EDCC 423 Notes-1_231015_080235[1] PDF

1 CHAPTER 1 THE SOUTH AFRICAN EDUCATION SYSTEM AS FIELD OF INTEREST FOR COMPARATIVE EDUCATION Comparative Education has, like the other part disciplines of the Science of Education, for example the Philosophy of Education, History of Education, Didactics of Education and Psychology of Education, all perspectives of education. The concepts of Education and training Education and/or training are the core activities of the education system and because of these two concepts, the education system can be distinguished from other systems, such as the health system and transport system. Therefore, it is important to define these concepts clearly and to understand what are understood by them. Education can be defined as the intentional, planned activities through which the educators support the learners to acquire the required knowledge, skills, and attitudes themselves to meet their responsibilities in all aspects or roles of life. Learners should prepare themselves to conduct their responsibilities as members of a family, to work at an occupation, to be active citizens, to be contributing members of the community and to be self-actualizing individuals. The worldview of the individuals involved determines the basic nature of their education. For example, for the Christian educator, education is to the honour of God and all the activities are qualified thereby. Training: Can be defined as those planned, intentional activities through which the trainers assist the learners (or trainees) to acquire the required knowledge, skills, and attitudes to fulfil their responsibilities in a particular area or role of life, Training, as core activity of the training/education system, therefore refers to the planned activities of the trainer to assist the learners to acquire the required knowledge, skills and attitudes to fulfil their responsibilities in a particular role in life, for example as members of families, or in occupations, or as sportsmen, or as citizens. The learners in training are usually adults. Therefore, education as science can be defined as the science of education and training as activity, including all its aspects. Other relating concepts should also be noted, namely: Forming/moulding: Forming/moulding refers, for example, to those activities with the following characteristics, such as the acts by which one person influences the development of an individual's character. Using these concepts’ recognition is also given to the environmental influences on the maturing child. Indoctrination: The concept indoctrination refers to the activities by some individuals with the aim of imprinting in a wilful and biased manner particular ideas or dogmas onto someone or to put ideas into someone's mind. It can deny independent thought and asks obedience according to a set pattern. It is a manner of transferring propaganda. Coaching: 2 The concept coaching refers to the continuous activities with the following characteristics, namely, to learn through exercise and sometimes to give direction to human behaviour. Conditioning: Conditioning refers to the activities that are used to get people used to reacting on in some manner systematically on a particular stimulus or to bring or to keep someone in a certain condition and/or to adjust, to change or to shape by example. THE FOCUS OF COMPARATIVE EDUCATION Comparative Education can be regarded as the science with the education system as field of study. Comparative Education has a particular perspective an education, which can be called the 3-in-1 perspective of Comparative Education, namely the education system perspective. The structure and functioning of the education system are studied to determine the most effective way in which to provide in the educational needs of the target group. The determinant or contextual perspective: This perspective focuses on the influence of different factors on the nature, structure and functioning of a particular education system. Factors referred to are, for example the present composition of the education system and factors such as the politics, demography, economy, and culture of the target group. The comparative perspective: This perspective focuses on the comparison of different education systems. Parts of education systems or complete education systems are compared to evaluate one of these education systems or to find ways in which one of these education systems can be improved. The focus of Comparative Education can further be typified by the following. namely that Comparative Education is: Transnational in nature: Education systems of the world are studied. Dynamic in nature: Education systems are changing continuously. Interdisciplinary in nature: Different sciences, such as economy and philosophy, are used to study the education systems in their contexts. Eclectic in nature: It means that in the study and planning of education systems sections of several education systems can be used to improve a particular education system, however, only after these sections are made applicable to the context of the education system to be improved. Utilitarian in nature: 'That which works' is important in the study and panel of the education system. THE AIMS OF COMPARATIVE EDUCATION The following aims of Comparative Education can be identified (Berkhout Mondesi, 1992 17- 21): 3 The descriptive aims: Through the descriptive aims more knowledge about the education systems of different countries are compiled and made available for, for example, the formulation of education system policy. The explanatory aims: According to these aims the relation between the causes of and practices in particular education systems are described According to these aims the "why"- question is asked. The pragmatic aims of improvement: Under this category it is aimed to solve existing problems in a particular education system or to plan an education system according to the real education needs of the target group. The aims of Comparative Education are therefore based on the explanatory description and understanding of education systems to support the development and/or improvement of those education systems on the one hand, and the planning of (or in) education systems on the other hand. THE EDUCATION SYSTEM AS FIELD OF RESEARCH OF COMPARATIVE EDUCATION Definition of the education system: The education system can be defined as the framework. consisting of different components and elements, for effective education to provide in the educational needs of the target group. A representation of the education system appears in figure 1.1. Types of education systems The following types of education systems can be identified in a particular country: The national education system: The national education system refers to the framework for effective education to provide in the educational needs of all the inhabitants in a particular country as target group. The national education system is qualified by the concept 'education' (cf. par. 1.2) as well as by the target group which includes all the inhabitants of a particular country. One can, therefore, refer to the South African education system and/or the French education system and/or the Japanese education system. 4 The mini-education system: The mini-education system refers to the framework for effective education to provide in the educational needs of a particular group of people as target group and which does not include all the inhabitants of the country. The mini-education system is qualified by the concept 'education) and the target group. Typical examples of mini-education systems are the private schools of the Catholics or the German speaking people in South Africa, or the Curro Schools in South Africa. The mini-training system: The mini-training system refers to the framework for effective training to provide in the training needs of a particular group of people. The mini-training system is qualified by the concept 'training'. The training at companies, for example, Sasol, ABSA Bank or Old Mutual, or training in state organisations, such as the Defense Force, are typical examples of mini-training systems. Formal education: Formal education or the formal system of education provision usually refers to the planned, goal-directed education activities within the national education system. Formal education is usually directed at the acquisition of nationally recognised qualifications which are provided on a regular (usually annual) basis. Non-formal education: Non-formal education or non-formal system of education provision usually refers to planned, goal-directed education and training provided outside the normal programmes of the national education system. Non-formal education tends to focus more on the short-term education or training needs of the target group and not necessarily on the acquisition of nationally recognised certification. Informal education: Informal education usually refers to the unplanned activities through which someone acquires certain knowledge, skills and/or attitudes. A typical example occurs when a father teaches his son to tie his shoelaces. The integration of the different types of education can be represented as in figure 1.2. Fig. 1.2. Total system of education provision in a particular country. 5 The aims of the education system The primary aim of the national education system is to provide in the educational needs of the target group or the community at large Therefore, a reciprocal relationship exists between the education system and its target group. The level of success of a particular education system, can be ascertained by determining the level to which that education system provides in the educational needs of the target group. To provide in the educational needs of the target group, identifying the following aims can also be done by a particular education system (Bondesio & Berkhout, 1987. 41- 43): A cultural aim: The education system should provide opportunities to preserve and develop the existing culture of the target group. A selecting aim: Through differentiated education the education system should provide individual learners with the opportunities to fulfil their responsibilities in life according to their individual interests, aptitudes, and abilities in accordance with the needs of the country. At the point of completing their education, the learners should be employable in a particular occupation. Preparation of responsible citizens: Individual learners should be assisted to contribute to the welfare and the stability of the country and not to undermine the existing state organisation in an unlawful manner. Preparation for meaningful spending of leisure time: Opportunities should be provided to prepare the individual learners to spend their Leisure time meaningfully, for example, by practicing a sport or conservation of nature, or participation in the performing arts or the collection of collectables. Settlement in the community: Through the vision of equal opportunities in the education system, the individual learners, within the context of their individual abilities, interests, and aptitudes, should be equipped with the required competencies to cope with a changing society. The components and elements of the education system The different types of education systems are characterized by a typical structure which distinguish it as an education system. The education system consists of different parts, namely the components of the education system, and each component consists of different sub-divisions, namely the elements of an education system (Steyn & Wolhuter, 2014: chapter 2). In general, the structure of the education system can be represented as in figure 1.3. 