STUDENTS:

Irene Francisco Esticane

Minnye Faustino Fernando Weliha Fed

Mussa Antnio

Rafael Macuacu

Rogrio Constantino Joaquim

LITERATURE REVIEW: SCHOOL AREAS:

INSTRUMENTS FOR DATA COLLECTION

Lecturer: Dr. Samuel Canda

Universidade Pedaggica

Nampula, 2017
1
 STUDENTS:

Minnye Faustino Fernando Weliha Fed

Mussa Antnio

Rogrio Constantino Joaquim

LITERATURE REVIEW: SCHOOL AREAS:

INSTRUMENTS FOR DATA COLLECTION

Literature Review to be submitted in the

Department of Language Science, Communication
and Arts, for evaluation purpose, subject PPG,
English Course, Year 1, Night-Shift, 2017

Lecturer: Dr. Samuel Canda

Universidade Pedaggica

Nampula, 2017 2
CONTENT PAGE

1. INTRODUCTION TO THE SCHOOL DEPARTMENTS . Error! Bookmark not defined.

2. ORGANIZATIONAL DEPARTMENT ................................ Error! Bookmark not defined.
2.1. SCHOOL PRINCIPAL ......................................................... Error! Bookmark not defined.
2.2. PARTS OF THE SCHOOL................................................... Error! Bookmark not defined.
2.3. SCHOOL FLOWCHART ..................................................... Error! Bookmark not defined.
2.4. SCHOOL BASIC DOCUMENTATION .............................. Error! Bookmark not defined.
2.5. THE SCHOOL DEVELOPMENT PLAN ............................ Error! Bookmark not defined.
2.6. THE INSTRUCTIONS OR MINISTERIAL DECREES...... Error! Bookmark not defined.
2.7. ASSESSMENT REGULATION ........................................... Error! Bookmark not defined.
2.8. EXAM PROCESSES ORGANIZATION AND CONTROL .......... Error! Bookmark not
defined.
2.9. RATING SCALE .................................................................. Error! Bookmark not defined.
2.10. STAFFS AND STUDENTS COUNTING ........................ Error! Bookmark not defined.
3. PEDAGOGIC DEPARTMENT ............................................. Error! Bookmark not defined.
3.1. CLASSROOM COMPOSITION .......................................... Error! Bookmark not defined.
3.2. SCHOOL SCHEDULE DESIGN ......................................... Error! Bookmark not defined.
3.3. CLASSROOM ORGANIZATION ....................................... Error! Bookmark not defined.
3.4. THE CLASS COUNCIL ....................................................... Error! Bookmark not defined.
3.5. THE CLASS DIRECTOR ..................................................... Error! Bookmark not defined.
3.6. TEACHERS AT SCHOOL ................................................... Error! Bookmark not defined.
3.7. SCHOOL LIBRARY ............................................................ Error! Bookmark not defined.
4. ADMINISTRATIVE ACTIVITIES ...................................... Error! Bookmark not defined.
4.2. SECREATARY ..................................................................... Error! Bookmark not defined.
4.3. DOCUMENT CODIFICATION ................................................ Error! Bookmark not defined.
4.4. ASSETS ..................................................................................... Error! Bookmark not defined.
4.5. ORGANIZATION OF ACCOUNTS PROCESS ....................... Error! Bookmark not defined.
4.6. INVENTORY............................................................................. Error! Bookmark not defined.
4.7. SCHOOL REVENUE ................................................................ Error! Bookmark not defined.
5. INSTRUMENTS FOR DATA COLLECTION TO EACH ACTIVITY AREA OF THE
SCHOOL ........................................................................................... Error! Bookmark not defined.
6. REFERENCES .............................................................................. Error! Bookmark not defined.
7.ANNEXES ..................................................................................... Error! Bookmark not defined.
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 1. INTRODUCTION TO THE SCHOOL DEPARTMENTS

The school as being a part of educational activities is characterizes by its division in

departments where each of them plays a vital role in the fulfillment of the same goal. There is
not any barrier which separates them, but are just branches consuming the same objectives
and they work hardly to satisfy the interest of the students academicals purposes. Though the
guide followed in the structuralization of the school institution can be found.

