity in the system should revolve.
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1.3 The role of the South African Council for Educators (SACE)
SACE is a national registration council for teachers. Therefore all teachers in South
Africa are obliged to register with SACE.
Section 21 of the South African Council for Educators Act, 2000 requires that:
every educator contemplated by the Act must register with the Council before
appointment to a teaching post; and no person may be employed as an educator by an
employer unless that person is registered with the Council.
An educator must apply for registration with the Council by completing the Council's
application form. The application must be accompanied by certified proof of the
educator's qualifications, identity document and the required registration fee.
Every applicant for registration must disclose to the Council details of:
any previous employer disciplinary action or conviction for a criminal offence;
any pending employer disciplinary proceedings or criminal proceedings against the
applicant; any previous disciplinary proceedings against the applicant by the Council.
An educator who applies to register with the Council must satisfy the ethical
standards contemplated in the Code of Professional Ethics for Educators.
An educator:
* respects the dignity, beliefs and constitutional rights of learners and in particular
children, which includes the right to privacy and confidentiality;
* acknowledges the uniqueness, individuality, and specific needs of each learner,
guiding and encouraging each to realise his or her potentialities;
* strives to enable learners to develop a set of values consistent with the
fundamental rights contained in the Constitution of South Africa;
* exercises authority with compassion;
* avoids any form of humiliation, and refrains from any form of abuse, physical or
psychological;
* refrains from improper physical contact with learners;
* promotes gender equality;
* refrains from any form of sexual harassment (physical or otherwise) of learners;
* refrains from any form of sexual relationship with learners at a school;
*uses appropriate language and behaviour in his or her interaction with learners, and
acts in such a way as to elicit respect from the learners;
*takes reasonable steps to ensure the safety of the learner;
*does not abuse the position he or she holds for financial, political or personal gain;
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1.4.1 Partnership
A successful school depends on the school community. The school community refers
to all members like the school management, educators, learners, parents and
community members. Partnership between all these parties contributes to the success
of the school and they help to create an environment for learners to grow and develop
as individuals and citizens of South Africa. Through these partnership the schools
benefit by making use of the human resources that is available, they will have access
to more people with knowledge, skills and positive attitudes.
Parents and educators share a common goal of wanting the children to develop to
their individual potential. This makes a partnership between parents and educators
who is both educationally-important to form a partnership. The South African
Schools Act (Republic of South Africa (RSA) 1996, Section1) the term parent refers
to the biological parent, guardian, person legally entitled to custody or the person
who undertakes to fulfill the obligations of a parent. Therefore the educator must be
prepared to work with anyone caring for the child and not limit this relationship to
the biological parents of the child.
The South African School Act command the establishment of school governing
bodies in all schools in South Africa. This signals a new way of government thinking
and a new stage in the relationship between educators and parents. Except for
governance there are 5 areas of home-school relations where it is possible for parents
to become involved in the education of their children.
1.4.1.1 Communications
Communications refers to school-to-home and home-to-school communications.
This will include exchange of information like school programs and the child's
progress. Educators and parents can make use of verbal (parents evening) or written
(school newsletters) communication. Parent's evenings and conference meeting
provide unique opportunities for educators and parents to meet and is generally held
on the school premises. Alternative venue can be considered, like church halls or
community centre. This my seem less threatening and can indicate that the school is
reaching out to the community schools must ensure that the meetings provide
opportunities to parents to initiate communication with the school.
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1.4.1.3 Volunteering
Educators can design program where volunteers are recruited, trained and organised
for a variety of activities. Parents contribute in the way that they help the school
fulfill the needs of the school. Parents as volunteers can help with fundraising, field
trips, coaching sport and tutoring learners. It is important that the volunteer is aware
of the confidentiality of the work when he /she tutors and they must work closely
with the educator. Community members can visit the school to tell about certain
hobbies or careers, through this they bring the real world to the class. The school can
compile a register with all the volunteers who have particular expertise or hobby
what they can share with the school.
1.4.1.5 Decision-making
Issues that affect the learners must be discussed with the parents and therefore the
decision-makings I not limited to the governing body. This consulting empowers the
parents and develops parent leaders and representatives and demonstrates democratic
principles in the relationships between the school and its parents.
1.4.2.2 The learner's behavioural problems decrease and their self-esteem increase
The alliance between educator and parent has shown positive effect on a learner's
self-esteem, fewer behavioural problems and better school attendance.
1.4.2.5 More confident parents and positive about their abilities to help their children
Parents feel more positive about their own abilities to help their children when they
work with the educator and they will increase their interaction with their children.
1.4.2.6 Greater understanding of the educator and their obstacles by the parents
Parents find gratitude for the educators commitment and skills and the parent get to
know the educator. It is also a comfort for the parent to know that the educator share
their concerns about their children.
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Conclusion
A successful partnership between the educators and the parents will depend on how
well the program match with the parents needs.
It is important to know how a child's parents are and their domestic circumstances.
This will help the educator to implement many strategies to improve the relations
between educator and parents.
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2.1.1 Planning: Planning is the first step of the management process. The planning
procedure can mean the difference between a success or failure in terms of goals, etc.
It entails the formulation of a mission, aims and outcomes for the school. It includes
functions such as problem solving, decision making and policy making.
2.1.2 Organising: Organising is the second step of the management process. The
main objective of organising is the establishment of a framework or structure which
organises the ways in which materials and people will be allocated for goal
achievement. Organising means, inter alia, that an organisational structure should be
established according to which people and material should be deployed to achieve
goals. It includes delegating and coordinating.
2.1.3 Leading: Educators and learners are directed in such a way that their actions
are geared towards the realisation of the formulated goals and outcomes. . The goals
need to bet communicated and educators & learners need to be motivated to perform
to their optimal potential. At times conflict management is necessary. Leading
includes effective communication, motivation conflict management and negotiation.
2.1.4 Controlling: The principal needs to ensure that the school is on the correct path
to achieve the set goals. Controlling means that one has to monitor that the school is
on the right course. The function of controlling includes assessment and corrective
action as well as disciplinary measures when necessary.
Conclusion
The success of the management of a school depends on all four of the management
functions being fulfilled properly and the performance of all necessary tasks when
and where applicable. Failing to use and perform those four functions correctly will
lead to a mismanaged, unproductive and unsuccessful school.
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Conclusion:
By taking the positive features of other available leadership styles, we see that the
democratic leadership style is one which will help to make learning a positive
experience while still maintaining order, respect, discipline and also considering the
needs and abilities of all parties involved in the education process.
Bibliography
Wikipedia
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