6 Figure 1.3: Representation of the structure of the education system The component: education system policy The education system policy is the statement of intent of the way in which identified educational needs of the target group are to be provided for. The education system policy, therefore, represents the basis, the starting point for the establishment and co-ordination of the education system to meet the educational needs of the target group. The education system policy can also be regarded as a transaction between the provider and user of education about the way in which the educational needs of the target group will be attended to. In the component education system policy, it should be determined how productivity in education will be realized in that education system. In other words, it should be indicated how the education system will provide in the most efficient manner in the education needs of the target group, because the education system should be effective in a purposeful and financial manner. The elements of the component education system policy are the following: The vision: The vision is a short statement of what the education system intends to be, and it provides the general direction for the development of the education system. The mission: The mission provides the characteristics to which the nature and functioning of the education system should comply. Aims and objectives: The aims and objectives provide the expected outcomes of the education system in the long, medium, and short term. The format of the education system policy: In this element the ways in which the education system policy will be introduced, are given. The best-known ways are education acts, government notices. ordinances and departmental regulations. The component: education system administration The component education system administration refers to the organisation structure of functionaries in the education system as well as to the work done by these functionaries (education system management). The education system policy is formulated and implemented by the functionaries in the education system administration. The responsibility to formulate and implement the education system policy can also be called educational control. 7 Three types of educational control can be identified, namely: Centralised control means that the responsibility to formulate and implement education system policy is centralized in one person or body. Decentralised control means that the responsibility to formulate and implement education system policy is decentralised to different persons or bodies. Mixed educational control means that the responsibility to formulate and implement a part of the policy, the so-called externa or the country-wide education control is centralized and the responsibility to formulate and implement the other part of educational policy, the so-called interna or education control on local level is decentralised. The elements of the component education system administration are: The organisational structure of functionaries. These organisational structures are usually of a 'line organisational structure' to make sure that the several control tasks are sufficiently shared and that everyone knows what should be done by whom in which way and when it should be done. The communication lines in the education system and between the education system and the target group. The financing of the education system. The component: structure for teaching The structure for teaching (with regard to the national education system) indicates the structural combination of all education institutions at all four levels of education namely the pre-primary, primary, secondary and tertiary levels, and also the possibilities of horizontal and vertical movement of learners within and between the different education institutions according to the differentiated educational needs of the learners. The following elements of the component educational structure can be identified (particularly for the national education system): The education levels, namely the pre-primary, primary, secondary, and tertiary levels. The educational institutions include a description of (and the organisation of) all the different educational institutions on the different educational levels including the aims, nature and functioning of these educational institutions. Curricula and differentiation, which explain the different educational programmes being provided on the different educational levels and in the different educational institutions and of the types of differentiation which are being provided. The educators as element, refers, for example, to the numbers, gender, age, qualifications of educators and their remuneration in the education system as well as training opportunities available to the educators. The learners as element, refers, for example, to the numbers, age, gender, admission requirements and other general requirements expected from the learners. The medium of instruction as element of this component, serves as place of structuring the languages used in teaching and learning (LOLT). The physical facilities as element reports on the quantitative and qualitative situation of the educational spaces and physical facilities in the education system 8 The component: support services The component support services refer to those non-educational services which are required to ensure the provision of quality education according to the needs of the target group. The elements of the component support services are: Support services to the learners for example, Ortho pedagogic services, career orientation services, transport services or medical and dentistry services. Support services to the educators for example, curriculum services, subject advisory and professional services, education media services and education research services. Support services to the teaching activities and structures for example, the curriculum services, the education media services and consultation services. Determinants or contextual factors of the education system The determinants or contextual factors of the education system refer to those factors influencing the nature and functioning of a particular education system. Recognizing the influence of the determinants or contextual factors does not imply a deterministic or 'should' aspect. This means that, for example, the education system will be influenced by the economical features of the target group. However. the manner in which economical aspects, such as economic ideologies of capitalism or socialism or land the level of wealth/poverty and/or the level of technological involvement and/or the level of industrialism and/or the level of agricultural development, are incorporated in the education system, will differ from education system to education system. Therefore, it is important to study the determinants or contexts of an education system to answer the "why" question regarding the unique nature, structure and functioning of a particular education system. Two types of determinants can be distinguished. The internal determinants or contextual factors refer to those factors present in a particular education system which enable or limit the further development of that education system. The internal determinants or contextual factors can be categorised into: The internal determinants or contextual factors of historical nature: The determinants of historical nature refer to the way in which the present situation of the education system enables or limits its further development. The internal determinants or contextual factors of reciprocal nature: These determinants refer to the influence that the different components and elements have on each other. The internal determinants or contextual tendencies of educational nature: The internal determinants of educational nature refer to the influence that educational principles have on the nature and functioning of a particular education system. The external determinants or contextual tendencies refer to those outside factors which influence the education system. These factors primarily concern the target 9 group and can be represented as in figure 1.4, also in relation to the internal determinants or contextual factors. Fig 1.4: Representation of the external and Internal determinants or contextual tendencies of the education system. It should be emphasized that the external determinants or contextual tendencies relate to the situation of the target group. The following external determinants or contextual tendencies can be distinguished: The demographic tendencies: These determinants refer to the influence of the number, settlement, and movement of the target group on the education system. The geographical and climatic tendencies: These tendencies indicate the influence of the geography and climate of the area in which the education system is situated. The economic and scientific-technological tendencies should be recognised and, for example, included in the curriculum. Tendencies regarding the economic activities and scientific- technological competencies of the target group have an influence on that education system. The social and political tendencies: The development and changes occurring in the social structure and political ideas and viewpoints influence, for example, the organisational structure of the education system. The tendencies regarding the languages of the target group: The language/s used by the target group and the preferences of the target group regarding the medium of instruction have a direct influence on the education system. The juridical and institutional tendencies: These tendencies refer to the influence of the institutions and agencies of the state as well as the legislation by the state on the education system. The philosophical tendencies: The dominant views of life and philosophies present in the target group influence the education system. CONCLUSION Through the study of Comparative Education, the students should during their professional training as teachers get to know the education system (the organisation) in which they are going to work. The student should know the nature of that education system, the reasons for 10 the nature of the education system and which typical characteristics and problems exist within that education system. In this way the students can contribute to the effective development of education systems and can act as balanced opinion makers regarding the nature, content and success rate of their own and other education systems. 11 CHAPTER 2 CONTEXTUAL FACTORS OF THE SOUTH AFRICAN EDUCATION SYSTEM Components and elements of the education system External determinants= 9 Types Internal determinants = 3 Types Internal contextual factor: Of pedagogical nature Of historic nature Of reciprocal nature External contextual factors Demography Economy and science-tech. Social and political 12 Culture and language Legal and institutional Philosophical HISTORICAL DEVELOPMENT OF THE SOUTH AFRICAN EDUCATION SYSTEM AS INTERNAL DETERMINANT EDUCATION PROVISION IN SOUTH AFRICA BEFORE 1984: Introduction: past determines current, past highlights contemporary problems and solutions, past enables new design. Origins: 1652: dutch east india company: / first formal system, rolls in national synod of reformed churches: parents, teachers, church, state. 