ETH303T – Assignment 01 850750 C. Thompson - 56068484
The education system and school
management
ETH303T Ω ASSIGNMENT 01 Ω 850750
By: Christopher John Thompson (56068484)
On: 18 March 2016
Image Source: http://x-tremeroofing.com/wp-content/uploads/2013/04/100_dollar_bill.jpg [internet, accessed on 11 March 2016 at 14:35]
Page index
Page Description
1 Cover Page
2 Questions 1.1, 1.2
3 Questions 1.3, 2.1
4 Question 2.2
5 Bibliography
5 Plagiarism Declaration
6 Blank Page
Page 1 of 6
, ETH303T – Assignment 01 850750 C. Thompson - 56068484
Question 1.1
Before attempting to distinguish the many facets that bridge the two educational camps together, allow
me to start by briefly identifying the key duties of firstly, the National Department of Education and
then secondly, that of the Provincial Education Departments (PEDs). The National Department
develops the policies and legislative framework by initiating, evaluating and researching all the
aspects of the educational system. PEDs are responsible for the general administration and
management of educational institutions as well as the carrying out examinations in accordance with
the national policy. Regarding the coordination between the National and Provincial Education
Departments, communication is paramount between the two and is achieved through the means of
official communication and media liaison services. In addition to this, the Heads of Educational
Departments Committee (HEDCOM) and the Council of Education Ministers (CEM) are two
committees created to support the effective progression of the National Education Policy Act No. 27
of 1996. HEDCOM has four main responsibilities, namely: facilitate the development of the national
educational system, share information on national education, coordinates administrative actions and
fourthly, advises the National Department of relevant education matters. CEM is responsible for three
key aspects, they are: to promote national education policy, to share information and thirdly, to once
again, coordinate matters of mutual interest to both the national and provincial governments. It is the
duty of these two committees and services providers to facilitate the effective coordination between
the National Department of Education and the PEDs.
References:
Pretorius & Lemmer (2004). Teaching in South African Schools: The teacher as leader, administrator and manager,
Macmillan SA.
Question 1.2
In firm support of the South African Constitution, the South African Schools Act No. 84 of 1996 sets
out to powerfully contend against all forms of discrimination within the school environment. The
Constitution affirms that everybody has the right to basic education, including basic adult education
and that no learners may be excluded from school activities on the grounds of race, language or
religion. With particular focus on language, section 6 of Act 84 of 1996 clearly states the specific norms
and standards of the Language Policy of Public Schools. The policy enables and empowers school
governing bodies to determine a unique language policy for the school, providing it is fully in line with
the Constitution, which ensures that no form of discrimination is implemented through means of policy.
The Language policy also ensures that public schools recognise Sing Language as one of the official
South African languages for the purpose learning. Section 6B of Act 84 of 1996, entitled Non-
Discrimination in respect of Official Languages, endeavors to provide equal access to subject options
within the curriculum and is free from all forms of discrimination in respect of official languages.
Additionally, clear stipulations are made to ensure that first additional languages are offered and
delivered on the same level as any other official language provided within the curriculum. In closing,
this policy clearly demonstrates that the South African government is committed to providing education
for a multilingual society and protecting the language rights of learners and fostering respect for all
languages. The policies discussed in this brief text are only a small part of the long journey that lay
ahead of the South African community and all those committed to the true transformation and rebirth
of this magnificent nation.
References:
Lemmer et al (2012). Multicultural Education: A manual for the South African Teacher (2nd Edition), Van Schaik
Publishers.
Pretorius & Lemmer (2004). Teaching in South African Schools: The teacher as leader, administrator and manager,
Macmillan SA.
South African Schools Act No. 84 Of 1996
Page 2 of 6
The education system and school
management
ETH303T Ω ASSIGNMENT 01 Ω 850750
By: Christopher John Thompson (56068484)
On: 18 March 2016
Image Source: http://x-tremeroofing.com/wp-content/uploads/2013/04/100_dollar_bill.jpg [internet, accessed on 11 March 2016 at 14:35]
Page index
Page Description
1 Cover Page
2 Questions 1.1, 1.2
3 Questions 1.3, 2.1
4 Question 2.2
5 Bibliography
5 Plagiarism Declaration
6 Blank Page
Page 1 of 6
, ETH303T – Assignment 01 850750 C. Thompson - 56068484
Question 1.1
Before attempting to distinguish the many facets that bridge the two educational camps together, allow
me to start by briefly identifying the key duties of firstly, the National Department of Education and
then secondly, that of the Provincial Education Departments (PEDs). The National Department
develops the policies and legislative framework by initiating, evaluating and researching all the
aspects of the educational system. PEDs are responsible for the general administration and
management of educational institutions as well as the carrying out examinations in accordance with
the national policy. Regarding the coordination between the National and Provincial Education
Departments, communication is paramount between the two and is achieved through the means of
official communication and media liaison services. In addition to this, the Heads of Educational
Departments Committee (HEDCOM) and the Council of Education Ministers (CEM) are two
committees created to support the effective progression of the National Education Policy Act No. 27
of 1996. HEDCOM has four main responsibilities, namely: facilitate the development of the national
educational system, share information on national education, coordinates administrative actions and
fourthly, advises the National Department of relevant education matters. CEM is responsible for three
key aspects, they are: to promote national education policy, to share information and thirdly, to once
again, coordinate matters of mutual interest to both the national and provincial governments. It is the
duty of these two committees and services providers to facilitate the effective coordination between
the National Department of Education and the PEDs.
References:
Pretorius & Lemmer (2004). Teaching in South African Schools: The teacher as leader, administrator and manager,
Macmillan SA.
Question 1.2
In firm support of the South African Constitution, the South African Schools Act No. 84 of 1996 sets
out to powerfully contend against all forms of discrimination within the school environment. The
Constitution affirms that everybody has the right to basic education, including basic adult education
and that no learners may be excluded from school activities on the grounds of race, language or
religion. With particular focus on language, section 6 of Act 84 of 1996 clearly states the specific norms
and standards of the Language Policy of Public Schools. The policy enables and empowers school
governing bodies to determine a unique language policy for the school, providing it is fully in line with
the Constitution, which ensures that no form of discrimination is implemented through means of policy.
The Language policy also ensures that public schools recognise Sing Language as one of the official
South African languages for the purpose learning. Section 6B of Act 84 of 1996, entitled Non-
Discrimination in respect of Official Languages, endeavors to provide equal access to subject options
within the curriculum and is free from all forms of discrimination in respect of official languages.
Additionally, clear stipulations are made to ensure that first additional languages are offered and
delivered on the same level as any other official language provided within the curriculum. In closing,
this policy clearly demonstrates that the South African government is committed to providing education
for a multilingual society and protecting the language rights of learners and fostering respect for all
languages. The policies discussed in this brief text are only a small part of the long journey that lay
ahead of the South African community and all those committed to the true transformation and rebirth
of this magnificent nation.
References:
Lemmer et al (2012). Multicultural Education: A manual for the South African Teacher (2nd Edition), Van Schaik
Publishers.
Pretorius & Lemmer (2004). Teaching in South African Schools: The teacher as leader, administrator and manager,
Macmillan SA.
South African Schools Act No. 84 Of 1996
Page 2 of 6
