101 2015 3 E

ETH303T/101/3/2015

Tutorial letter 101/3/2015
THE EDUCATION SYSTEM AND SCHOOL
MANAGEMENT

ETH303T
Semesters 1 & 2
DEPARTMENT OF EDUCATIONAL LEADERSHIP
AND MANAGEMENT

IMPORTANT INFORMATION:
This tutorial letter contains important information about your module.

CONTENTS
Page
1

INTRODUCTION AND WELCOME .................................................................................... 4

1.1

Tutorial matter ................................................................................................................... 5

1.2

Inventory letter .................................................................................................................. 5

2

PURPOSE OF AND OUTCOMES FOR THE MODULE .................................................................... 5

2.1

Purpose .............................................................................................................................. 5

2.2

Outcomes……………………………………………………………………………………………….......5

3

LECTURER AND CONTACT DETAILS ............................................................................. 6

3.1

LECTURER ......................................................................................................................... 6

3.2

DEPARTMENT ................................................................................................................... 6

3.3

UNIVERSITY ....................................................................................................................... 6

4

MODULE RELATED RESOURCES ................................................................................... 7

4.1

Prescribed book ................................................................................................................ 7

4.2

Recommended books ....................................................................................................... 7

4.3

Electronic Reserves .......................................................................................................... 7

4.4

Additional books/resources ............................................................................................. 7

4.5

myUnisa resources ........................................................................................................... 7

5

STUDENT SUPPORT SERVICES FOR THE MODULE ..................................................... 7

5.1

Contact with fellow students ............................................................................................ 8

5.1.1 Study groups ..................................................................................................................... 8
5.1.2 myUnisa ............................................................................................................................. 8
5.1.3 Discussion classes ........................................................................................................... 8
5.1.4 Tutorials ............................................................................................................................. 8
5.1.5 Videoconferencing ............................................................................................................ 9
5.1.6 Repeating this module ...................................................................................................... 9
5.1.7 Tutors ................................................................................................................................. 9
6

MODULE SPECIFIC STUDY PLAN ................................................................................... 9

7

MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING .......................... 9

8

ASSESSMENT.................................................................................................................. 10

8.1

ASSESSMENT PLAN ....................................................................................................... 10
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ETH303T/101
8.1.1 How you will be assessed .............................................................................................. 10
8.2

General assignments numbers……………………………………………………………….11

8.2.1 Unique assignment numbers………………………………………………………………….11
8.2.2 Due dates of assignments .............................................................................................. 11
8.3

Submission of assignments ..................................................................................... …...11

8.4

Assignments .................................................................................................................... 12

9

EXAMINATIONS ............................................................................................................... 34

10

OTHER ASSESSMENT METHODS ................................................................................. 35

11

FREQUENTLY ASKED QUESTIONS .............................................................................. 35

12

CONCLUSION .................................................................................................................. 35

3

1

INTRODUCTION AND WELCOME

Dear Student
We are pleased to welcome you to this module: THE EDUCATION SYSTEM AND SCHOOL
MANAGEMENT. We hope that you will find it both interesting and rewarding. We will do our best to make your study of this module successful. You will be well on your way to success if you start studying early in the semester and resolve to do the assignments properly.
You will receive a number of tutorial letters during the year. A tutorial letter is our way of communicating with you about teaching, learning and assessment.
This tutorial letter contains important information about the scheme of work, resources and assignments for this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing the assignments, preparing for the examination and addressing questions to your lecturers.
Please read Tutorial Letter 301 in combination with this tutorial letter as it gives you an idea of generally important information when studying at a distance and within a particular College.
In this tutorial letter (101), you will find the assignments and assessment criteria as well as instructions on the preparation and submission of the assignments. It also provides all the information you need with regard to the prescribed study material and other resources and how to obtain them. Please study this information carefully and make sure that you obtain the prescribed material as soon as possible.
We have also included certain general and administrative information about this module.
Please study this section of the tutorial letter carefully.
Right from the start we would like to point out that you must read all the tutorial letters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information.
We hope that you will enjoy this module and wish you all the best!

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ETH303T/101
1.1

Tutorial matter

Some of this tutorial matter may not be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on myUnisa. 1.2

Inventory letter

You should have received an inventory letter telling you what you have received in your study package and also showing items that are still outstanding. Also see the brochure entitled my
Studies @ Unisa. Check the study material that you have received against the inventory letter.
You should have received all the items listed in the letter, unless there is a statement like “out of stock” or “not available”. If any item is missing, follow the instructions on the back of the inventory letter without delay.
Please note: your lecturers cannot help you with missing study material.
Email: [e-mail]
The Dispatch Department should supply you with the following study material for this module:


Tutorial letters 101, 102 and 301 at registration.

Apart from tutorial letters 101, 102 and 301, you will also receive other tutorial letters during the semester. These tutorial letters will not necessarily be available at the time of registration, but will be dispatched to you as soon as they are available or needed (for instance, for feedback on assignments). If you have access to the internet, you can view the study guides and tutorial letters for the modules for which you are registered on the university‟s online campus, myUnisa, at http://my.unisa.ac.za. 2

PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1

Purpose

The purpose of the module is to help the student to gain insight into the education system and the place of the educator and school in local, regional and national systems of education.
Furthermore, it has to help the student to gain insight into the South African school system and school legislation, critical issues in educational provision, the management and governance of schools, managing diversity and partnerships in education.

2.2

Outcomes

After you have worked through this module, you will be able to:


explain the education system as formal framework for education provision and the composition of an education system



identify the components of an education system and describe their respective roles
5

3
3.1



explain the place and role of educators and the school in an education system



explain the organisation of the South African education system on national, provincial and local levels



understand critical issues in educational provision in South Africa



understand relevant legislation and the implications thereof for the educator and act in accordance with the laws



understand relevant legislation and the implications thereof for the educator and act in accordance with the laws



understand aspects of management and governance of the school as organisation, the management functions, partnerships and educational leadership and act in accordance with management principles

LECTURER AND CONTACT DETAILS
LECTURER

THE LECTURER RESPONSIBLE FOR THIS MODULE IS:
MR K PRINS
All queries that are not of a purely administrative nature but are about the content of this module should be directed to the above lecturers. Please have your study material with you when you contact us.
3.2

DEPARTMENT

Department of Educational Leadership and Management
PO Box 392
UNISA
0003
Tel: [phone]
PLEASE NOTE:

3.3

Letters to lecturers may not be enclosed with or inserted into assignments. UNIVERSITY

If you need to contact the university about matters not related to the content of this module, please consult the publication my Studies @ Unisa, which you received with your study material. This brochure contains information on how to contact the university (e.g. to whom you can write for different queries, important telephone and fax numbers, addresses and details of the times certain facilities are open).
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ETH303T/101
Always have your student number at hand when you contact the university.
Enquiries will then be channeled to the correct department. The details are as follows:




Fax number (RSA):
[phone]
Fax number (international): [phone]
E-mail:
[e-mail]

4

MODULE RELATED RESOURCES

4.1

Prescribed book
Pretorius, Fanie & Lemmer, Eleanor (eds). 2004. Teaching in South African
Schools:
The teacher as leader, administrator and manager. Braamfontein: Macmillan.
ISBN 0797826629

Please consult the list of official booksellers and their addresses listed in my Studies @ Unisa. If you have any difficulty obtaining books from these bookshops, please contact the Prescribed
Books Section at telephone [phone] or email [e-mail].
4.2

Recommended books

There are no recommended books for this module. However, in addition to the prescribed book, recommend the use of all White Papers on Education as well as all Acts of
Education passed since
1994. These sources can be obtained from the Government Printers.
4.3

Electronic Reserves

No electronic Reserves are used for this module.
4.4

Additional books/resources

There are no additional books to be studied for this module.
4.5

myUnisa resources

Check the myUnisa site for this module and look under „Resources‟.

5

STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (e.g. student counseling, tutorial classes, language support), please consult the publication my
Studies @ Unisa, which you received with your study material.

7

5.1

Contact with fellow students

5.1.1 Study groups
It is advisable to have contact with fellow students. One way to do this is to form study groups.
The addresses of students in your area may be obtained from the following department:
Directorate: Student Administration and Registration
PO Box 392
UNISA
0003
5.1.2 myUnisa
If you have access to a computer that is linked to the internet, you can quickly access resources and information at the university. The myUnisa learning management system is Unisa's online campus that will help you to communicate with your lecturers, with other students and with the administrative departments of Unisa – all through the computer and the internet.
To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the “Login to myUnisa” link on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za.
Please consult the publication my Studies @ Unisa, which you received with your study material, for more information on myUnisa.
5.1.3 Discussion classes
No discussion classes
5.1.4 Tutorials
Unisa offers tutor services for students as additional academic support at the various Unisa regional learning centres throughout the country. For details of a learning centre near you, please consult the brochure my Studies @ Unisa, which you received with your study material.
A tutorial is an organised session where students and tutor(s) meet regularly at a common venue and at scheduled times to discuss course material. The main purpose of the tutorial services is:
* to facilitate student learning by developing the student‟ independent learning skills
* assisting students to become motivated and independent learners
* help the students to develop and enhance their learning experience and academic performance through interaction with the tutor and fellow students
Tutorials are not compulsory and willing students receive tutorial support at a nominal fee.
Interested students are advised to consult a learning centre closest to them to enroll for tutorials. For further information on tutorials consult the brochure my Studies @ Unisa.

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ETH303T/101
5.1.5 Videoconferencing
Unisa is currently providing tutorials by means of videoconferencing at some of its learning centres. This mode of delivery will be used as and when necessary. Videoconferencing is used:
* to provide “live” tutorial support for learners who live in remote areas
* as a more viable technology for providing quality support while reducing costs.
A note: There is no “significant difference” in the results gained by distance learners and the results of those who have been taught in a traditional face-to-face environment (The
Worldwide Classroom, Fiona Perrin, Summer 1988, p.7)
5.1.6 Repeating this module
If you are repeating this module, please contact me early in the year, so that I can arrange additional support.
5.1.7 Tutors
Tutors employed in this programme are all professional people who have extensive practical and theoretical knowledge of the course(s) in which they conduct tutorials. They are appointed by UNISA Academic Departments in collaboration with the Department of Tutorial Services,
Discussion Classes and Work-Integrated Learning (TSDL).
Please refer to Tutorial Letter ETHPSTH/301 for detailed information regarding:
 the role of a tutor in a tutorial
 the role of learners in tutorials
You will be informed at a later stage regarding the group discussions which will be offered. 6

MODULE SPECIFIC STUDY PLAN

Use the brochure, my Studies @ Unisa for general time management and planning skills.
This brochure also contains valuable information on where to begin with your studies.
We suggest that you note down the closing dates for all the assignments that you have to submit this year and compile a plan of study for each module according to the due dates.

7

MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING

During the practical teaching all BEd (FET) and PGCE students, are required to be exposed to the practical work situation namely the school. Please consult the relevant tutorial letters for the practical teaching to familiarise yourself with the practical teaching requirements.
Other than that, no practical work requirements are required for this module.

9

However, you do have a workbook to be completed which would address the following outcomes: ►Multiple choice questions, workbook activities and written examinations (paragraphs and essays) to demonstrate an understanding of the formal education system, the components thereof and the schooling system.
►Multiple choice questions, workbook activities and written examinations (paragraphs and essays) to demonstrate an understanding of the role of an educator and the school in an education system
►Multiple choice questions, workbook activities and written examinations (paragraphs and essays) to demonstrate an understanding of the organisation of the South African education system as well as the critical issues experienced in education provision.
►Multiple choice questions, workbook activities and written examinations (paragraphs and essays) to demonstrate knowledge and an understanding of important acts in South African education and the implications thereof for educators
►Multiple choice questions, workbook activities and written examinations (paragraphs and essays) to demonstrate knowledge and an understanding of management and governance of schools as well as aspects of educational leadership

8
8.1

ASSESSMENT
ASSESSMENT PLAN

Assignments are seen as part of the learning material for this module. As you do the assignment, study the reading texts, consult other resources, discuss the work with fellow students or tutors or do research, you are actively engaged in learning. Looking at the assessment criteria given for each assignment will help you to more clearly understand what is required of you.
Feedback on the assignments will be provided in different ways. You will receive the correct answers automatically for multiple-choice questions. For written assignments, markers will comment constructively on your work.
However, feedback on compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those students who submitted the assignments. The tutorial letter number will be 201.
As soon as you have received the feedback, please check your answers. The assignments and the feedback on these assignments constitute an important part of your learning and should help you to be better prepared for the following assignment and the examination .
8.1.1 How you will be assessed
There are two compulsory assignments for this module. By submitting assignment 01 you will qualify you for admission to the examination. This assignment 01 counts 10% towards your final year mark. Failure to submit assignment 02 will not influence your examination admission
(only the submission of assignment 01 will give you examination admission), but assignment 02 also contributes 10% towards your final mark for this module. For your own convenience an evaluation guide for all the assignments will be included in a tutorial letter. By using this guide,
10