1806: british administration: separation between state and education, industry: useful knowledge, somerset: governmental function, anglicizing, d’urban: dutch, sra: dutch, anglo boer war: english, christian national education: afrikaans, self- government: government schools merge with cns 1910: union of south africa: provinces’ own system, dutch and english, committee: desirability of language, right of parents, local circumstances. Missionary education: black learners, establish schools, few learners, minimum funds, western culture, socio-political state, free rational intellect neglected. ▪ Government initiatives after 1948, 1953 bantu education, national education act: segregation, apartheid, 10 “homelands”, dr eiselen: act 47 of 1953, dept. Bantu education, unacceptable, christian, national character, afr and eng, abilities, aptitude, etc. ▪ Resistance against bantu education: anc 1910, sceptical of be, inferior education, 1954, rejects be, inequalities, resistance be: lower-graded positions, authoritarian, content-dominated, examination-oriented, critical thinking and free expression, overemphasis of culture, eurocentric, inequalities. Riots, in 1980, 1994 education reconstruction. Principles of new education dispensation after 1994: democratisation, equalisation, desegregation, multicultural education. Reforms: outcomes based education, national qualification framework. 1994-2010: road to excellence and unity in diversity: parent involvement, transformation, cultural heritage, education colleges, finances, shortage of teachers, increase higher education, complete studies, quality, equality, relevance, international standards, schooled unemployed, obe. Cirriculum, differensiation and certification before 2005: obe: critical, learning area-, specific-, developmental outcomes. Comparison between old and new system:  Old: passive, exams, memorising, rigid, textbook constraints, teachers motivate, time, no external inp 13  New: active, assessment, critically, integration, facilitators, creativity, own learning, own outcomes reached, own pace, accept input  Learning areas: foundation phase = 3, intermediary phase = 5, senior phase = 8 and fet = 12.  Implementation: gr 1 in 1998 and completed in 2003, 2004 and 2005 reviewed, financial constraints.  Evaluation: progress, re-assessment, peer group, self, continuous, comprehensive assessement in gr.9 and 12, external assessment. In gr. 3 and 6. External determinants of the south african education system: Demography: heterogeneous population Geography and climate: geography, climate, rainfall, temperature. Provinces: western cape, eastern cape, northern cape, kwazulu-natal, free state, north-west, gauteng, mpumalanga, limpopo. Socio-economic situation: poverty is 57%, unemployment is 36%, rural areas, northern province and eastern cape, high mortality rate in eastern cape, schools are affected, facilities. Language: human rights and language preference, 11 languages, majority isizulu. Political situation: constitution: equality in education. Culture: group culture: distinctive ideals, aims, activities, interests, behaviour patterns according to origin, history, art, science, technology, language, politics, economy, industry. Philosophy of life: christian majority, freedom of religion, no discrimination. Science and technology: limited access, households without access to technology, lifelong learning community. 14 CHAPTER 3 EDUCATION SYSTEM AS COMPONENT OF THE SOUTH-AFRICAN EDUCATION SYSTEM Since 1994, the South African education system is in continuous transformation. An important challenge is the demand for education by a large part of the community and it is so big that the perception of crisis provision in education, without a logical structure, prevails. However, continuous developments in education system policy already finalised, provide a general picture of the South African education system. The responsibility for education resides in two departments, namely the Department of Basic Education and the Department of Higher Education. The Department of Basic Education acts as secretariat, is the responsible agency for all pre- tertiary educational provision in South Africa. In each of the 9 provinces a provincial Department of Basic Education was also constituted which presently serve as the executive arms of the central Department of Basic Education. The South African education system can be described as a centralised education system with delegated responsibilities on provincial, regional, and local level. The Department of Higher Education takes responsibility for all tertiary education. The education system policy in the South African education system is primarily officialised in different acts and government notices on central as well as provincial level. The vision and mission of the south African education system The Constitution of South Africa, 1996 The Constitution of South Africa (1996) set the basic guidelines for the nature of education and in that sense for the characteristics of the South African education system. The guidelines are provided in the Bill of Human Rights, included in the Constitution (art. 29), and includes the following regarding education: 1. Everyone has the right to: Basic education including adult basic education. Further education and the state should provide every measure to open further education to everyone. 2. Everyone has the right to receive education in the official language of their choice in public educational institutions were reasonably practicable. To ensure this right, the state must consider all reasonable educational alternatives, including single medium institutions, taking into account equity, practicability, and the need to redress the discrimination of the past. 3. Everyone has the right, at their own expense, to establish and maintain own educational institutions, on condition that there is no discrimination on basis of race, that these institutions are registered with the state and that the standards at these institutions compare equally with that of state institutions. 4. Independent private educational institutions may receive subsidies from the state. Other provisions in the Bill of Human Rights influencing education are: Article 30 stipulates that everyone has the right to use the language and participate in the culture of their choice, but this right must not violate other stipulations of the Bill. 15 Article 31 acknowledges the right of cultural groups to practise and maintain their cultures and to establish cultural associations, but this right should not violate the rights of other citizens. Article 9 acknowledges the equality of everyone before the law and prevents any discrimination (read differentiation) on basis of race, gender, colour, ethnic origin, sexual orientation, age, disability, religion, culture, or language. Article 18 determines the freedom of association of everyone. Article 185 makes provision for the establishment of a Commission for the Protection for the Rights of Cultural, Religious and Linguistic Communities. The implications of these guidelines should always be regarded during the study of the SA education system and to understand the education system policy in the correct context. The vision of the South African education system ▪ The vision of the South African education system is based on the SA Constitution and can be stated as follows (RSA, 1995(a): chapter 3(13)): ▪ It is the joint responsibility of all South Africans who have an interest in the education and training system to help build a just, equitable, and high-quality education system for all the citizens, with a common culture of disciplined commitment to learning and teaching. The Values and Principles (Mission) of the South African Education System  The guidelines as provided in the SA Constitution and Vision of the SA education system were included in the following the National Education Policy Act (RSA, 1995(b): Art. 4):  Education and training are basic human rights, and the state has the obligation to protect these rights. All citizens should have the opportunity to develop their potentialities and contribute to the development of the community.  Parents or guardians have the primary responsibility for the education of their children. The parents have the right to choose the form of education for their children, subject to the reasonable safeguards required by the law.  The parents' rights include choice of language, as well as the cultural and religious basis of the education.  The state has the responsibility to provide assistance to those parents who cannot themselves decide properly on the educational future of their children.  Educational policy should enable all individuals to value, have access to and succeed in lifelong education and training of good quality.  Equal access to basic education and training, which include more than school education, should be guaranteed to all. An increasing range of learning possibilities, offering the learners greater flexibility in choosing, should be provided.  All historical inequalities should be redressed.  State's resources must be deployed according to the principle of equity to provide the same quality of learning opportunities to all. The rights of learners and educators should be equitably protected including the policy of affirmative action.  The provision of quality education and training is essential and should be provided in an integrated fashion according to the National Qualifications Framework.  Communities must accept ownership for their schools and legitimate, representative governance bodies should be instituted.  The principle of democratic governance should be promoted increasingly and should be characterised by consultation with all relevant interest groups. 16  The culture of teaching, learning and management should be restored, and a culture of accountability should be created.  The goal of education and training should be to establish a democratic, free, equal, just, and peaceful society in South Africa.  The diverse religious, cultural and language traditions should be respected and encouraged.  Education in the arts should be promoted.  Education must promote the common democratic values, the importance of the due process of the law and civic responsibility.  Education should promote independent and critical thought.  Differentiated education should equip the learners with the competencies required by the economy and career development.  Mathematics, science, and technology education are crucial to human understanding and economic advancement.  Environmental education should be promoted to assist the enjoyment of a decent quality of life and sustainable use of natural resources.  The principles of attainability, sustainability, efficiency, and productivity should form the basis of all activities of education provision. ACTS ON NATIONAL LEVEL AS FORMAT OF EDUCATION SYSTEM POLICY IN THE SOUTH AFRICAN EDUCATION SYSTEM The following acts are examples of, and at the same time, represent the most important acts on the national level regarding policy of the national education system. National Education Policy Act, Act 27 of 1996 1. The objectives of the National Education Policy Act, 1996 (Act 27 of 1996) are to provide for: 2. The determination of national education policy by the Minister in accordance with certain principles. 