Education system – unable to meet diverse needs of learners and national needs of socio-economic development while simultaneously keeping abreast of global explosion of knowledge, technological innovation and changes of the world of work school is dependent on multi-sectoral strategies and action.
Composition of education system:
* Schools and other types of educational institutions: strive to meet diverse needs of learners acc. to age and dev. phase = preprimary, primary, secondary, inst. for further educ. * Governance and management systems: create structures for governance and management. Ministry of Educ. & Training, Dept. of Educ on national and provincial level, control boards, advisory boards, teacher registration boards and structures for educ. Planning * Support/Auxiliary Services: additional help for specialised tasks. * Stakeholders with an interest in education: Those with keen interest in country’s educ., parents, community, teacher, organisations, unions, work providers.
Firstly, the formal schooling system includes many different types of institutions for education and training which strive to meet the diverse needs of learners. In accordance with learners’ ages and developmental phases, there are pre-primary schools, primary schools, secondary schools and institutions of higher education, including universities, technikons and colleges. Furthermore, schools may specialise according to various fields of interest, such as general academic schools, agricultural or technical schools, and arts and sciences schools. Schools are usually differentiated into phases, annual stages or grades, presenting a wide variety of learning programmes or subjects and learning packages. In the higher education system there is also a broad diversity of types of institutions aimed at a wide range of possible vocations in society. Colleges, for example, differentiate their training of teachers, nurses, the police, agriculturalists and technicians.
Secondly, a comprehensive undertaking like the system of education and training also depends on an effective and efficient system of governance and management. To provide education and training in a planned and organised manner, structures for the governance and management of education which promote the effective functioning of the system are created. The current administrative structure in South Africa includes for this purpose the Ministry of Education and Training, Departments of Education on national and provincial levels, structures for educational planning, control boards, advisory bodies and teacher registrationboards.
Thirdly, the provision of education and training includes many highly specialised tasks. Institutions do not have the capacity to carry out all these tasks on their own. Although teaching practitioners are trained to carry out teaching and classroom management tasks and present specific subjects or learning programmes, the average teacher may still require additional help with certain professional tasks. Support or auxiliary services ideally provide teaching practitioners with specialised help where possible. Examples of these additional services are a school health service, feeding schemes, media and library services, and examination service, school hostels and transport services. Unfortunately, in most communities in South Africa, these support services are either entirely absent or inadequate.
Finally, many other stakeholders have a keen interest in a country=s education, for instance, the state, parents, the community, teacher organisations, unions and work providers. They also form an integral part of the system of education and training, and the process of making new educational policy in South Africa strives to involve all these stakeholders. Clearly, the primary function of all these categories of structures is to provide and/or support quality education and training for learners in a...
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