ETH303T/101 you will be able to identify how to improve on your assignments (after your assignments had been marked and returned to you). It is important that you submit assignments in time.
The assignments that you need to complete form an integral part of the assessment plan. Your examination questions will be similar to those set in the assignments, except that they will be in a structured format, such as paragraph type questions, in order to cover all the content. You may also be asked multiple-choice questions and short questions. Your assignments are thus also important in your exam preparations, but do not have enough weight to carry you through.
You therefore should master the content of this module thoroughly and not only study the assignments for examination purposes.
8.2

General assignment numbers

In this module you should submit two assignments. Make very sure that you submit the right assignments according to the semester in which you take the module.
8.2.1

Unique assignment numbers

Semester 1
Assignment number
01
02

Unique number
594341
594371

Semester 2
Assignment number
01
02

Unique number
594396
595075

8.2.2 Due dates of assignments
Take careful note of the following closing dates for the first and second semesters.
No extension can be granted for both Assignment 01 and 02.
Semester 1
Assignment number
01
02

Due date
20 March 2015
15 April 2015

Semester 2
Assignment number
01
02

Due Date
04 September 2015
21 September 2015

8.3

Submission of assignments

You may also submit assignments done on mark-reading sheets either by post or electronically via myUnisa. Assignments may not be submitted by fax or email. For detailed information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you received with your study material.

11

To submit an assignment via myUnisa:
 Go to myUnisa.
 Log in with your student number and password.
 Select the module.
 Click on assignments in the menu on the left.
 Click on the assignment number you want to submit.
 Follow the instructions on the screen.
8.4

Assignments

Please note: Although students may work together when preparing assignments, each student must write and submit his or her own individual assignment. In other words, you must submit your own ideas in your own words, sometimes interspersing relevant short quotations that are properly referenced. It is unacceptable for students to submit identical assignments on the basis that they worked together. That is copying (a form of plagiarism) and none of these assignments will be marked. Furthermore, you may be penalised or subjected to disciplinary proceedings by the university. SUBMISSION OF ASSIGNMENT 01 WILL GIVE YOU EXAMINATION ADMISSION AND IT
COUNTS 10% TOWARDS YOUR FINAL MARK FOR THIS MODULE.

ASSIGNMENT 01 FOR SEMESTER 1: (Paragraph / Essay- type questions)
QUESTION 1
1.
1.1

Write a paragraph of approximately half a page on each of the following topics:
The factors making education provision in post-modern societies an extremely and complex specialised task

(10)

1.2

The composition of the education system

(10)

1.3

Educators and parents as partners

(10)

QUESTION 2
2.

Discuss school governance by referring to the following:

2.1

The structure of the school governing bodies (SGBs)

(5)

2.2

The functions of the school governing bodies (SGBs)

(5)

2.3

The relationship between educators and the school governing bodies

(5)

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QUESTION 3
3.1

In being a leader the educator needs to maintain a balance between the
Autocratic and laissez-faire styles of leadership. Discuss the style which according to your opinion will be the perfect balance between the two mentioned styles of leadership.

(5)

[50]
ASSIGNMENT 01 FOR SEMESTER 2: (Paragraph / Essay- type questions)
QUESTION 1

School management can be regarded as the execution of management functions within particular areas of management with the intention of facilitating effective teaching and learning. Discuss this statement.

(20)

1.2

Discuss the structure and functions of school governing bodies.

(20)

1.2

What are the aims of the South African Council for Educators (SACE) and what implications does it have for an educator?

(10)

1.1

[50]
ASSIGNMENT 02 FOR SEMESTERS 1 (MULTIPLE-CHOICE)
NB: THIS ASSIGNMENT 02 COUNTS 10% TOWARDS YOUR FINAL MARK
FOR THIS MODULE
Answer this assignment on the mark-reading sheet (included in the package you received on registration). Study the brochure my Studies @ Unisa for information on how to use and complete a mark-reading sheet. This assignment is marked by computer on a specific date and no extension on the deadline can therefore be given. Make clear marks – use an HB pencil.
1

Educational provision in modern communities is extremely complex in nature. This is because:

(1)

most communities are multicultural - various languages are spoken and various religions are practised education must be provided to a great variety of learners, each of whom has unique individual needs learners develop through various developmental stages there are learners with special educational needs. all of the above

(2)
(3)
(4)
(5)

13

2

The following global factors have an impact on the way in which education is provided in South Africa and contribute to the complexity of educational provision: (1)
(2)
(3)
(4)
(5)

international economic competition between the advanced industrial countries technological advances changes in workplace organisation the knowledge explosion all of the above

3

Employers today need employees with skills other than those required in the traditional work environment, including, among others:

(1)
(2)
(3)
(4)
(5)

the ability to do the same activity repeatedly good communication skills, creativity, problem-solving skills reliability, but without application of initiative - everybody cannot use his or her own initiative in the work setting none of the above all of the above

4

How does the context or milieu of the current era impact on educational provision?

(1)
(2)

There is now the requirement that higher standards in education should be reached.
Education and training should reflect the needs of the economy and the workplace more effectively. Educational provision should be directed towards the development of particular skills.
Education should reflect technological advances.
All of the above

(3)
(4)
(5)
5

In addition to the factors related to the development of the global economy, there is a unique national context that influences education decisively. Issues in this regard are among others:

(1)
(2)
(3)
(4)
(5)

the political and educational history the imbalances created by the system of the past demographic factors limited economic resources all of the above

6

From what you have read so far, the following conclusion can be made:

(1)

Schools are not self-sufficient, that is, they cannot on their own, provide in full for all the needs of learners, the community, the economy and employers.
Education is provided in close relationship with society‟s needs as the context.
Schools need the community, parents, employers and the state to provide education organised, planned and directed to meeting societal needs.
Education is not provided by all individual schools independently but a formal education provisioning system exists in all countries.