3. Guidelines for consultations to be undertaken prior to the determination of policy and the establishment of such bodies. 4. The publication and implementation of policy. 5. To provide for the monitoring and evaluation of education. The content of the Act includes the following: Aims or guiding principles of the national education policy: The mission of the South African education system is accepted and can, therefore, be regarded as the aims of the South African education system. Areas to be covered by the national education policy: The responsibility areas of the Minister as chief authority regarding the formulation and execution of education policy are to determine and include the following (RSA, 1995(a): art. 3(6)): The formulation of policy regarding the planning, provision, financing, staffing, co- ordination, management, governance, programmes, monitoring, evaluation, and effective functioning of the education system. National education policy should be provided regarding: The provision of quality information. 17 The control, management, and organisation of the national education system. The provision of facilities, finances, and development plans for the education system. Opportunities for innovation, research, and development in education. The ratio between educators and students. The professional education and accreditation of educators. The organisation, control, financing, establishment, and registration of education institutions. Compulsory schooling. Admission of learners. Minimum numbers of hours per day and days per year of schooling. Co-ordination of the dates of schools’ terms. Co-ordination of curricula, core syllabuses, standards, examinations, and qualifications. Language in education. Control and discipline of students and pupils. Provision of support services for example medical, welfare and career and guidance services. The co-operation with other state departments, provincial education departments, local authorities, and non-government organisations regarding education policy. International relations in the field of education. Consultation on national education policy: Provision is made for several bodies to be consulted during the formulation of education policy. Publication of the national education policy: The procedure for the publication of national education policy is provided. Monitoring and evaluation of education: The procedures to be followed regarding the monitoring and evaluation of the national education system are provided. An important implication of this act is the stipulation that this act should prevail over provincial acts and provincial educational policy. South African Schools Act, 1996, Act 84 of 1996 The purpose of the Act is to: Provide guidelines for the organisation, governance, and funding of schools. Establish minimum and uniform norms and standards for the provision of education at schools. Ensure the provision of quality education across the school system. Amend and repeal certain laws relating to schools. Provide for incidental matters. The content of the act includes the following: 1. Learners: Stipulations are provided regarding compulsory school attendance, admission to public schools, language policy of public schools, freedom of conscience and religion at public schools and the discipline of learners. 18 2. Public schools: Guidelines are provided regarding the establishment and maintenance of public schools, the status of public schools, the powers, functions, duties and composition of governing bodies of public schools and the closure of public schools. 3. Learners with special needs in education: Provisions are made regarding education provision to children with special education needs and the composition, function and responsibilities of the governing bodies for schools for learners with special education needs. 4. Funding of public schools: Guidelines are provided regarding the funding of public schools, the payment of school fees at public schools, the establishment of school funds and the financial records public schools. 5. Independent (Private) schools: Guidelines are provided regarding the establishment, registration, and subsidies for independent schools, as well as the responsibilities of the state regarding the independent schools and the registration of education at home. South African Qualification Authority, Act 58 of 1995 The aim of the Act is to: Make provision for the development and implementation of the National Qualification Framework (NQF). To make provision for the establishment of the National Qualification Authority. The content of the Act includes the following: The aims of the National Qualification Framework. The establishment and composition of the National Qualification Authority. The responsibilities of the National Qualification Authority. The funding of the National Qualification Authority. The responsibility of the National Qualification Authority to make regulations. Education Labour Relations Act, Act 146/1993 The aim of the act is to: Promote and maintain labour peace. Provide mechanisms for the resolution of labour disputes. To regulate collective bargaining in education. The Act is not applicable to employers and employees of independent education institutions and the content includes the following: The fundamental rights of the concerned parties. The establishment of an Education Labour Relations Council. Procedures for dispute resolutions in case of unfair labour practices. The guidelines for collective bargaining. The Higher Education Act, Act 101/1997 The aim of the Act is primarily to: Regulate higher education. 19 Provide for the establishment of a Council on Higher Education. To provide for the establishment and maintenance of institutions for higher education. The content of the Act includes, for example, the following: The establishment, composition, functions and particularly its role in quality promotion and assurance in higher education. The establishment and maintenance of institutions for higher education. The governance of public higher education institutions. The funding of public higher education. The independent assessor. The functioning of private higher education institutions. Transitional and other arrangements. Amendments to national legislation Several acts and government notices were published to amend and/or specify the implementation of certain parts of the above- mentioned acts. The following are examples of such amendments and government notices: Through Act 53/2000 the following are provided: The South African Qualifications Authority Act is amended to provide for representation from organised labour. South African Schools Act is amended to provide for: To use private property for a public school. To further explain and organise the constitution of the school governing bodies. To provide the minister with powers regarding safety measures in public schools. The Employment of Educators Act, 1998 is amended to: Provide a new definition of a further education and training institution. Provide for discharge of educators on account of ill- health. Provide for procedures regarding Incapable educators. Provide for procedures (and schedules for) regarding serious misconduct of educators. Through Government Notice 1383/2000 (15/12/2000) the 25 colleges of education were incorporated into several universities and Technikons by which notice all teacher education and training become the responsibility of universities/Technikons and teacher education became fully integrated in higher education. Through Government Notice 82/2000 (4/02/2000) the norms and standards for teachers to be appointed in state schools were published. Through Government Notice 361/2010 (4/05/2010) the guidelines regarding school attendance of learners are provided. The rational of the policy is explained, the definition of learner absence is provided as well as acceptable reasons for learner absence. The 20 responsibilities of learners, parents, schools, and provincial departments of education regarding school attendance are determined and the procedures regarding school attendance are provided. Other types of policy guidelines To facilitate the implementation of the education policy as enacted in legislation, the Department of Basic Education also provide guidelines regarding the implementation of the national curriculum in public schools as well as several other programmes that should be implemented in order to provide in the education needs of the South African community. The national curriculum Regarding the national curriculum the following guidelines are provided: 1. The National Curriculum Statements, grades R-12 The National Curriculum Statements provide the competencies, in terms of knowledge, skills and attitudes/values, which should characterise education in the public schools for the learners to act their particular roles in life successfully while they are still sensitive for events on the international level. Specific objectives are stated that should be reached by using the National Curriculum and the principles, which serve as foundation for the National Curriculum, are explained. 2. The National Curriculum and Assessment Policy Statements The purpose of CAPS is to provide a single and concise policy document for quality assurance regarding all grades. Through CAPS school education is guided to ensure that a particular standard is maintained in all schools. 3. Teaching and learning material. A comprehensive list of available teaching and learning materials applicable for all school grades is provided. 4. National Senior Examination The National Senior Exam that is written at the end of the school career (grade 12) as nationally centralised evaluation, is an important milestone for learners in the South African education system. The results of this national examination are also considered as an important instrument to determine the quality of education in South Africa. 6. Annual National Assessment (ANA) ANA are standardised national assessment instruments. The aim of ANA is to support quality assurance in the entire school system. Programmes to introduce particular policies 1. Accelerated Schools Infrastructure Delivery Initiative (ASIDI) The aim of ASIDI is to contribute to the improvement of basic level education facilities, such as the provisioning of water, sanitation, and electricity and in this way to improve successful teaching and learning, especially in the under- developed rural areas. 21 2. Education Management Information Systems (EMIS) The Department of Basic Education maintains an extensive programme to provide an integrated information system of education provisioning that can be used in different levels of education management. 