Circuit managers as agents of school development and support: A conceptual analysis

Mafuwane, Barber Mbangwa; Pitsoe, Victor J.

doi:10.5901/mjss.2014.v5n9p439

Cited by 2 publications

(1 citation statement)

References 20 publications

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“…The DBSTs include staff from provincial, regional districts and SSRCs (DOE 2001), directed by the decisions made in the macro system. The provincial departments and the DBSTs oversee and implement the strategic plans for support service provision to schools, for example, investment in whole school development by assisting and supporting principals (Mafuwane & Pitsoe 2014), teachers and learners (DOE 2001).…”

Section: The Reality Of the Current Education System For Learners Experiencing Barriers To Learning From A Process-person-context-time Pementioning

confidence: 99%

The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis

Smit

Preston

Hay

2020

African Journal of Disability

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The Department of Basic Education (DBE [formerly DOE]) states that its goal is to minimise, remove and prevent barriers to learning and development in the educational settings by attending to the unique needs of the individual learner (DOE 2001). This can be achieved by early identification and addressing the diverse needs of learners. However, the gap between reality and this ideal of IE cannot be bridged (Engelbrecht et al. 2016). Despite the commitment of the department to take responsibility to create equal opportunities for all learners (DOE 2001) and sustain effective learning in schools, general education remains poor (Donohue & Bornman 2014), with the process of change being slow (Reddy, Juan & Meyiwa 2013). In SA, as the world over, attempts to minimise exclusion are ineffective, resulting in exclusion being more evident than ever (Kaur & Arora 2014).Twenty-four years into democracy, SA still cannot claim that all learners profit from quality education and service provision contrary to the vision of the government to correct inequalities Background: Prior to 1994, special education in South Africa was marginalised and fragmented; therefore, the new democratic government promoted inclusive education as a means to transform education in general and diverse education in particular. However, transformation in diverse education is seemingly moving forward at a snail's pace -too slow to benefit all learners experiencing barriers to learning and development.Objectives: This article serves a dual purpose: firstly, to apply a bio-ecological approach to highlight the historic development of diverse education and, secondly, to explore the interactive processes within the systemic levels in the South African education system, which affects the learner on the person dimension of the bio-ecological approach.Method: A document analysis approach was utilised to collect information by exploring a large body of research literature, which included academic articles, reports, policies and policy reviews. Data were categorised within the systems of the bio-ecological model to determine successes and challenges at each level.Results: Results from the bio-ecological systems analysis of related literature revealed not only many successes but also many challenges that inhibit change, growth and development in the South African education system, even more so for children experiencing barriers to learning. Conclusion:The transformation process of change from what was to what should be, regarding diverse education, seems to be stuck at what is and not moving forward to what could be. It has not transformed significantly enough to fill the gap between reality and the envisaged aim or dream of quality education for all.

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Section: The Reality Of the Current Education System For Learners Experiencing Barriers To Learning From A Process-person-context-time Pementioning

confidence: 99%

The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis

Smit

Preston

Hay

2020

African Journal of Disability

View full text Add to dashboard Cite

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Circuit managers’ views on quality education at selected public schools in the Limpopo province, South Africa

Ndou

2022

SAJE

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This article is premised on the notion that the success of an education system depends entirely on the strong leadership and synergy at all its levels. The intention with this article was to assess the extent to which the circuit managers’ views on quality education is affecting its provision at public schools. A Systems Thinking Approach to Leadership guided the study reported on here in which a qualitative research methodology was used. Data were collected through semi-structured interviews, observation and document analysis to ensure data triangulation and guarantee the trustworthiness and credibility of the study. Ten participants were purposively selected from 5 districts in the Limpopo province. The findings reveal that circuit managers’ varied views on quality education negatively influence their curriculum delivery, support, and responsibilities entrusted to them. As there is little improvement in the provisioning of basic quality education, I argue for the strengthening of the circuit offices and suggest ways in which they could be utilised to improve the quality of basic education in public schools. The implications of the findings suggest capacity building of effective supervision and monitoring of the provision of quality support by circuit managers.

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Circuit managers as agents of school development and support: A conceptual analysis

Abstract: Abstract

Cited by 2 publications

References 20 publications

The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis

The development of education for learners with diverse learning needs in the South African context: A bio-ecological systems analysis

Circuit managers’ views on quality education at selected public schools in the Limpopo province, South Africa

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