(2)
(3)
(4)
(5)

all of the above

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7

The following people and institutions form part of an educational partnership for the provision of education and training, and thus the education system:

(1)
(2)
(3)
(4)
(5)

employers teachers the parent community teacher unions all of the above

8

One of the views regarding the education system is that it consists of the following: (1)
(2)
(3)
(4)
(5)

schools, universities, colleges and technikons four broad categories of structures support services structures for management and governance stakeholders/ structures with an interest in education

9

From the Introduction to the prescribed book it should be clear that the teacher fulfils a very important function in the education system. The following conclusion can be drawn regarding teachers and their role and function:

(1)
(2)

Teachers are the implementers of educational aims and policy.
The success of educational provision depends, to a large extent, on the quality of a country's teaching corps.
Teachers should be trained continuously by means of self-study and other means so that they can stay abreast of developments in the knowledge explosion.
Teachers should be lifelong learners.
All of the above

(3)
(4)
(5)
10

Who, according to the Schools Act of 1996, is ultimately accountable for school funds? (1)
(2)
(3)
(4)
(5)

the school principal the class teacher the parent the governing body the administrative staff

11

The main objective of the Labour Relations Act (no 66 of 1995) is to

(1)
(2)
(3)
(4)
(5)

encourage people to join trade unions promote labour peace allow employers to lock out workers promote strikes in the workplace none of the above

12

Which of the choices given below reflects correct sequence in the dispute resolution mechanism?

(1)
(2)

mediation, arbitration and conciliation arbitration, conciliation and mediation
15

(3)
(4)
(5)

mediation, conciliation and arbitration conciliation, mediation and arbitration none of the above

13

The South African Council for Educators is what?

(1)
(2)
(3)
(4)
(5)

a teachers' union a bargaining council a COSATU affiliate all of the above none of the above

14

Educational management is……………

(1)
(2)
(3)

(5)

reaching aims and learning outcomes through learners working with and through teachers towards educational aims to reach educational aims and learning outcomes through learners, teachers and other resources a field which may be categorised into two broad fields, namely school management and classroom management none of the above

15

Teachers are managers because……….

(1)
(2)
(3)
(4)
(5)

they work with learners on a daily basis they have various administrative tasks they have to plan, organise, lead and control. they are leaders they have to motivate learners

16

Which one of the following is not a function of a school’s technical support team?

(1)
(2)
(3)
(4)
(5)

managing the school‟s finances assessing the progress of instruction controlling the use of resources in the school handling the school‟s administrative affairs evaluation of learners‟ workbooks

17

Which of the following is not one of the four main management functions of a principal? (1)
(2)
(3)
(4)
(5)

planning decision making organising school administration none of the above

18

Which one of the following does not apply to the bureaucratic nature of a school?

(1)
(2)
(3)
(4)

hierarchical authority and strict control rules and regulations that direct activities clear schedules for educators to follow educators regulating their own conduct

(4)

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(5)

none of the above

19

Which one of the following does not apply to the informal organisational structure of a school?

(1)
(2)
(3)
(4)
(5)

loyalty conflict rules friendship bonds none of the above

20

Which one of the following is a sub-function of planning?

(1)
(2)
(3)
(4)
(5)

delegating policy making motivating coordinating none of the above

21

Which one of the following items does not refer to the management of human resources in a school?

(1)
(2)
(3)
(4)
(5)

establishing positive staff relationships recruiting new staff members promoting parental involvement developing professional growth of staff members none of the above

22

Which one of the following people may not serve on a school’s governing body?

(1)
(2)
(3)
(4)
(5)

grade 7 learners parents educators secretaries none of the above

23

Which one of the following people does not have voting rights on the governing body? (1)
(2)
(3)
(4)
(5)

an educator a parent a learner representative a co-opted member none of the above

24

Which of the following items does not refer to school governance?

(1)
(2)
(3)
(4)
(5)

setting school rules organising teaching and learning activities developing a school policy developing partnership between stakeholders none of the above
17

25

Which one of the following is not a function that may be performed by all governing bodies?

(1)
(2)
(3)
(4)
(5)

developing a code of conduct suspending a learner purchasing textbooks introducing a school fund none of the above

26

In drawing up the school's budget, the government body must - ?

(1)
(2)
(3)
(4)
(5)

express the school's plan in financial terms identify and prioritise the school's programme estimate the school's income from various sources allocate funds to programmes according to priorities test expenditure against the annual budget

27

The following leadership style is the most appropriate for teachers:

(1)
(2)
(3)
(4)
(5)

the autocratic, discipline-oriented style laissez-faire leadership a balance between the above charismatic leadership all of the above

28

The functions of a manager are:

(1)
(2)
(3)
(4)
(5)

leadership discipline administrative tasks planning, control, organising, leading all of the above

29

Important management principles for teachers are:

(1)
(2)
(3)
(4)
(5)

effective communication learning how to cope with stress and burnout motivating learners all of the above none of the above

30

An integrated approach to education and training will be achieved by:

(1)
(2)
(3)
(4)
(5)

including parents on school governing bodies the NQF involving mine management outcomes-based education none of the above

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31

One of the important recommendations for the restoration of a learning culture and the creation of positive attitudes between teachers and learners is that learners should be motivated. To achieve this…………...

(1)
(2)
(3)
(4)
(5)

teachers should have thorough understanding of learners‟ perceptions and needs learners should know educators‟ expectations of them teachers should apply purposeful action teachers should be able to communicate effectively all of the above

32

Teachers are managers because . . .

(1)
(2)
(3)
(4)
(5)

they work with learners on a daily basis. they have various administrative tasks. they have to plan, organise, lead and control. they are leaders. they have to motivate learners.

33

There are extended classifications of educational management, namely . . .

(1)

management of the total organisation of the education and training system and classroom management. school governance and instructional management.
1 and 2 planning, organisation, leading and control. none of the above

(2)
(3)
(4)
(5)
34

According to the COTEP document, teacher education programmes in South
Africa . . .

(1)

(4)
(5)

should ensure that the educator will be able to adjust to the various classroom circumstances, (for example, very large classes). should empower educators to manage their class purposefully and effectively in terms of space, time and teaching and learning aids. should enable educators to establish and organise a learning environment in which all learners will feel comfortable and safe. should do all of the above should do none of the above

35

Classroom management entails, among other things, . . .