3. Funza Lushaka bursary system By means of the Funza Lushaka bursary system bursaries are provided to prospective teacher students, because teacher education is a national priority. Receivers of the bursaries should teach for the same number of years that they receive the bursaries, while receiving their full remuneration benefits. PROVINCIAL LEGISLATION AS FORMAT OF EDUCATION SYSTEM POLICY IN THE SOUTH AFRICAN EDUCATION SYSTEM It is expected of each of the 9 provinces to prepare legislation to provide for the implementation of national and provincial education policy in the particular province. According to the stipulation in the National Education Policy Act (art. 3(4)) the national education policy must prevail over provincial education policy. Western Cape Provincial Act on School Education, Act 12/1997 The aim of the Act is to make provision for the establishment of an effective structured education system in the Western Cape and to regulate the organisation of the control over and funding of schools and to provide in the specific education needs of the Province. The content of the Act includes, inter alia, the following: The responsibility to determine education policy is recognised, and it should be determined according to the following principles: 1. Each learner has the right to education in the nearest ordinary public school, insofar as it is reasonably practical. 2. All learners are entitled to equal access to public schools. 3. Each learner has the right to mother tongue education, insofar as it is reasonably practical. 4. Each learner has the right to receive religious education, insofar as it is reasonably practical. 5. Education should be provided according to the needs, ability, interests, and aptitudes of learners and according to the needs of the country and applicable guidance should be provided to learners, insofar as it is reasonably practical. School Education Act, Act 6 of 1995 of Gauteng The aim of the Act is to make provision for the establishment and control of education in the Gauteng Province within the guidelines of the national education policy. The content of the Act includes the following: a. Principles regarding the provincial education policy The following principles are stipulated: 22 Everyone has the right to basic education and to equal access to educational institutions. Every pupil has the right to mother tongue education as far as it is reasonably practicable. No unjust discrimination will be tolerated. Pupils and educators must be protected against any form of physical and psychological violence. b. Educational control The control of education by the members of the executive council and the education department is determined. c. Schools Stipulations regarding admission to schools, compulsory school attendance, age restrictions, language policy, policy on religion, freedom of conscience, control, expulsion, and discipline of pupils, right to information and the pupils regarding the school property are provided. d. Public school management The arrangements regarding the agencies for local control are provided as well as the liaison mechanisms on provincial levels. e. Establishment and maintenance of schools Stipulations regarding the establishment and maintenance of state schools, state- aided schools, independent schools, schools for special education and rural schools are provided. f. Teachers The rights and responsibilities of teachers are determined. CONCLUSION The education system policy of the South African education system consists of all the elements of the component education system policy. An important characteristic is that provision is made for educational policy on macro, meso and micro levels and that these types of policy are all related to each other. Important accents and contentious differences flowing from the present education policy are, among others, the following: The improvement of educational provision to disadvantaged communities. The introduction of affirmative action in all parts of the education system. The determination and preservation of education standards. The funding of education. The admission and promotion of learners in the different education institutions. 23 The promotion of a culture of responsibility, teaching and learning. The provision education to minority groups. 24 CHAPTER 4 THE EDUCATION SYSTEM ADMINISTRATION AS COMPONENT OF THE SOUTH AFRICAN EDUCATION SYSTEM INTRODUCTION The education system administration as component of the South African education system can be explained by referring to the following three levels: 1. The Macro level: Which refers to the national level of education control. 2. The Meso level: Which refers to the provincial level of education control and also to the education control structures on regional and district level. 3. The Micro level: Which refers to the education management structures at individual schools, both state schools and independent schools. EDUCATION SYSTEM ADMINISTRATION AS COMPONENT OF THE SOUTH AFRICAN EDUCATION SYSTEM: MACRO LEVEL Organisational Structure The organisational structure of functionaries responsible for education system administration on the macro level refers to the organisation and responsibilities of the functionaries in the central ministries of education in South Africa. The organisational structure of the Department of Basic Education on macro level can be represented as in Figure 4.1. 25 The Minister of Basic Education is the highest policy formulation and executive authority regarding the provision of pre-tertiary education in South Africa (RSA, 1995(a): art. 3). The Minister has the authority, among others, on the basis of his/her position in cabinet, which is the highest executive body of the government and which is primarily responsible for the execution of the Constitution. Regarding education, the Minister has the power and the responsibility to determine national education policy, according to the areas prescribed in the relevant acts (cf. par 3.3). The Minister should determine the policy recognising the rights, powers and responsibilities of the universities, and provincial education authorities. To determine and execute the education policy the Minister is assisted by certain bodies and functionaries (cf. Figure 4.1). The responsibility of the Minister of Education to determine education policy Regarding the responsibility to determine education policy, the Minister is assisted by several bodies and functionaries. The role of each of these bodies and functionaries is qualified by the concepts: in consultation, after consultation and advised by. The concepts imply the following: In consultation with: Which implies that the Minister needs the confirmation of these bodies or functionaries to determine education policy. After consultation with: Which implies that the Minister should consult with these bodies and functionaries, but that their confirmation is not necessary for the determination of education policy. Advised by which implies that the Minister may, if it is necessary, consult these bodies and functionaries and that they may on their own initiative advise the Minister on certain matters. Referring to Figure 4.1 the following remarks can be made: In consultation with: The Minister of Basic Education must obtain the confirmation of the Minister of Finances before any education policy with any financial implications can be finalised. The confirmation occurs via the usual budget framework or via specific interim arrangements. After consultation: Regarding these bodies a distinction is made between the universities and education on pre- primary, primary and secondary level. In the case of the universities the following (RSA, 1995(a): art. 5): The Council of Higher Education serves as a major body to advise on matters of higher education. The Council of Higher Education (CHE) is a body established by act and its aim is to advise the Minister of Higher Education regarding the establishment, development and functioning of universities as a type of tertiary education. The Committee of University Principals is established to advise the Minister of Higher Education regarding the administrative functioning of universities. 26 The associations of university personnel which may exist locally or nationally, presently act (even as unions) on behalf of the interests of the personnel of the respective institutions. The different tertiary student organisations act on behalf of the interests of the students on the different campuses. Regarding pre-tertiary education the following (RSA, 1995(a): art. 9-10): The Council of Education Ministers (CEM): The CEM consists of the Minister of Basic Education, the deputy minister of basic education and the provincial ministers of education (members of the executive councils of the provinces regarding education). The responsibilities of the Council are to: ✓ Promote the national education policy. ✓ share information and views on all aspects of education in the nation. ✓ Co-ordinate action on matters of mutual interest to the national and provincial governments. Heads of Education Departments Committee (HEDC): ✓ The HEDC consists of the director-general and the deputy directors-general of the national department as well as the (administrative) heads of the provincial departments of education. The functions of the HEDC are to: ✓ Facilitate the development of a national education system. ✓ Share information and views on national education. ✓ Co-ordinate administrative action on matters of mutual interest to the education departments. ✓ advise the director-general on any matter relating to the well-being of the national education system. ✓ The organised teachers' profession, the organised parents as interest groups and the organised student representation: These organisations represent the different educational interest groups and they must be consulted by the Minister regarding the determining of education policy. Any other interest group: The Minister may consult any other interest group regarding education policy. Advised by: The National Education and Training Council: ✓ The NETC is an advisory body representative of all educational interest groups in the national education system and this body should advise the Minister on broad policy and strategy for the development of the national education system and the advancement of an integrated approach to education and training. The executive responsibility of the Minister of Basic Education regarding education policy 27 Regarding the executive responsibility, the Minister is assisted by the central department of basic education and by different provincial departments of education, each responsible to the respective MEC of the province (cf. par. 4.3). The national Department of Basic Education To assist the Minister, as the highest authority regarding the determining and implementation of education policy, the National Department of Basic Education des as secretariat to the Minister. The department has a specific organisational Structure to execute this responsibility. The organisation structure of the national department of education is given in Figure 4.2. The central Department of Basic Education, with the Director- General of Education as permanent executive official, has the responsibility to: Assist the Minister in the consultation regarding determination of policy. Initiate on behalf of the Minister certain policy matters. To ensure that the adapted policy is correctly and effectively implemented. Entities that report to the Department of Basic Education There are three entities that should report to the Department of Basic Education, namely the Education Labour Relations Council (ELRC), the South African Council for Educators (SACE) and Umalusi (Department of Basic Education, 2016). 28 1. Education Labour Relations Council (ELRC) The ELRC was established in 1994 and tasked with, among other things, controlling the following three aspects, namely, to argue, negotiate and sign agreements that benefit education in South Africa on a collective basis, to manage disputes where a learner is a victim or should be a witness and, finally, to deal with education laws and regulations on a negotiation level. The ELRC acts particularly on behalf of educators appointed under the Employment of Educators Act (No. 76 of 1998), The Council is represented in all of the nine provinces in South Africa (Department of Basic Education, 2016). 