An analysis of challenges facing decentralisation of sector education and training authorities in the province of the Eastern Cape
- Authors: Gazi, Luvo Ndileka
- Date: 2010
- Subjects: Schools -- Decentralization -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8193 , http://hdl.handle.net/10948/1346 , Schools -- Decentralization -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Description: It is largely believed that decentralisation promotes efficiency in organisations. This paper analyses the challenges facing decentralisation of Sector Education and Training Authorities (SETAs) in the Province of the Eastern Cape. It is demonstrated that the form of decentralisation followed by SETAs in the Province of the Eastern Cape, where constant referral of matters to head offices for decisions and instruction before any action is taken, by them is the biggest challenge. Yet these important institutions are mandated by government to equip South Africans with skills to enable them to succeed in the global market and to offer opportunities to individuals and communities for self advancement and to play a productive role in society are frustrated by unnecessary interference from SETA national offices on their affairs at the provincial government level, which constrains effective decentralisation. However, the objectives of the study are to: - Analyse the challenges of decentralisation by SETAs in the Province of the Eastern Cape; - Provide an overview of the impact of SETA provincial offices on requisite skills in the province; - Investigate the advantages and disadvantages of decentralising SETAs in the provinces. These objectives have been achieved by providing empirical evidence as indicated in chapter four, where it shows that participants believe that decentralisation promotes efficiency and SETAs in the Province of the Eastern Cape are not granted discretionary powers to make decisions a primary reason that leads to delays being experienced. This lack of discretionary power is proof that decision-making is still centralised. The study has the following strategies for the SETAs in the Province of the Eastern Cape to carry out their skills development mandate: - Clear strategic intent about SETA provincial offices; - Sector Skills Plans (SSP) to reflect provincial focus; - Provincial offices to exercise some discretionary powers; - Adequate financial resources; - Skilled workforce. In order to be more effective and efficient, a variety of recommendations to SETAs, with respect to decentralisation of SETAs, were made. It is hoped that these recommendations assist in improvement of the implementation of a decentralisation strategy. More importantly decentralisation of SETAs should allow and enable branch offices to exercise discretionary powers. In addition, they should have adequate financial resources to manage their affairs.
- Full Text:
- Date Issued: 2010
- Authors: Gazi, Luvo Ndileka
- Date: 2010
- Subjects: Schools -- Decentralization -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8193 , http://hdl.handle.net/10948/1346 , Schools -- Decentralization -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Description: It is largely believed that decentralisation promotes efficiency in organisations. This paper analyses the challenges facing decentralisation of Sector Education and Training Authorities (SETAs) in the Province of the Eastern Cape. It is demonstrated that the form of decentralisation followed by SETAs in the Province of the Eastern Cape, where constant referral of matters to head offices for decisions and instruction before any action is taken, by them is the biggest challenge. Yet these important institutions are mandated by government to equip South Africans with skills to enable them to succeed in the global market and to offer opportunities to individuals and communities for self advancement and to play a productive role in society are frustrated by unnecessary interference from SETA national offices on their affairs at the provincial government level, which constrains effective decentralisation. However, the objectives of the study are to: - Analyse the challenges of decentralisation by SETAs in the Province of the Eastern Cape; - Provide an overview of the impact of SETA provincial offices on requisite skills in the province; - Investigate the advantages and disadvantages of decentralising SETAs in the provinces. These objectives have been achieved by providing empirical evidence as indicated in chapter four, where it shows that participants believe that decentralisation promotes efficiency and SETAs in the Province of the Eastern Cape are not granted discretionary powers to make decisions a primary reason that leads to delays being experienced. This lack of discretionary power is proof that decision-making is still centralised. The study has the following strategies for the SETAs in the Province of the Eastern Cape to carry out their skills development mandate: - Clear strategic intent about SETA provincial offices; - Sector Skills Plans (SSP) to reflect provincial focus; - Provincial offices to exercise some discretionary powers; - Adequate financial resources; - Skilled workforce. In order to be more effective and efficient, a variety of recommendations to SETAs, with respect to decentralisation of SETAs, were made. It is hoped that these recommendations assist in improvement of the implementation of a decentralisation strategy. More importantly decentralisation of SETAs should allow and enable branch offices to exercise discretionary powers. In addition, they should have adequate financial resources to manage their affairs.
- Full Text:
- Date Issued: 2010
The implementation of an integrated quality management system in Queenstown District schools: experiences from the Isibane Circuit
- Authors: Sambumbu, Antony Matemba
- Date: 2010
- Subjects: School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11643 , http://hdl.handle.net/10353/355 , School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Description: This study examines the experiences of the school management teams and educators of the Isibane Circuit in the Queenstown District, regarding the implementation of an Integrated Quality Management System (IQMS) policy at school level. Following an agreement reached in 2003 between the South African Education Department and the major teacher organisations in this country, the IQMS was scheduled to be implemented in public schools from 2004. Two major challenges are identified and explained: accountability and development of human resources, as well as contradictions between internal and external evaluations. The study also elaborates on the changes in the educational history from the apartheid system to the democratic system of education. Nine schools participated in the study (two secondary schools and seven primary schools). These schools were purposely selected due to the fact that they had started implementing the IQMS policy, which was the main criterion for selection. Semi-structured interviews were used to gather data from principals, Heads of Departments as well as post-level one educators concerning their experiences of the IQMS implementation. The findings indicated that while the IQMS policy was good on paper, it was extremely difficult to implement. Issues of honesty and trust were at the root of difficulties that made the IQMS implementation challenging. The participants‟ understanding of IQMS was that it was intended for the provision of quality education and development.
- Full Text:
- Date Issued: 2010
- Authors: Sambumbu, Antony Matemba
- Date: 2010
- Subjects: School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11643 , http://hdl.handle.net/10353/355 , School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Description: This study examines the experiences of the school management teams and educators of the Isibane Circuit in the Queenstown District, regarding the implementation of an Integrated Quality Management System (IQMS) policy at school level. Following an agreement reached in 2003 between the South African Education Department and the major teacher organisations in this country, the IQMS was scheduled to be implemented in public schools from 2004. Two major challenges are identified and explained: accountability and development of human resources, as well as contradictions between internal and external evaluations. The study also elaborates on the changes in the educational history from the apartheid system to the democratic system of education. Nine schools participated in the study (two secondary schools and seven primary schools). These schools were purposely selected due to the fact that they had started implementing the IQMS policy, which was the main criterion for selection. Semi-structured interviews were used to gather data from principals, Heads of Departments as well as post-level one educators concerning their experiences of the IQMS implementation. The findings indicated that while the IQMS policy was good on paper, it was extremely difficult to implement. Issues of honesty and trust were at the root of difficulties that made the IQMS implementation challenging. The participants‟ understanding of IQMS was that it was intended for the provision of quality education and development.
- Full Text:
- Date Issued: 2010
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