Managing the moderation of school-based assessment at Grade 12 level in Gauteng

In 2000, the National Minister of Education mandated the inclusion of school-based assessment (SBA) as a component of the Senior Certificate (Grade 12) assessment. This study examines how managing the moderation of SBA could improve the quality of assessment at Grade 12 level. The literature study elucidates the underlying dimensions of managing SBA and the quantitative study investigates the perceptions of educators regarding these dimensions. The findings are consolidated into an enhanced model that calls for continuous moderation of assessment tasks at school level, based on the principles of systems theory

Die senior huisvader as professionele onderwysbestuursleier

M.Ed. (Education Management)The aim of this research was to assess the management role of the senior housemaster/mistress in the school hostels of the Transvaal Education Department. In this regard, it was initially determined that to be able to manage, a person must also be able to lead, because management is the process of working through other people to attain departmental or organizational goals. As ''head'' of the school hostel, the senior housemaster will see that the policy, as laid down by the principal, is implemented. This too, calls for clear formulation as a basis of effective management. The principal must take cognisance of the particular circumstances pertaining to his school and hostel when formulating his policy, to ensure that its implemention is feasible. The domestic policy will be an indication to the senior housemaster as to how the principal wishes the hostel to be managed. This then becomes a handy managerial instrument in the hands of the senior housemaster. The following elements of management should be emphasized in the policy: planning, organising, training and control. When the domestic policy is clearly formulated, the senior housemaster will be able to frame the organisation of the hostel and determine the appropriate executive responsibilities and relationships. Interpreting policy into terms of operating instructions is the first stage of management. The senior housemaster must manage his hostel in such a way, that the educational, economic and administrative matters can be fully realised. To enable him to manage successfully, the senior housemaster will apply certain basic principles of management, such as planning, organising, training and control. When planning, the senior housemaster will seek ways and means to reach his operational goals and prepare appropriate methods for effective actions. This will include the planning of the educational programme, economic and financial procedures and administrative planning. The structure of organisation will form the framework for the senior housemaster to carry out the responsibilities of management, for the delegation of such responsibilities and for the co-ordination of. activities and operations, in the hostel. It is also essential that everybody concerned with the operation of the hostel, that is: the educational, administrative and domestic staff, including the servants, should be acquainted with his or her specific duties and responsibilities. It is therefore the task of the senior housemaster to see that duties and responsibilities are comprehensively and briefly set out. It is furthermore essential that every person should be suitably trained for his or her duty in the hostel. Unfortunately no teacher receives specific training to equip him/her for the important function of substitute parent, nor for that matter for the administrative, management, accounting and other duties with which the senior housemaster and other members of staff are required to be fully conversant. Therefore an in-service-training programme is essential and unavoidable. The implementation of such a programme will be one of the major tasks of the senior housemaster, if he wants to achieve healthy educational aims, without neglecting sound economic management. Sound planning requires the determination and setting down, of appropriate standards of performance in respect of the various activities. These standards must continuously be controlled by comparing the achievements against the predetermined standards. If there are any deviations, it must be immediately rectified. The senior housemaster will control events in his hostel by being on the spot or by way of consultation and reports. As a result of the research, a number of conclusions were reached and certain recommendations were made concerning the efficient management of hostels, within the scope of the school practice. It is finally recommended that the senior housemaster must officially be recognised as an educational manager, by putting him on par with the heads of department, in the general school hierachy

Towards a governance and management model for teaching schools in South Africa

This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible models for governance of teaching schools. The article recommends two models that fit the mandate of teaching schools as envisioned in the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011–2025: 1) a model that provides for teaching schools as a school type at national (not provincial) level, and 2) the independent school mode

Managing the moderation of school-based assessment at Grade 12 level in Gauteng

In 2000, the National Minister of Education mandated the inclusion of school-based assessment (SBA) as a component of the Senior Certificate (Grade 12) assessment. This study examines how managing the moderation of SBA could improve the quality of assessment at Grade 12 level. The literature study elucidates the underlying dimensions of managing SBA and the quantitative study investigates the perceptions of educators regarding these dimensions. The findings are consolidated into an enhanced model that calls for continuous moderation of assessment tasks at school level, based on the principles of systems theory

Relations- and task-oriented behaviour of school leaders: Cases from primary schools in Finland

This research explores and compares two leadership behavioural styles – relations- and task-oriented behavioural styles – of school leaders in Finland. This study aimed to explore and understand the behavioural style of school leaders, specifically related to relations-oriented and task-oriented behaviour. Three schools in Finland were selected. In-depth interviews were conducted with school principals, as school leaders, and other school actors, such as vice principals, teachers, special-education teachers, and administrative staff members. The results suggest that leadership behavioural styles in terms of relations-oriented and task-oriented behaviour are equally important for accommodating changes and development in schools. The results suggest that relations-oriented behaviour was preferred by those who had been in the organisation for a longer time. The task-oriented behavioural style was found to be adopted when changes were required by the municipality (school district), which needed to be urgently addressed to meet the current requirements for school infrastructural development and changes in the educational system. In addition, the school leaders with task-oriented behaviour were more effective, while leaders with relations-oriented behaviour were efficient and generated social harmony. These findings suggest that contextual variations enabled flexibility in leadership behavioural style