2. South African Council for Educators (SACE) The following core principles are stipulated in the vision and mission of SACE, namely, firstly to promote the professionalism of educators for their services to be easily accessible and secondly the empowerment and development of educators with respect to their service and their commitment to professional conduct and obedience of the principles of the South African Constitution. The Council is committed to the promotion of education in South Africa and the provision of properly registered, professionally trained, and developed educators (South African Council for Educators, 2016).Umalusi 3. Umalusi is the cornerstone of quality assurance and confirmation of educational aspirations and standards, for the improvement and development of education, as well as for the accredited certification of qualifications. The latter responsibilities of Umalusi must comply with the following principles (Department of Basic Education 2016): High quality qualifications and curriculum. Fair, lawful, and valid assessment. High quality educators, who are responsible for assessment. Doing quality research to ensure high standards. Regular reporting regarding assessment results, statistical analysis of data, comparison to international standards and trends, improving education standards, reliable leadership and financial feasibility are also part of Umalusi's duty as certification body of the South African education system. EDUCATION SYSTEM ADMINISTRATION AS COMPONENT OF THE SOUTH AFRICAN EDUCATION SYSTEM: MESO LEVEL Education system administration on the meso level refers to the organisational structures and educational control of the provincial education authorities. It refers, therefore, to the organisational structures of the provincial education department as well as to regional and district level organisational structures. 29 The organisational structures of the North West Province and Gauteng Province on the three levels are provided in Figures 4,3- 4.4. ✓ The provincial Department of Education acts as secretariat of the provincial Minister of Education as MEC of the province regarding education affairs. ✓ In this position, the MEC is the highest authority in the province regarding the determination and implementation of provincial education policy according to certain identified guidelines (c.f. North West, 1995 art 3-4). ✓ It is also the responsibility of the MEC to ensure that national education policy is implemented in the province according to the situation and needs in the province. ✓ It is also expected from the MEC to consult certain interest groups prior to the finalisation of education policy in the province Interest groups referred to are the provincial council of education and the teachers', parents’, and students’ organisations. ✓ The provincial Education Department, with a Head of the Education Department as permanent executive official, is divided into different sections, in order to act as secretariat of the MEC and for the implementation of the provincial education policy. ✓ The organisational structures on regional and district level have delegated powers to implement policy regarding the eventual provision of education facilities and opportunities in the province. ✓ The organisational structures of the Western Cape Education Department and the Gauteng Education Department in figures 4.3 & 4.4 are typical examples of the organisational structures of the different provincial education departments. 30 ✓ In each of the province’s provision is being made for a further delegation of control responsibilities to either region and/or district level. ✓ The situation differs from province to province, but in all instances the delegation of responsibilities aims at the improvement of actual delivery of education on the ground and to bring education administration nearer to the points of delivery. ✓ The responsibilities of the eight education districts and 49 circuits can serve as an example and can be summarised as follows: ✓ The district organisation is primarily responsible for the management tasks in the relevant district. The tasks include, for example, the advice and coordination of curricula, the support of learners with special education needs and the management and governance of education institutions in the respective district. EDUCATION SYSTEM ADMINISTRATION AS COMPONENT OF THE SOUTH AFRICAN EDUCATION SYSTEM: MICRO LEVEL The education system administration on micro level refers to the educational control of the management bodies of the individual schools. In the South African Schools Act, 1996 provision is made for two types of schools, namely the public state schools and the independent schools. The powers and responsibilities of the management bodies at the respective schools differ from each other. Local educational control at public state schools The composition of the governing bodies of state schools consists of representatives of: The parents of the pupils. The teachers. Non-educational personnel of the school. The school principal. Representatives of the students. The representatives of the parents should form the majority of members of the governing body. The specific composition of a particular school's governing body is determined by the MEC of each province. Regarding the responsibilities and powers of the individual governing bodies, the MEC may allocate different powers and functions to different bodies if there is a reasonable and equitable basis for such differentiation. The extent of powers and functions depends on the differentiated needs and situation of individual schools, and the powers allocated to a specific governing body should be the result of negotiations between the education department and the particular governing body. The powers and functions of a governing body can include some of the following, namely to: Determine the language policy of the school. 31 Establish a code of conduct for learners at the school. Determine school times and timetables for the school. Recommend the appointment of educators to the Head of Department. Recommend the appointment of non-educator staff to the Head of Department. Determine and manage the budget of the school each year. Determine, charge, and collect the school fees payable by parents of learners at the school. Purchase textbooks and educational materials for the school. Purchase equipment for the school. Maintain the grounds and buildings of the school. Pay the water and electricity accounts of the school. Join voluntary associations. Effectiveness of the School Governing Body (SGB) The effectiveness of the School Governing Body (SGB) largely depends on a number of values that should be implemented. These values are contained in the South African Constitution (Department of Basic Education, 2012; Department of Basic Education, 2015; Department of Basic Education, 2016; School Governing Bodies Rights and Responsibilities, 2016): Democracy: The election of the SGB should be done in a democratic manner and all functions of control should be handled in a democratic way. Equality: The SGB should ensure that no-one is discriminated against, either directly or indirectly, on one or more of the following grounds: ✓ Race. ✓ Disability. ✓ Sex. ✓ Religion. ✓ Pregnancy. ✓ Conscience. ✓ Marital status. ✓ Belief. ✓ Ethnic or social origin. ✓ Culture. ✓ Colour. ✓ Language. ✓ Sexual orientation. ✓ Birth. ✓ Age. Human dignity: The dignity of all stakeholders of the school should be respected. Non-racism and non-sexism: Equality of all stakeholders should be ensured. Respect: All stakeholders of the school should be treated with due respect. Accountability and responsibility: The SGB should, at all times, act in the best interest of the school and this duty should be performed with proper accountability and responsibility. 32 Open community: Open school community, the SGB should ensure that the following principles are applied: ✓ Freedom of conscience. ✓ Freedom of press. ✓ Freedom of religion. ✓ Freedom of art. ✓ Belief. ✓ Academic freedom ✓ Opinion ✓ Freedom of assembly and ✓ Freedom of expression. association. Reconciliation: It is the duty of the SGB to encourage reconciliation between all stakeholders of the school. Legal person: The SGB is a statutory body with specific jurisdictions. Partnership: Good partnership between the school and the SGB can be ensured by applying the following principles: ✓ Mutual trust. ✓ Promoting the ideas of the ✓ Decision-making. partnership rather than individual ✓ Goals and values. interests. ✓ Vision and mission. ✓ Respect for everyone's role and ✓ Open communication. position. ✓ Good teamwork. Policies: The SGB is responsible for preparing, implementing and monitoring policies that apply to the general management of the school. Members' code of conduct: A code of conduct should be prepared and implemented for the SGB. Code of conduct includes some of the following aspects: ✓ Duties of members and committees, conflicts of interest. ✓ Confidential information. ✓ Management of: ✓ School property. ✓ Financial management. ✓ Meetings. Control and management of the school The general control and management as an administrative function of the SGB and the principal may lead to much conflict and even dysfunctionality of a school. In terms of the South African Schools Act, there is a marked difference in the performance of duties, and the administration of such duties between the control and management of the school. The SGB stands in a relationship of trust to the school and has a control function over the school. Within this control function the SGB may perform its responsibilities and duties only as stipulated in the relevant legislation. 