(1)
(2)
(3)
(4)
(5)

planning what to do, who will do it, how to do it and when to do it. good communicational skills, creativity and problem-solving skills. reliability. 1&2 all of the above

(2)
(3)

19

36

When planning effective teaching and learning, the teacher must accommodate a large number of variables, such as . . .

(1)
(2)
(3)
(4)
(5)

learners‟ competence and interests access to teaching media the syllabus and timetables all of the above none of the above

37

Planning is a teacher’s primary and most time-consuming management function.
Planning guidelines in this regard include among other things . . .

(1)
(2)

(4)
(5)

planning in writing. consulting the National Qualifications Framework and planning teaching and learning activities according to the critical developmental and learning outcomes. doing long-term planning (year plans), intermediate planning (term/weekly) and shortterm planning (day/lesson) well in advance. all of the above none of the above

38

Which one of the following statements regarding leadership is incorrect?

(1)

(4)
(5)

Leaders can provide in full for all the needs of learners, the community, economy and employers. Leadership is an on-going process and a lifelong learning experience.
Leadership embodies a genuine desire to foster a learning culture, and to motivate learners through verbal encouragement and support.
A leader designs and respects fair disciplinary procedures and rules.
None of the above

39

Which one of the following statements is incorrect?

(3)

(2)
(3)

Managing teaching and learning in South African schools means . . .
(1)

(3)
(4)
(5)

managing the learning experience to the best advantage of all learners with the same cultural background. that teachers should understand their role in outcomes-based education and the role of group work in teaching and learning managing time and space. managing a supportive classroom environment. none of the above

40

Which statement(s) about outcomes-based education is/are incorrect?

(1)
(2)

Outcomes-based learning is a process.
Teachers develop learning programmes in an innovative and creative way to help learners achieve a combination of selected outcomes from defined learning areas.
The learning system is teacher and learner-centred.
1&2
none of the above

(2)

(3)
(4)
(5)

20

ETH303T/101
41

An outcomes-based approach to managing learning requires that educators….

(1)
(2)

design and develop learning programmes use alternative methods of teaching to support learners with special educational needs and different styles of learning design learning programmes in cooperation with other teachers of the same grade and phase all of the above none of the above

(3)
(4)
(5)
42

An outcomes-based approach to education is one of the most important characteristics of the new schools system in South Africa. According to this approach...... (1)
(2)
(3)
(4)
(5)

teaching and learning is outcomes-driven. an outcome is a desired performance as a result of meaningful teaching and learning. essential or critical outcomes are related to the learners‟ ability to apply knowledge, skills and attitudes in learning and work situations and in life in general. all of the above none of the above

43

Managing classroom discipline . . .

(1)
(2)

(4)
(5)

means that the teacher must have excellent professional and instructional skills entails enforcement of school rules and showing respect for society‟s customs and values means that the cooperation of other stakeholders, such as parents and counsellors, must be obtained all of the above none of the above

44

Diversity constitutes differences according to….

(1)
(2)
(3)
(4)
(5)

culture race language all of the above none of the above

45

The term ‘multicultural’ includes ….. .

(1)
(2)
(3)
(4)
(5)

cultural groups. religious groups. racial groups. all of the above none of the above

46

Which of the following legislation affirms diversity?

(1)
(2)
(3)

The Constitution of the Republic of South Africa
The White Paper on Education and Training
The South African Schools Act

(3)

21

(4)

All of the above

(5)

None of the above

47

One of the most suitable approaches in dealing with diversity is a . . .

(1)
(2)
(3)
(4)
(5)

segregationist approach. assimilations approach. multicultural approach. color blind approach. none of the above

48

The starting point of addressing diversity in a school is . . .

(1)
(2)
(3)
(4)
(5)

to conduct diversity workshops develop a policy on how to address diversity to send out pamphlets to parents regarding diversity to hold a cultural day at the school. none of the above

49

Encouraging teamwork in schools is a sound managerial strategy. Which of the following best describes a high-performance team?

(1)
(2)
(3)
(4)
(5)

a high level of competition between staff members a shared purpose of how things should be done roles are defined according to the decision of the individual all of the above none of the above

50

The definition of "parent" in the South African Schools Act includes …..

(1)
(2)
(3)
(4)
(5)

unmarried mothers grandparents caring for children foster parents all the above none of the above

51

Effective parent involvement in schools can....

(1)
(2)
(3)
(4)
(5)

improve learners' attitude to school. improve parents' self-esteem increase understanding between role players all the above none of the above

52

An effective relationship between schools and the community . . .

(1)
(2)
(3)
(4)
(5)

means working with the church involves literacy classes for parents will result in businesses sponsoring schools is critical for the survival of our entire society all the above

22

ETH303T/101
53

Affective conflict occurs when …. . .

(1)

two parties compete for scarce resources

(2) when there is a lack of communication channels between educators and top management
(3) two parties become aware that their feelings and emotions are incompatible
(4) two parties differ on the preferred outcome
(5) none of the above
54

Which one of the following statements regarding the sources of education law is correct? (1)

South African education law does not take notice of international law, because the South
African Constitution is the supreme law.
Because school education is primarily a provincial matter, provincial school legislation constitutes the most important source of education law.
The Constitution and education legislation constitute the most important sources of education law.
The Constitution, education legislation and the decisions of the courts (e.g. magistrates‟ courts) are regarded as the most important sources of education law.
None of the above.

(2)
(3)
(4)
(5)
55

Which one of the following statements reflects the correct position regarding education management and governance in South Africa?

(1)

Education management and governance is shared by the national and provincial spheres of government except in the case of public schools, which are autonomous and selfgoverning institutions.
The national and provincial spheres of government share in the management and governance of education excluding school education, which is a matter dealt with in the local government sphere.
Education management and governance takes place in the legislative bodies within the national and provincial spheres of government.
The Minister of Education is in charge of overarching national education legislation which determines how education is managed and governed in South Africa
Education management and governance is an area which is shared by the national and provincial spheres of government responsible for education in South Africa.

(2)

(3)
(4)
(5)

ASSIGNMENT 02 FOR SEMESTER 2 (MULTIPLE-CHOICE)
NB: THIS ASSIGNMENT 02 COUNTS 10% TOWARDS YOUR FINAL MARK
FOR THIS MODULE
Answer this assignment on the mark-reading sheet (included in the package you received on registration). Study the brochure my Studies @ Unisa for information on how to use and complete a mark-reading sheet. This assignment is marked by computer on a specific date and no extension on the deadline can therefore be given. Make clear marks – use an HB pencil.

