ELM5902
Assignment 2 2026
Unique number:
Due date: September 2026
QUESTION 1
1.1 Definition of a school
A school is a formally organised educational institution where learners receive
education through planned teaching, learning and support within recognised
structures, rules and leadership arrangements that guide its daily work and
educational purpose (Republic of South Africa, 1996).
1.2 Open and closed nature of a school
A school has an open nature because it continuously interacts with the society and
community around it instead of operating as an isolated institution. Learners,
educators, funding, policies, information and community expectations enter the
school as important inputs that influence what happens inside the organisation (Van
, QUESTION 1
1.1 Definition of a school
A school is a formally organised educational institution where learners receive
education through planned teaching, learning and support within recognised
structures, rules and leadership arrangements that guide its daily work and
educational purpose (Republic of South Africa, 1996).
1.2 Open and closed nature of a school
A school has an open nature because it continuously interacts with the society and
community around it instead of operating as an isolated institution. Learners,
educators, funding, policies, information and community expectations enter the
school as important inputs that influence what happens inside the organisation (Van
Der Voort and Wood, 2014). The school changes these inputs through teaching,
management, assessment and learner support before producing outcomes such as
knowledge, skills, behaviour and examination performance. Feedback from parents,
education authorities and community partners then influences later decisions, which
makes the relationship between the school and its environment continuous and
responsive (Berkovich et al., 2024).
The closed nature of a school refers to the boundaries and internal controls that
protect stable educational functioning while the school continues interacting with
outside stakeholders. Admission procedures, timetables, professional
responsibilities, curriculum requirements, disciplinary processes and confidential
learner records are governed through formal structures rather than being changed by
every outside demand. South African school improvement research recognises that
schools require organised internal processes while they remain connected to
environmental influences through a systems relationship (Van Der Voort and Wood,
2014). This means that an effective school is not completely open or completely
closed, because it needs outside relationships while protecting internal order,
accountability and teaching time.
1.3 Emotionally warm and emotionally cold school climates
Assignment 2 2026
Unique number:
Due date: September 2026
QUESTION 1
1.1 Definition of a school
A school is a formally organised educational institution where learners receive
education through planned teaching, learning and support within recognised
structures, rules and leadership arrangements that guide its daily work and
educational purpose (Republic of South Africa, 1996).
1.2 Open and closed nature of a school
A school has an open nature because it continuously interacts with the society and
community around it instead of operating as an isolated institution. Learners,
educators, funding, policies, information and community expectations enter the
school as important inputs that influence what happens inside the organisation (Van
, QUESTION 1
1.1 Definition of a school
A school is a formally organised educational institution where learners receive
education through planned teaching, learning and support within recognised
structures, rules and leadership arrangements that guide its daily work and
educational purpose (Republic of South Africa, 1996).
1.2 Open and closed nature of a school
A school has an open nature because it continuously interacts with the society and
community around it instead of operating as an isolated institution. Learners,
educators, funding, policies, information and community expectations enter the
school as important inputs that influence what happens inside the organisation (Van
Der Voort and Wood, 2014). The school changes these inputs through teaching,
management, assessment and learner support before producing outcomes such as
knowledge, skills, behaviour and examination performance. Feedback from parents,
education authorities and community partners then influences later decisions, which
makes the relationship between the school and its environment continuous and
responsive (Berkovich et al., 2024).
The closed nature of a school refers to the boundaries and internal controls that
protect stable educational functioning while the school continues interacting with
outside stakeholders. Admission procedures, timetables, professional
responsibilities, curriculum requirements, disciplinary processes and confidential
learner records are governed through formal structures rather than being changed by
every outside demand. South African school improvement research recognises that
schools require organised internal processes while they remain connected to
environmental influences through a systems relationship (Van Der Voort and Wood,
2014). This means that an effective school is not completely open or completely
closed, because it needs outside relationships while protecting internal order,
accountability and teaching time.
1.3 Emotionally warm and emotionally cold school climates
