Student number: 54872324

ETH303T
Assignment 1
Unique number: 850750

Question 1
1.1
Education at a national level is dealt by the Minister of Education and the Deputy Minister,
assisted by the Department of Education. The Department of Education forms part of the
organizational structure of the public service and is headed by the Director-General of
Education. The National Department of Education develops the policy and legislative framework
on which the education and training system rests. It initiates, evaluates, and researches all
aspects of the system of education and training; manages processes for policy development to
assist the Minister to determine policy, norms, and standards for education; provides support to
provinces and higher education institutions in the implementation of national policy, norms, and
standards, and monitors them. The Provincial Education Departments (PEDs) are
constitutionally established education departments in SAs nine provinces. Education
departments are in charge of general administration and management of education institutions
in the localities of their provinces, and the setting and administering of provincial examinations
(Grade12) in accordance with the national policy and other relevant statutory provisions. The
political head of education in a province is referred to as the (MEC) Member of the Executive
Council. The MEC is the executive officially responsible for the implementation of policy and
legislation. He/she may (subject to conditions) delegate any power conferred upon him/her, and
any duties to the Head of Department (HOD) of the province, or person employed by the
Education Department (Bray 1996:41). Provincial legislatures are unable to make laws
governing education in their provinces providing such Acts are not in conflict with principles
contained in the Constitution, the National Education Policy Act No. 27 of 1996 or another
national law (Mothata, 200:132). Educational provision in the provinces is administered by
offices at the following levels: head, regional, area, district, and circuit offices. In order to rise to
the challenge of effective functioning of the National Departments and Provincial Departments,
a structure was set up for the smooth coordination of these departments. The National
Department of Educations Chief Directorate: Media Liaison and National and Provincial
Communication, provides effective communication and liaison services to the Ministry of
Education, and education departments in the provinces. Furthermore, in order to facilitate
coordination between National Department of Education and the PEDs, two bodies were
created by virtue of the National Education Policy Act No. 27 of 1996: The Heads of Education
Departments Committee (HEDCOM), and the Council of Education Ministers (CEM). HEDCOM
consists of the Director-General (the head of National Department of Education) and the Deputy
Director-General of the Department, as well as the heads of the nine PEDs. The committee is
chaired by the Director-General and the body facilitates the development of the National
Education System in accordance with the objectives and the principles provided for in the
National Education Policy Act; also shares information on national education; and co-ordinates
administrative action on matters of mutual interest to the departments; and advises the National
Department on matters as contemplated in the National Education policy Act or any other
related matter (Mothata, 2000:74).

1.2
Language has always been a contentious issue in education in South Africa. From the drive
for mother-tongue education to the ever pressing need to be able to use international
languages such as English.

Student number: 54872324

ETH303T
Assignment 1
Unique number: 850750

According to the Language-in-Education Policy the main aims of the Ministry of Educations
policy for language in education are (paragraph 5):

1. to promote full participation in society and the economy through equitable and meaningful
access to education;
2. to pursue the language policy most supportive of general conceptual growth amongst
learners, and hence to establish additive multilingualism as an approach to language in
education;
3. to promote and develop all the official languages;
4. to support the teaching and learning of all other languages required by learners or used by
communities in South Africa, including languages used for religious purposes, languages
which are important for international trade and communication, and South African Sign
Language, as well as Alternative and Augmentative Communication;
5. to counter disadvantages resulting from different kinds of mismatches between home
languages and languages of learning and teaching;
6. to develop programmes for the redress of previously disadvantaged languages.
Despite the government's commitment for multilingualism and the promotion of language rights
in all spheres of public life, the education sector does not totally reflect the multilingual nature
of South Africa. More can definitely be done towards the promotion of mainly the African
languages in South African schools.

1.3
Non-formal education is vocational training with a view to obtain a qualification
other than a degree, certificate or diploma. Schools also have an informal organizational
structure namely the formation of informal groups by the school personnel. There could be a
number of informal groups in a school. The informal groups are structured and have a powerful
effect on its members. It involves aspects such as coalition, informal leadership, conflict,
morale, informal norms, loyalty, friendship bonds, and personal goal, linked to organisational
culture and organizational climate. A healthy organisational culture determines a healthy
climate and excellence in academic and extra-curricular activities. A sound organisational
culture in a school therefore contributes to the establishment of a sound culture of teaching
and learning which ensures the effectiveness of the teaching and learning practices in a
school. These two aspects need to be nurtured and maintained by all involved in the teaching
and learning activities of a school.

Student number: 54872324

ETH303T
Assignment 1
Unique number: 850750

Question 2
2.1