23

1

From the Introduction to the prescribed book it should be clear that the teacher fulfils a very important function in the education system. The following conclusion can be drawn regarding teachers and their role and function:

(1)
(2)

(4)
(5)

Teachers are the implementers of educational aims and policy.
The success of educational provision depends, to a large extent, on the quality of a country's teaching corps.
Teachers should be trained continuously by means of self-study and other means so that they can stay abreast of developments in the knowledge explosion.
Teachers should be lifelong learners.
All of the above

2

The South African Council for Educators is what?

(1)
(2)
(3)
(4)
(5)

a teachers' union a bargaining council a COSATU affiliate all of the above none of the above

3

Which one of the following is not a function of a school’s technical support team?

(1)
(2)
(3)
(4)
(5)

managing the school‟s finances assessing the progress of instruction controlling the use of resources in the school handling the school‟s administrative affairs evaluation of learners‟ workbooks

4

Educational management is……………

(1)
(2)
(3)

reaching aims and learning outcomes through learners working with and through teachers towards educational aims to reach educational aims and learning outcomes through learners, teachers and other resources a field which may be categorised into two broad fields, namely school management and classroom management none of the above

(3)

(4)
(5)
5

One of the important recommendations for the restoration of a learning culture and the creation of positive attitudes between teachers and learners is that learners should be motivated. To achieve this…………...

(1)
(2)
(3)
(4)
(5)

teachers should have thorough understanding of learners‟ perceptions and needs learners should know educators‟ expectations of them teachers should apply purposeful action teachers should be able to communicate effectively all of the above

24

ETH303T/101
6

Which one of the following statements reflects the correct position regarding education management and governance in South Africa?

(1)

Education management and governance is shared by the national and provincial spheres of government except in the case of public schools, which are autonomous and selfgoverning institutions.
The national and provincial spheres of government share in the management and governance of education excluding school education, which is a matter dealt with in the local government sphere.
Education management and governance takes place in the legislative bodies within the national and provincial spheres of government.
The Minister of Education is in charge of overarching national education legislation which determines how education is managed and governed in South Africa
Education management and governance is an area which is shared by the national and provincial spheres of government responsible for education in South Africa.

(2)

(3)
(4)
(5)

7

Who, according to the Schools Act of 1996, is ultimately accountable for school funds? (1)
(2)
(3)
(4)
(5)

the school principal the class teacher the parent the governing body the administrative staff

8

One of the views regarding the education system is that it consists of the following: (1)
(2)
(3)
(4)
(5)

schools, universities, colleges and technikons four broad categories of structures support services structures for management and governance stakeholders/ structures with an interest in education

9

Educational provision in modern communities is extremely complex in nature. This is because:

(1)

most communities are multicultural - various languages are spoken and various religions are practised education must be provided to a great variety of learners, each of whom has unique individual needs learners develop through various developmental stages there are learners with special educational needs. all of the above

(2)
(3)
(4)
(5)
10

The following people and institutions form part of an educational partnership for the provision of education and training, and thus the education system:

(1)
(2)
(3)

employers teachers the parent community
25

(4)
(5)

teacher unions all of the above

11

The main objective of the Labour Relations Act (no 66 of 1995) is to

(1)
(2)
(3)
(4)
(5)

encourage people to join trade unions promote labour peace allow employers to lock out workers promote strikes in the workplace none of the above

12

Which of the choices given below reflects correct sequence in the dispute resolution mechanism?

(1)
(2)
(3)
(4)
(5)

mediation, arbitration and conciliation arbitration, conciliation and mediation mediation, conciliation and arbitration conciliation, mediation and arbitration none of the above

13

The following global factors have an impact on the way in which education is provided in South Africa and contribute to the complexity of educational provision: (1)
(2)
(3)
(4)
(5)

international economic competition between the advanced industrial countries technological advances changes in workplace organisation the knowledge explosion all of the above

14

How does the context or milieu of the current era impact on educational provision?

(1)
(2)
(3)
(4)
(5)

There is now the requirement that higher standards in education should be reached.
Education and training should reflect the needs of the economy and the workplace more effectively. Educational provision should be directed towards the development of particular skills.
Education should reflect technological advances.
All of the above

15

Teachers are managers because……….

(1)
(2)
(3)
(4)
(5)

they work with learners on a daily basis they have various administrative tasks they have to plan, organise, lead and control. they are leaders they have to motivate learners

16

Employers today need employees with skills other than those required in the traditional work environment, including, among others:

(1)
(2)

the ability to do the same activity repeatedly good communication skills, creativity, problem-solving skills
26

ETH303T/101
(3)
(4)
(5)

reliability, but without application of initiative - everybody cannot use his or her own initiative in the work setting none of the above all of the above

17

Which of the following is not one of the four main management functions of a principal? (1)
(2)
(3)
(4)
(5)

planning decision making organising school administration none of the above

18

Diversity constitutes differences according to….

(1)
(2)
(3)
(4)
(5)

culture race language all of the above none of the above

19

Which one of the following does not apply to the informal organisational structure of a school?

(1)
(2)
(3)
(4)
(5)

loyalty conflict rules friendship bonds none of the above

20

The starting point of addressing diversity in a school is . . .

(1)
(2)
(3)
(4)
(5)

to conduct diversity workshops develop a policy on how to address diversity to send out pamphlets to parents regarding diversity to hold a cultural day at the school. none of the above

21

Which one of the following items does not refer to the management of human resources in a school?

(1)
(2)
(3)
(4)
(5)

establishing positive staff relationships recruiting new staff members promoting parental involvement developing professional growth of staff members none of the above

27

22

Which one of the following people may not serve on a school’s governing body?

(1)
(2)
(3)
(4)
(5)

grade 7 learners parents educators secretaries none of the above

23

Which one of the following people does not have voting rights on the governing body? (1)
(2)
(3)
(4)
(5)

an educator a parent a learner representative a co-opted member none of the above

24

Which of the following items does not refer to school governance?

(1)
(2)
(3)
(4)
(5)

setting school rules organising teaching and learning activities developing a school policy developing partnership between stakeholders none of the above

25

Which one of the following is not a function that may be performed by all governing bodies?

(1)
(2)
(3)
(4)
(5)

developing a code of conduct suspending a learner purchasing textbooks introducing a school fund none of the above

26

In drawing up the school's budget, the government body must - ?

