Department of Education Capacity in District Offices: briefing
Basic Education
29 August 2006
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Meeting report
EDUCATION PORTFOLIO COMMITTEE
29 August 2006
DEPARTMENT OF EDUCATION CAPACITY IN DISTRICT OFFICES: BRIEFING
Chairperson: Prof S Mayatula (ANC)
Documents handed out:
Department of
Education presentation
Capacity Assessment
Tasks
SUMMARY
The Committee met with the Department of Education to receive a briefing on
the capacity assessment process in education and research findings. Uniformity
had to be established in the role of district and circuit offices. The role and
functions of District Offices had to be clarified. Principals would be
encouraged to teach in addition to management duties. An Education Institute
would be created to provide high-level research and programme development. Financial
resources had been allocated to improve the quality of teaching and learning.
Members asked questions about the lack of understanding of responsibilities at
the district level, the need to improve the role of Inspectors, the awarding of
bonuses to principals, indicators to determine poverty at the school level,
reduction of salaries in cases of demotion, the need for clear political
objectives in restructuring and the need for further public debate.
MINUTES
Department of Education presentation
Mr Firoz Patel (Deputy-Director-General-Systems and Planning) provided an
account of the capacity assessment process and findings of research on district
offices and managers. A gap currently existed between policies and
implementation. Districts were defined differently in various provinces. Proper
systems and structures were needed to introduce changes. The role and functions
of District Offices had to be clarified and adequate resources provided.
District officials had to be well versed in education matters. Circuit Managers
would be the interface between schools and the district offices. Attendance at
schools had to be monitored. Recommendations to enhance capacity were
explained. District offices would have to implement policy. Ward committees
should be included in the process.
He continued that principals would be encouraged to teach in addition to their
management duties. An Education Institute would be established to focus on
high-level research and programme development. A post-provisioning model for school-based
support staff was needed. A National Education Evaluation Unit would be
established in 2008. Research was conducted on the skills gap amongst senior
management. The current remuneration system had been assessed. R6.9 billion had
been allocated in 2004 by the National Treasury to improve teaching conditions,
recruitment and human resource systems. R 2.7 billion was used in the 2004/5
financial year to pay outstanding salary amounts. Two agreements had been
signed in 2006 namely Improved Career Pathing and Accelerated Salary
Progression for Educators and Revised School Grading Norms. The agreements aim
to enhance the quality of teaching and learning. Good teachers and principals
should be retained.
Mr B Mthembu (ANC) commended the Department for identifying key challenges. A
recent oversight trip had revealed a constant state of flux in provincial
education departments characterised by perpetual restructuring exercises. Chief
Directors at the District level were not aware of their responsibilities. A
legislative framework would help to consolidate the process. Norms and
standards for support staff was a welcome development. The inherited legacy of
circuit inspectors caused a legitimacy problem for current Circuit Managers.
The recruitment strategy had to be overhauled to ensure meaningful
appointments. Principals had to have human resource management training.
Ms M Matsomela (ANC) noted that teachers complained of receiving salary advice
slips late. District Managers tended to operate as “policemen”. Principals
adopted an authoritarian attitude towards staff. Principals received a 1%
performance bonus despite poor school results. Teachers should have a say in
the appointment of principals. Principals should understand the curriculum on
offer and have extensive teaching experience.
Mr A Mpontshane (IFP) declared that the district level was the weak link in the
education system. Legitimacy and authority had to be restored to the circuit
managers. Clarity was sought on the qualification requirements for Circuit
Managers. Principals could produce poor results and still be promoted to the
circuit manager level. The classification of poverty-stricken schools had to be
explained.
Mr G Boinamo (DA) asked whether newly-appointed District Managers received
operational manuals. The demotion of principals should be accompanied by a
salary reduction.
Mr I Vadi (ANC) stated that clear political objectives were needed to guide the
process. The current system should be standardised or completely overhauled.
District offices should not be provided with excessive power. The Department of
Public Service and Administration should not be driving the process. District
managers should facilitate administrative support to schools and control the
application of the curriculum. Inspectors tended to fulfil a number of
different roles thereby complicating the process. Normal quality management
time was disrupted by labour issues, disputes and disciplinary problems. Core
functions had to be clearly defined. He proposed that a debate on the process
was urgently needed. Further interaction with the Department was recommended.
Mr Patel responded that provincial departments had been requested to upgrade
Human Resource managers. R80 million had been divided amongst the provinces to
enhance capacity and systems. Inspectors had to display greater levels of
control over schools to improve service delivery. Circuit managers had to
possess sufficient levels of knowledge and understanding of the education
system. A 1% bonus had been provided to principals in order to allow the
creation of a measurement system. Public engagement was necessary to construct
a worthwhile performance structure. Monitoring and evaluation of schools was
required to create equality of opportunity for learners. Indicators to measure
poverty at schools were in place. Levels of poverty in surrounding communities
would be taken into consideration. A database would be compiled to assist in
the determination of poverty and concomitant resource allocation.
He continued that the reduction in salaries for demoted principals would be
monitored. Principals would be strenuously encouraged to teach classes. A new
approach to the functions of inspectors had to be inculcated. One circuit
manager would be appointed to approximately 12 schools. An overhaul of the
system was required as opposed to reform. Clear objectives would be formulated
by April 2007 to foster meaningful debate. A decision would be taken on whether
legislation would be needed to guide the process. The Department of Education
had driven the capacity assessment exercise in education. The Department of
Public Service and Administration had focused on the assessment of capacity in
the state. The Head of the provincial Department had the power of appointment
of principals. Reports would be forwarded from district offices to the Head of
the provincial Department to assist the decision-making process.
The Chairperson stated that a follow-up meeting would be arranged in the near
future to further discuss the issues.
The meeting was adjourned.
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