Retention practices in education human resources management

The public education system in South Africa, particularly in public schools, faces serious problems. The review of retention practices for teachers is premised on the principles of quality management which aim at continual increase of the accountability in education human resources management. This research revealed that the tenure process applied to teachers in public schools is weak and plunges the education system to an all-time low. The use of the suggested model is a combination of business principles and public service management principles based on legal and statutory provision. An increase in customer satisfaction is necessary. The strength of the argument is the reference to law education management theories and the involvement of unions. However, it is acknowledged that review of the retention practices alone cannot be a panacea to the crisis in education. Aspects of professionalism are alluded to and the essential role of the South African Council for Educators is also considered as well as that of the Committee for Teacher Education Policy. The notion of quality requires a rigorous effort and cautious and calculated initiatives to interrogate problems and issues in education human resources management. In conclusion, recommendations and reasons are suggested why a review of retention practices is necessary. (South African Journal of Education: 2002 22(4): 332-337

Accountability: an essential aspect of school governance

The South African education system is still in a transformation process. Old apartheid structures and governance are objects of restructuring and transformation. The transformation of the education system is carried out to promote and uphold the founding principles of the Constitution and the fundamental rights and freedoms of every person. Among the many aspects of the education system that need to be redressed is the management of schools. In this article, the highlights problems and issues emerging from democratisation of the management of schools. In particular, the problems emanating from accountability questions such as: Whose responsibility is it? What are the place, position and responsibilities of parents in school governance? What are their duties and responsibilities with regard to accountability? The attempts to identify essentials and forms of accountability within the spectrum of school governance and the focus is on the accountability of parents and the accountability of principals and teachers to the school-governing body. Comments and recommendations are stated in the final section. (South African Journal of Education: 2002 22(4): 326-331

Legal aspects of the disclosure of HIV serostatus by educators

The disclosure of HIV serostatus in education labour relations is dealt with. I argue that whilst it is important for teachers to disclose their HIV serostatus for the benefit of education and the education of the public, the environment is not conducive to disclosure. This becomes evident when those who disclose their HIV serostatus are discriminated against and even humiliated. I substantiate my arguments with data from literature and legislation. Issues dealt with include the management of disclosure in the workplace, barriers and conditions for disclosure as well as legal aspects concerning disclosure. (South African Journal of Education: 2003 23 (1): 78-83

Recognition of competence : an empowerment model for the retention of excellent teachers in the classroom

It is established in this research project that recognition of competence does not begin when a person takes on employment. For reasons alluded to in this project, it begins when a candidate is selected for initial teacher education and training. However, recognition of competence is a model that applies different methods or modes of recognition. These methods have been identified, their differences are indicated and the variations used according to the level of competence are clarified as well. Recognition of competence represents a new way of managing human resources in education. It is a model which emerges from paradigm shifts and the need for quality service in education. This model includes mechanisms of managing quality and standards such as the South African Qualifications Authority, National Qualifications Framework, National Standards Bodies, Standard Generating Bodies and Education and Training Qualifications Authority. The researcher identified key areas of success in the present and erstwhile recognition systems. However, it was found that these systems were inadequate for the retention of teachers. In a bid to search for solutions, the research unravelled recognition systems used in the private sector. Literature study revealed, in this regard, that there are inadequacies as well. The system in the private sector was severely affected by policies of the past dispensation. Nevertheless, it seems recognition of competence is well on its early stages in the education sector. Consequently, there is an emphasis on competencies to advance South Africa in world markets. The challenge of raising standards so as to make South Africa competitive . begins with empowerment and capacity building. Empowerment and capacity . building are complementary approaches in recognition of competence. These approaches recognise the inadequacies and disparities of the past. It is from this consideration that the fundamentals of recognition of competence are refocused on levelling the playing fields. In each case, the approaches are evaluated by pointing out the advantages and disadvantages. In order to establish the basis from literature review, the researcher used empirical research. Consequently, the theories on recognition of competence, empowerment and capacity building were complemented and verified by unravelling the real situation. Interviews and surveys were conducted. The findings reveal that there are a myriad of challenges and problems that still plague education. The researcher suggested guidelines to overcome the challenges and problems. Finally, whilst it is acknowledged that there are some good initiatives from the Department of Education, much is still to be done with regard to recognition of competence. The researcher made conclusions, recommendations on how to navigate our way out of these problems, and pointed out areas that need further research.Thesis (PhD (Education Management))--University of Pretoria, 2007.Education Management and Policy Studiesunrestricte