33 The principal has a professional function of management of the school (Department of Basic Education, 2012). The management responsibilities of the SGB can briefly be formulated as follows: ✓ These are matters that have nothing to do with the professional staff of the school, but involve the basic functioning of the school, such as financial management, infrastructure and facilities, code of conduct for learners, language policy and religious policy. ✓ Management has to do with the professional aspects of the staff. as well as the daily management of the school as an organisation (Department of Basic Education, 2012; Department of Basic Education, 2015; Department of Basic Education, 2016; School Governing Bodies Rights and Responsibilities, 2016). Federations of school governing bodies Currently, there are five federations for SGBS in South Africa. These federations simplify the administration and implementation of education policies and legislations. Federations of SGBS function at all three levels of administration of the South African education system, but do not have legal power. At a micro level, they promote the general administration of the SGB, as well as making sure that effective education is delivered in the school and every student is developed to his/her full potential. They empower SGBS in order to ensure that the duties, rights, and powers of the SGB are effectively implemented. These federations also ensure that no form of discrimination occurs at any level within the administration of the education system and that mutual respect is of the highest priority at all times. At meso and macro level, the federations of SGBS have the power of negotiation at the national Department of Education, as well as the provincial Departments of Education, and on behalf of their members the rights of every school, learner and parent are negotiated. The interests of all public schools are, therefore, protected on each of the three levels of the administration of the education system. A sound relationship between the federations and the structures for education administration as a component of the education system is crucial in order to carry out joint and separate administrative duties and responsibilities effectively (Department of Basic Education, 2016). The educator, executive management, and office-based staff The staff of the school has a distinct role to play in the administration of the school at micro level. The effectiveness of the administrative programme of a school depends on, among others, the effective performance of the staff. The responsibilities of the staff in the performance of the administrative programme of the school are as follows (Education Labour Relations Council, Resolution 8 of 1998): The Principal: The principal is responsible for managing the school satisfactorily and meeting the requirements, as contained in relevant legislations, regulations, and personnel administration requirements. 34 In addition, the principal is responsible for ensuring that learners progress as prescribed in approved policies. The Deputy Principal: The deputy principal should assist the principal in all duties and responsibilities of the principal, especially with regard to the educational programme of the school. Furthermore, the deputy should assist in the administrative procedure of the general management and programme of the school as well. The Head of Department: The heads of school departments are responsible for the general management of his/her department/phase to ensure effective teaching. This management function includes intra-curricular and extra-curricular activities. Educators: The educators of the school are primarily responsible for effective teaching, administrative duties, discipline, and the delivery of the curriculum. These duties are applicable to the intra-curricular and the extra-curricular programmes of the school. Office-based staff: Office-based staff are responsible for assisting the principal and the staff, and, supporting them in performing their duties. They are also responsible to ensure and monitor that legislation, policies and regulations are enforced. Chief directors. Directors. Area managers. THE ROLE OF TRADE UNIONS  There are five trade unions in the education sector which have certain responsibilities to simplify the administration of various aspects, involving especially the conditions of service of their members.  These unions have negotiating powers with regard to the general conditions of service, remuneration and rights of educators. They are also responsible for acting on behalf of their members in disputes, grievances, and disciplinary actions.  A healthy relationship between the employer and the unions is extremely important because it facilitates the points of negotiation at the macro level.  Unions provide financial assistance to their members, as well as assistance regarding hire purchase agreements, legal services, and loans. Some unions have more affordable holiday accommodation as well.  A healthy working career for their members is one of their top priorities. Training in the effective delivery of the curriculum is a valuable service rendered by the unions.  The explanation and discussion of all departmental policies, regulations, laws, and publications also simplify the task of administrative functionaries at macro, meso and micro levels.  Trade unions are, therefore, responsible for protecting the rights of their members at all three levels and ensuring that policies are carried out effectively. 35  From this one can deduce that trade unions have a clear management and administrative function at all three levels of the administration of the South African education system (Department of Basic Education, 2016). ADMINISTRATIVE SYSTEMS Education Management Information System (EMIS) The EMIS is a comprehensive administrative system with virtually all information on schools, area offices, district offices, provincial departments, and the Department of Basic Education at its disposal. This information includes the following: Learner enrolment. Annual reports. Employment of educators. Student-educator ratio. Types of schools. Levels of education. Personnel information. Finance. Public services. From the latter it can be assumed that this kind of information is handled with great confidentiality (Department of Basic Education, 2016).  South African School and Administration Management System (SA-SAMS) SA-SAMS is a user-friendly and cost-effective administrative system that has a wide variety of information relating to the general administration and management of schools. This system provides access to information on schools that is required by the Department of Education in order to do effective monitoring, evaluation, and analysis of data. Schools can also obtain access to the latest information related to the updating of policies (Department of Basic Education, 2016.  Personnel Administration (Persal) This system contains detailed information on all administrative matters of personnel who are employed by the Department of Education. This information includes, among others, the administration of salaries and conditions of All information is extremely confidential. It is the employment of educators’ responsibility of PERSAL to also provide their members with complete information regarding their conditions of service and employment benefits on a monthly basis (Department of Basic Education, 2016). 36 CONCLUSION It seems as if control of education will be strongly centralised in the hands of the Minister of Education with delegated responsibilities and powers to the different levels of the education system administration. Thus, the component of education system administration in the South African education system is being built on the principal of mixed education control. 37 CHAPTER 5 STRUCTURE FOR TEACHING The structure for teaching in the national education system refers to the structures and organised combination of all education institutions on all four levels, namely pre-primary, primary, secondary and tertiary according to the General Education and Training Band, the Further Education and Training Band and the Higher Education Band. South Africa is governed by two national departments, namely the Department of Basic Education (DBE), which is responsible for primary and secondary schools, and the Department of Higher Education and Training (DHET), which is responsible for tertiary education and vocational training. The DBE department deals with public schools, private schools, early childhood development (ECD) center's, and special needs schools. The DHET department deals with further education and training (FET) colleges, adult basic education and training (ABET) center's, and higher education (HE) institutions. The nine provinces in South Africa also have their own education departments that are responsible for implementing the policies of the national department, as well as dealing with local issues. The structure also refers to the horizontal and vertical possibilities of pupil movement within and between the different education institutions, according to their differentiated education needs. A primary function of the structure for teaching is to create and arrange such teaching and learning situations as would effectively make possible the provision for different abilities, aptitudes, interests and choices of pupils, and to provide in e demands made by society and the target group. The structure for teaching includes the following: the structure for learning opportunities, learners, educators, medium of instruction and physical facilities. EDUCATION LEVELS GENERAL: four education levels: pre-primary, primary, secondary, tertiary. NATIONAL QUALIFICATIONS FRAMEWORK (NQF): provides possibilities for lifelong learning, closes the gap between education and training, maintained by South African Qualification Authority (SAQA). ACADEMIC REQUIREMENTS: South African Qualifications Authority (SAQA). PROFESSIONAL REQUIREMENTS of educators: South African Council for Educators (SACE). OCCUPATIONAL REQUIREMENTS: Department of Education. NATIONAL STANDARDS BODIES (NSB’S): registration of qualifications on NQF. EDUCATION AND TRAINING QUALIFICATION AUTHORITIES (ETQA’S): accredit providers, they must meet standards. In a national education system opportunity for education provision on different levels should be provided. The education levels that are referred to are, for example, the pre-primary education level, the primary education level, the secondary education level and the tertiary or higher education level. As an ideal, an education career path through the different education levels should be provided to learners. 38 In the South African education system education provision is organised according the National Qualifications Framework (NQF). The NQF is a new approach to the organisation of education and training in South Africa since 1994. The NQF provides opportunities to learn regardless of age, circumstances and the level of education and training a learner may have. The NQF provides possibilities for lifelong learning. The National Qualifications Framework (Figure 5.4) closes the gap between education and training. The South African Qualifications Authority Act, (Act 58/1995), was passed in October 1995. This law gives SAQA (South African Qualifications Authority) the power to maintain the National Qualifications Framework. In 2012 SAQA amended the NQF level descriptors. The NQF consist of 10 levels divided into three bands: Levels 1 to 4 equate to high school grades 9 to 12 or vocational training. 5 to 7 are college diplomas and technical qualifications. 