(1)
(2)
(3)
(4)
(5)

express the school's plan in financial terms identify and prioritise the school's programme estimate the school's income from various sources allocate funds to programmes according to priorities test expenditure against the annual budget

27

The following leadership style is the most appropriate for teachers:

(1)
(2)
(3)
(4)
(5)

the autocratic, discipline-oriented style laissez-faire leadership a balance between the above charismatic leadership all of the above

28

ETH303T/101
28

The functions of a manager are:

(1)
(2)
(3)
(4)
(5)

leadership discipline administrative tasks planning, control, organising, leading all of the above

29

Important management principles for teachers are:

(1)
(2)
(3)
(4)
(5)

effective communication learning how to cope with stress and burnout motivating learners all of the above none of the above

30

An integrated approach to education and training will be achieved by:

(1)
(2)
(3)
(4)
(5)

including parents on school governing bodies the National Qualification Framework (NQF) involving mine management outcomes-based education

31

In addition to the factors related to the development of the global economy, there is a unique national context that influences education decisively. Issues in this regard are among others:

(1)
(2)
(3)
(4)
(5)

the political and educational history the imbalances created by the system of the past demographic factors limited economic resources all of the above

32

Teachers are managers because . . .

(1)
(2)
(3)
(4)
(5)

they work with learners on a daily basis. they have various administrative tasks. they have to plan, organise, lead and control. they are leaders. they have to motivate learners.

33

There are extended classifications of educational management, namely . . .

(1)

management of the total organisation of the education and training system and classroom management. school governance and instructional management.
1 and 2 planning, organisation, leading and control. none of the above

(2)
(3)
(4)
(5)

none of the above

29

34

According to the COTEP document, teacher education programmes in South
Africa . . .

(1)

(4)
(5)

should ensure that the educator will be able to adjust to the various classroom circumstances, (for example, very large classes). should empower educators to manage their class purposefully and effectively in terms of space, time and teaching and learning aids. should enable educators to establish and organise a learning environment in which all learners will feel comfortable and safe. should do all of the above should do none of the above

35

Classroom management entails, among other things, . . .

(1)
(2)
(3)
(4)
(5)

planning what to do, who will do it, how to do it and when to do it. good communicational skills, creativity and problem-solving skills. reliability. 1&2 all of the above

(2)
(3)

36

The definition of "parent" in the South African Schools Act includes …..

(1)
(2)
(3)
(4)
(5)

unmarried mothers grandparents caring for children foster parents all the above none of the above

37

Planning is a teacher’s primary and most time-consuming management function.
Planning guidelines in this regard include among other things . . .

(1)
(2)

(4)
(5)

planning in writing. consulting the National Qualifications Framework and planning teaching and learning activities according to the critical developmental and learning outcomes. doing long-term planning (year plans), intermediate planning (term/weekly) and shortterm planning (day/lesson) well in advance. all of the above none of the above

38

Which one of the following statements regarding leadership is incorrect?

(1)

Leaders can provide in full for all the needs of learners, the community, economy and employers. Leadership is an on-going process and a lifelong learning experience.
Leadership embodies a genuine desire to foster a learning culture, and to motivate learners through verbal encouragement and support.
A leader designs and respects fair disciplinary procedures and rules.
None of the above

(3)

(2)
(3)
(4)
(5)

30

ETH303T/101
39

Which one of the following statements is incorrect?
Managing teaching and learning in South African schools means . . .

(1)

(3)
(4)
(5)

managing the learning experience to the best advantage of all learners with the same cultural background. that teachers should understand their role in outcomes-based education and the role of group work in teaching and learning managing time and space. managing a supportive classroom environment. none of the above

40

Which statement(s) about outcomes-based education is/are incorrect?

(1)
(2)
(3)
(4)
(5)

Outcomes-based learning is a process.
Teachers develop learning programmes in an innovative and creative way to help learners achieve a combination of selected outcomes from defined learning areas.
The learning system is teacher and learner-centred.
1&2
none of the above

41

An outcomes-based approach to managing learning requires that educators….

(1)
(2)

design and develop learning programmes use alternative methods of teaching to support learners with special educational needs and different styles of learning design learning programmes in cooperation with other teachers of the same grade and phase all of the above none of the above

(2)

(3)
(4)
(5)
42

Which of the following legislation affirms diversity?

(1)
(2)
(3)
(4)

The Constitution of the Republic of South Africa
The White Paper on Education and Training
The South African Schools Act
All of the above

(5)

None of the above

43

Managing classroom discipline . . .

(1)
(2)
(3)

means that the teacher must have excellent professional and instructional skills entails enforcement of school rules and showing respect for society‟s customs and values means that the cooperation of other stakeholders, such as parents and counsellors, must be obtained all of the above none of the above

(4)
(5)

31

44

Which one of the following does not apply to the bureaucratic nature of a school?

(1)
(2)
(3)
(4)
(5)

hierarchical authority and strict control rules and regulations that direct activities clear schedules for educators to follow educators regulating their own conduct none of the above

45

The term ‘multicultural’ includes ….. .

(1)
(2)
(3)
(4)
(5)

cultural groups. religious groups. racial groups. all of the above none of the above

46

An outcomes-based approach to education is one of the most important characteristics of the new schools system in South Africa. According to this approach...... (1)
(2)
(3)
(4)
(5)

teaching and learning is outcomes-driven. an outcome is a desired performance as a result of meaningful teaching and learning. essential or critical outcomes are related to the learners‟ ability to apply knowledge, skills and attitudes in learning and work situations and in life in general. all of the above none of the above

47

One of the most suitable approaches in dealing with diversity is a . . .

(1)
(2)
(3)
(4)
(5)

segregationist approach. assimilations approach. multicultural approach. color blind approach. none of the above

48

Which one of the following is a sub-function of planning?

(1)
(2)
(3)
(4)
(5)

delegating policy making motivating coordinating none of the above

49

Encouraging teamwork in schools is a sound managerial strategy. Which of the following best describes a high-performance team?

(1)
(2)
(3)
(4)
(5)

a high level of competition between staff members a shared purpose of how things should be done roles are defined according to the decision of the individual all of the above none of the above

32

ETH303T/101
50

When planning effective teaching and learning, the teacher must accommodate a large number of variables, such as . . .