The experiences of redeployed educators from down-sized schools

The process of redeployment is viewed in this article from the perspective of the theory of managerialism in order to explain why educational institutions change. Redeployment is seen as part of the transformation process. Redeployment victims suffer a syndrome characterised by feelings of loss, anxiety, anger, insecurity, mistrust and stress. This syndrome is described by means of empirical data. The article compares arguments from theoretical propositions and integrates them with the data drawn from empirical investigation. While redeployment has succeeded in distributing educators across the education system, it has also brought misery to the careers of some educators, especially those who have experienced the process first-hand

Retention practices in education human resources management

The public education system in South Africa, particularly in public schools, faces serious problems. The review of retention practices for teachers is premised on the principles of quality management which aim at continual increase of the accountability in education human resources management. This research revealed that the tenure process applied to teachers in public schools is weak and plunges the education system to an all-time low. The use of the suggested model is a combination of business principles and public service management principles based on legal and statutory provision. An increase in customer satisfaction is necessary. The strength of the argument is the reference to law education management theories and the involvement of unions. However, it is acknowledged that review of the retention practices alone cannot be a panacea to the crisis in education. Aspects of professionalism are alluded to and the essential role of the South African Council for Educators is also considered as well as that of the Committee for Teacher Education Policy. The notion of quality requires a rigorous effort and cautious and calculated initiatives to interrogate problems and issues in education human resources management. In conclusion, recommendations and reasons are suggested why a review of retention practices is necessary

Accountability : an essential aspect of school governance

The South African education system is still in a transformation process. Old apartheid structures and governance are objects of restructuring and transformation. The transformation of the education system is carried out to promote and uphold the founding principles of the Constitution and the fundamental rights and freedoms of every person. Among the many aspects of the education system that need to be redressed is the management of schools. In this article, the author highlights problems and issues emerging from democratisation of the management of schools. In particular, the problems emanating from accountability questions such as: Whose responsibility is it? What are the place, position and responsibilities of parents in school governance? What are their duties and responsibilities with regard to accountability? The author attempts to identify essentials and forms of accountability within the spectrum of school governance and the focus is on the accountability of parents and the accountability of principals and teachers to the school-governing body. Comments and recommendations are stated in the final section

The experiences of redeployed educators from down-sized schools

The process of redeployment is viewed in this article from the perspective of the theory of managerialism in order to explain why educational institutions change. Redeployment is seen as part of the transformation process. Redeployment victims suffer a syndrome characterised by feelings of loss, anxiety, anger, insecurity, mistrust and stress. This syndrome is described by means of empirical data. The article compares arguments from theoretical propositions and integrates them with the data drawn from empirical investigation. While redeployment has succeeded in distributing educators across the education system, it has also brought misery to the careers of someeducators, especially those who have experienced the process first-hand

Breaking the silence on HIV/AIDS in the school: the role of the school governing body in managing disclosure

This article is based on research in Mpumalanga province of South Africa, on the response of school governing bodies to legislation and policy on HIV/AIDS and education. The research was conducted through the medium of a case study, but constructed hypothetically, on critical incidents of HIV/AIDS in the school context. School governing body members were asked to respond to each case in terms of the actions they would take, should such an event occur in their schools. Using focus group interviews with selected members of the school governing bodies, this research clarifies the levels of understanding of HIV/AIDS legislation and the likely practices in South African schools as a result of such understanding. The findings amplify the distance between policy and practice and the need for vigilance with respect to legal challenges that schools might face without adequate knowledge and information on the pandemic. Key words: HIV/AIDS, disclosure, school governing body, human rights, sick role, labour relations Journal of Social Development in Africa Vol.20(1) 2005: 128-14