7 to 10 are university degrees Academic, professional and occupational requirements are laid down by different bodies, Academic requirements are laid down by SAQA (South African Qualifications Authority), the professional requirements by SACE (South African Council for Educators) and occupational requirements by the DOE (Department of Education), NSB's (National Standards Bodies) are responsible for the registration of qualifications in the NQF. ETQA's (Education and Training Qualification Authorities) accredit providers and assure that the quality of programmes meets the standards specified in the registration of the qualification. SAQA should ensure that a qualification: Represents a planned combination of outcomes which has defined purpose or purposes, and which is intended to provide qualifying learners with applied competence and a basis for further learning. Add significant value to the qualifying learner in terms of the enrichment of the person, the provision of status, recognition, credentials and licensing, the enhancement of marketability and employability, and the opening-up of access routes to additional education and training. Provide benefits to society through enhancing citizenship, increasing social and economic productivity, providing specifically skilled/professional people, and transforming and redressing legacies of inequity. Comply with the objectives of the NQF including the enhancement of learner access, mobility and progression, and the provision of quality education and training. The Foundation School Phase (Grades R to 3) includes the early Childhood Development (ECD) phase. The overall goal of the curriculum is to provide children with opportunities to develop to their full potential as active, responsible and fulfilled citizens who can play a constructive role in a democratic, non-racist and equitable society. The development of the child in totality should lead to a balanced personality so that he/she may be equipped with the necessary life skills. The Intermediary School Phase (Grades 4 to 6), while still highly contextualised and largely integrated (cross- curricular themes or topics), begins to move in the direction of individual areas of 39 learning. Learners in this phase are beginning to understand detailed relationships between materials, incidents, circumstances and people and are able to infer the consequences of such relationships. This has significant implications for the selection of learning content and teaching and harming activities (group work should feature prominently in this phase), which should develop these abilities to the full. The Senior School Phase (Grades 7 to 9) is the last phase of the General Education and Training Band. Learners are increasingly able to reason independently of concrete materials and experience. They are able to engage in open argument and are willing to accept multiple solutions to single problems. The learning content in this phase would, therefore, be less contextualised, more abstract and more area-specific, than in the previous two phases. There should be clear evidence that learners are being prepared for life after school. Learning programmes should create opportunities for learners to be informed about career and further learning opportunities, about ways and means of realising their expectations for the future, and about their rights and responsibilities as citizens in a democratic, multi-cultural society. A learner in the formal school will receive a General Education and Training Certificate at the end of Grade 9. SAFCERT (South African Certification Authority) will issue these certificates to learners. Further Education and Training Learners enter the FET after they have completed the compulsory phase of education at Grade 9. Further Education and Training (FET) forms the second band of the NQF. 4 CHANGES IN THE CURRICULUM AS ANNOUNCED IN 2010: BACKGROUND: Educators know what and when to teach subjects. Clear understanding of the topics. Clear guidelines on what ought to be taught and assessed. Less subjects. Improving Learning and Teaching Support Materials (LTSM). CHANGES BY PHASE FROM 2010: FOUnDATION PHASE: English, subjects, specification of curriculum content and assessment requirements. INTERMEDIARY PHASE: six subjects: (English as a Home Language or as an Additional Language. Home Language. Mathematics. Natural Sciences and Technology. Human and Social Sciences. Life Skills.) Emphasis on Mathematics and Languages, time allocation. Skills for Technology, Economic and Management Sciences, Art and Culture; embedded into other subjects. CHANGES BY PHASE FROM 2010: (CONTINUES) SENIOR PHASE: subjects, curriculum content and assessment specified. Changes: Workload of teachers: number of assessment activities and the assessment thereof. Curriculum: number and types of subjects, curriculum content. Learning and Teaching Support Materials: workbooks are supplied. Assessment: promotion requirements change. 40 ASSESSMENT POLICY ON ASSESSMENT: Moving with age cohort and not spending more than four years per phase. Assessment is strengthened. Achievable targets. Standardised learner performance in different learning contexts in all provinces. Grading scale: seven point scale for Grades R-12, PROMOTION REQUIREMENTS: FOUNDATION PHASE: scale 4 at Home Language level, scale 3 First Additional Language, scale3 in Mathematics. INTERMEDIARY PHASE: scale 4 at Home Language level, scale 3 First Additional Language, scale3 in Mathematics, scale 3 in any other two subjects. SENIOR PHASE: scale 4 at Home Language level, scale 3 First Additional Language, scale3 in Mathematics, scale 3 in any other two subjects, scale 2 for one other subject. COMPULSORY EDUCATION: Grade R (non-compulsory education): 4 years, turning 5 by 30 June. Grade 1: (CAN: non-compulsory education): 5 years, turning 6 by 30 June. Grade 1: (MUST: COMPULSORY EDUCATION) must be in Grade 1 when he/she turns 7. COMPULSORY ATTENDANCE OF SCHOOLS: attend school from the first school day of the year in which he/she turns 7, until the last school day of the year in which he/she attains the age of 15 years or the ninth Grade. ABSENCE: report. EXEMPTION: Member of the Executive Council – in the best interest of the learner. HEAD OF DEPARTMENT: maintain a register. ADMISSION TO PUBLIC SCHOOLS: no discrimination, school fees, goals or objectives, contract with the school; reasons for refusing admission (parents and Head of Department), right to appeal, admission policy by governing body. RELIGIOUS ACTIVITIES IN SCHOOLS: Freedom of conscience, religion, thought, belief and opinion (learners and members of staff). Religious observances: governing body, equitable basis and attendance by learners, members of staff, and all others involved, is free and voluntary. MEDIUM OF INSTRUCTION: LANGUAGES OF LEARNING AND TEACHING: No discrimination, right to own choice (where possible), governing body, provide for more than one language of teaching, offer at least one approved language in Grades 1 and 2, two approved languages from Grade 3, equitable time resource allocation, not refused admission. FACTORS INFLUENCING LANGUAGE POLICY: Preference of the majority learners and parents, need of learners, other schools in the vicinity, available space, ability of teachers, cost involved. ANNOUNCEMENT ON LANGUAGE IN 2010: English or another second language from Grade 1. Home language / taught in their mother tongue in the Foundation Phase. Learners who will start learning in English from Grade 4 should take English as a subject from Grade 1. Two languages: Home Language and First Additional Language. 41 Language of instruction is English or Afrikaans in Grade 1, add / learn another language. THE LEARNERS: Demographic data: distribution of learners, geographical distribution, settlement patterns of learners. Tables: 5.3. to 5.17 Figures: 5.5. and 5.6 Table 5.4 changes in curriculum practice from 2010 42 Table 5.5: Rating scale for assessment and reporting. EDUCATORS: Inadequate conceptual knowledge of subject. Shortage: Mathematics, Science, English Teacher education (pre-service and in-service), high standard. 43 Workshops, seminars provided at district, regional, provincial level. South African Council for Educators (SACE) ethical issues. Better pupil-teacher ratio (30 to 1). Under qualified Science and Mathematics teachers. See table 5.7 and figure 5.8. Table 5.7: Number of learners, educators and schools in the independent school sector, by province, in 2013: 5.11 EDUCATION INSTITUTIONS: ❖ Schools: HEIMS report of 13 September 2007: substantial progress. Facilities: sanitation, water, electricity, laboratories, libraries, easy access and distance to reach the school, school grounds, sport facilities, school halls, administrative units. Vandalism, neglect, inadequate maintenance. ❖ PUBLIC SCHOOLS: Member of the Executive Council establish and maintain public schools. Special public schools or ordinary public schools. Subordinated to education legislation. ❖ INDEPENDENT SCHOOLS (PRIVATE SCHOOLS): Churches and colleges, must be registered by provincial Head of Department. Comparable standards, no discrimination. Minister of Basic Education, provincial Member of the Executive Council (MEC), Financial and Fiscal Commission, Minister of Finance, granting of subsidies. ❖ DUTIES OF MEMBER OF THE EXECUTIVE COUNCIL (MEC): Examinations of the Education Department, registers, subsidy, South African School Act determines. ❖ HOME EDUCATION: Apply to the Head of Department for registration. Registration granted: apply, interest of the learner, requirements of the curriculum, standard of education, parents comply with conditions, may withdraw registration, parent can. 44 ❖ SPECIAL EDUCATION: Elsen schools, current inclusive education, access to facilities, governing body appoint teachers and experts to assist. 12 HIGHER EDUCATION INSTITUTIONS: FORMAL (PUBLIC) HIGHER EDUCATION INSTITUTIONS 23 higher education institutions in South Africa. Headcount of graduates and qualifications: tables 5.25 and 5.26. PRIVATE HIGHER EDUCATION INSTITUTIONS: Register with the Department of Higher Education. Qualifications: levels 5 to 8 – certificate, diploma, degree. Purpose of registration: quality, funds, capacity, expertise, aligned with National Qualifications Framework (NQF), transformation. In accordance with the requirements of the Higher Education Act, (101 of 1997). 45 CHAPTER 6 THE EDUCATION SUPPORT SERVICES AS COMPONENT OF THE SOUTH AFRICAN EDUCATION SYSTEM INTRODUCTION The education system is a logistical framework for effective education for a particular group of people - the target group. By means of the education system applicable teaching-learning situations are made available to the learners of the target group. Education support services contribute to the achievement of education of higher quality, especially for the provisioning of differentiated education of learners and to provide in the different education needs of the country. In this context, it is important to note the vision and mission of the Department of Basic Education itself (DOE, 1999a) namely: The vision is a South Africa in which all our people have access to lifelong education and training opportunities, which will in turn contribute towards improving the quality of life and building a peaceful, prosperous, and democratic society. Our mission is to provide leadership in the construction of a South African education and training system for the 21st century. Derived from the above, the Minister of Education identified 9 priorities in order to ensure the effective functioning of the education and training system in the 21st century These priorities should contribute to the broader process of social and economic development in South Africa. Two central goals of these priorities are: 1. Developing people for citizenship. 2. Developing skills for employment. The education system cannot reach these goals on its own. To achieve these goals, professionals, interest groups and NGOS must support the education system, in the form of education support services that exist for the sake of, and in aid of effective education. DEFINITION OF EDUCATION SUPPORT SERVICES The socio-economic situation in South Africa has changed dramatically, and there are many inadequacies and inequalities that have a negative effect on the education system. The education system must do more with less money. In some rural areas in South Africa most schools are poorly resourced despite the large numbers of learners attending these schools. In the Eastern Cape, for instance, some sch

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