(1)
(2)
(3)
(4)
(5)

learners‟ competence and interests access to teaching media the syllabus and timetables all of the above none of the above

51

Effective parent involvement in schools can....

(1)
(2)
(3)
(4)
(5)

improve learners' attitude to school. improve parents' self-esteem increase understanding between role players all the above none of the above

52

An effective relationship between schools and the community . . .

(1)
(2)
(3)
(4)
(5)

means working with the church involves literacy classes for parents will result in businesses sponsoring schools is critical for the survival of our entire society all the above

53

Affective conflict occurs when …. . .

(1) two parties compete for scarce resources
(2) when there is a lack of communication channels between educators and top management
(3) two parties become aware that their feelings and emotions are incompatible
(4) two parties differ on the preferred outcome
(5) none of the above
54

Which one of the following statements regarding the sources of education law is correct? (1)

South African education law does not take notice of international law, because the South
African Constitution is the supreme law.
Because school education is primarily a provincial matter, provincial school legislation constitutes the most important source of education law.
The Constitution and education legislation constitute the most important sources of education law.
The Constitution, education legislation and the decisions of the courts (e.g. magistrates‟ courts) are regarded as the most important sources of education law.
None of the above.

(2)
(3)
(4)
(5)

55

From what you have read so far, the following conclusion can be made:

(1)

Schools are not self-sufficient, that is, they cannot on their own, provide in full for all the needs of learners, the community, the economy and employers.
33

(2)
(3)
(4)
(5)

9

Education is provided in close relationship with society‟s needs as the context.
Schools need the community, parents, employers and the state to provide education organised, planned and directed to meeting societal needs.
Education is not provided by all individual schools independently but a formal education provisioning system exists in all countries. all of the above

EXAMINATIONS

For general information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you received with your study material.
Examination admission
There are TWO COMPULSORY ASSIGNMENTS (Assignments 01 and 02) for this module.
However, Assignment 01 is the one on which examination admission will be based (Active student assignment)
How will this work in practice?
All students submitting Assignment 01 before or on the due date will be admitted to the examination in this module.
However, Assignment 01 contributes 10% to your year mark for the module. You will receive a year mark based on your result obtained for Assignment 01 and Assignment 02.
Assignment 02 contributes 10% to your final examination mark as well.
Examination period
This module is offered in a semester period of 15 weeks. This means that if you are registered for the first semester, you will write the examination in May/June 2015 and the supplementary examination will be written in October/November 2015. If you are registered for the second semester, you will write the examination in October/November 2015 and the supplementary examination will be written in May/June 2016. During the semester, the Examination Section will provide you with information regarding the examination in general, examination venues, examination dates and examination times.
Examination paper
The examination will make up 80% of your final mark. It will be a two hour paper.Information with regard to the structure of the examination paper and the type of questions will be provided in a separate tutorial letter.
Previous examination papers
Previous examination papers are available to students. You may, however, accept that examination questions will be similar to the questions asked in the activities in your study guide and in the assignments.

Tutorial letter with information on the examination

34

ETH303T/101
As stated above, to help you in your preparation for the examination, you will receive a tutorial letter that will explain the format of the examination paper, give you examples of questions that you may expect and set out clearly what material you have to study for examination purposes.
Examinations
Please study my Studies at Unisa brochure for general examination guidelines and examination preparation guidelines.
Examination admission and the format of the examination paper
In order to prepare for the examination you should submit all the assignments. You will, however, be admitted to sit for the examination by completing and submitting Assignment 01 on the due date.
The duration of the examination paper is 2 hours and the mark allocation is 100 marks. For the examinations you have to study the study guide / prescribed textbook, tutorial letters and the assignments. You will receive a tutorial letter that will explain the format of the paper.

10

OTHER ASSESSMENT METHODS

There is no additional assessment for this course.
Tutorial letter 102 contains a self-assessment assignment which you can work through in order to prepare for the examination. This assignment must not be submitted. You will receive feedback on these questions later in the semester.

11

FREQUENTLY ASKED QUESTIONS

The My Studies @ Unisa brochure contains an A-Z guide of the most relevant information.
Frequently asked questions in this module (ETH303T) are:
Question: I need extension of time for my assignment.
Answer:. No extension of time can be granted for assignment 01 (essay-type assignment).
Question: I do not have Internet access.
Answer: You can access the Internet at all Unisa Regional Offices

12

CONCLUSION

If you have difficulties with your studies, please contact your lecturers as soon as possible - in writing or telephonically.
We wish you success in your studies.

Your lecturer

35

36

ETH303T/101
QUESTIONNAIRE (OPTIONAL)

NB! Mail the completed questionnaire directly to the lecturer and not to the assignment section at Unisa!
Please complete the following questions, cut out the pages and send the assignment to the lecturer. ASSIGNMENT 03 (Optional)
Student number
Home language
Current occupation
Age
What is your opinion regarding the scope of the work covered in this module? Mark one answer on each line.

Volume of work

Too much

Manageable

Too little

Themes covered

Too broad

Just right

Too narrow

Relevance for SA

Irrelevant

Of some relevance

Relevant

International relevance Irrelevant

Of some relevance

Relevant

What aspect(s) of the module did you find the most interesting? Justify
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................

37

What aspect(s) of the module did you find the most boring? Justify
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
In your opinion, what was (were) the most positive aspect(s) of the module?
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
In your opinion, what was (were) the most negative aspect(s) of the module?
................................................................................................................................................

................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
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Any suggestions for improving the module:
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ETH303T/101

How do you rate the tutorial letters generally? Mark one answer on each line.
Number
received

Too few

Right number

Too many

Detail

Too little detail

Sufficient detail

Too detailed

Level of difficulty Difficult to follow

Understandable

Easy to follow

Standard of ontents of tutorial letters

Poor

Acceptable

High standard

Please answer the following questions also.

QUESTION

YES/NO

Did the content of this module prepare you for the teaching profession as far as the senior and intermediate phase?
Did you gain knowledge of the education system and school management during the academic year?
Did you gain more insight into classroom management?
Did you gain more insight into teacher organisations?
Did you gain more insight into diversity?

What other learning activities would you like to recommend?
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In the case of a distance education institution such as Unisa, do you think Unisa‟s students are trained efficiently in this module? Justify your answer.
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What kind of problems did you experience this year by studying through distance education?
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What advantages did you experience from studying through Unisa?
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What recommendations would you like to make to simplify studying at Unisa?
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40