Organizational department;
Pedagogical Department; and
Administrational Department.

2. ORGANIZATIONAL DEPARTMENT

It is an organizational or Human Resource Department because is the school area which

provides for the effective, efficient and timely management of human resources and school
safety and security. It works with employees in all matters related to employment, serves as
the primary contact for all individuals considering employment with the school. It also serves
the schools by linking school principals to human resource support services that will help
them operate their schools more efficiently and help accelerate progress in the area.

In the organizational departments its crucial to jot the personality and characteristics of the
Principal as the Head of the School. He is a teacher appointed by the District Administrator
under proposed by the Director of the District Office for Education, Youth and Technology.

2.1. SCHOOL PRINCIPAL

According to General Regulation of Basic Education (2008:19) says that Director must give
classes and be able to teach the highest class school. When there are no teachers in the school,
the role of Director may be exercised by an occasional teacher. In this case, in one-teacher
schools this is the school's principal. However, the Director shall be assisted, in the
performance of his duties, by the Assistant Pedagogical Director, the head of the secretariat
and the head of the boarding school, if any. The Director of the school will be replaced in case
of absence or impediment by the Assistant Pedagogical Director.

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Their main activities described in the General Regulation of Basic Education (2008:20) are:

a) to ensure the rule of discipline within the institution;

b) to design and implement strategies for school improvement;
c) to ensure the security and safety of all staff and students at school;
d) to ensure the maintenance and upkeep of the school building and premises;
e) to ensure the security and safety of all assets and equipment at school;
f) to deal and supervise the staff working under him, ensuring that they are aware of and
abide by official instructions;
g) orientation and guidance of all staff in the school/department in the understanding of
their role and contribution to the school and the education;
h) effective planning and development review including the management of staff
performance and performance reviews;
i) support for the professional development of all staff in the school/department;
j) implementation of the Universitys Performance Management Policy;
k) management of other human resource functions - including but not limited to
recruitment, selection, induction, administration, performance management and
grievances;
l) ensuring that the duty of care owed to staff and students is exercised particularly in
relation to the maintenance of a learning/working environment free from bullying,
harassment or discriminatory practices.

2.2. PARTS OF THE SCHOOL

In geography at school you find out about different places which constitute the environment
of school structure. Some places are well known a lot about and others little known.
Generally, the different parts around a school are:

School Yard an outdoor area provided for children to play in, especially at a school
or public park. In other words is a piece of land used for and usually equipped with
facilities for recreation especially by children
School Main Office are the multifunctional buildings where are grouped several
departments that together cooperate for a common objective - the educative process.
They comprise the administrative office, Human Resources, Directorate, secretary and
office of the deputy director.
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 Sport Fields (often used to practice sport and perform Physical Education
exercises);
Car Park (school spaces reserved for private cars or school visitors transports)
Store is a school space basically reserved for the storage of several materials of
internal use. They include: School books, brooms, buckets, moving frames, rakes,
hoes, machetes, etc.
Gymnasium - is an open air or covered location for gymnastics, athletics, and
gymnastic services.
Kitchen space for cooking.
Classroom is a learning space, a room in which both children and adults learn about
things.
Hall is a relatively large space enclosed by a roof and walls used for events
involving a lot of people like festivals, seminars, parents meeting, etc.
School Library a place set apart to contain books, periodicals, and other material
for reading, viewing, listening, study, or reference, as a room, set of rooms, or
building where books may be read or borrowed.
Bathroom is a room in the school for personal hygiene activities, generally
containing a sink (basin) and either a bathtub, a shower, or both.

2.3. SCHOOL FLOWCHART

Each functional institution has a scheme of responsibilities which are coordinated among
those who work for the same purpose. For better understanding of how this tasks are carried
out and who do what, is used a design model which describes shortly the logical
responsibilities and positional hierarchy in the activity.

A school flowchart or organizational chart is a diagram that shows the structure of an

organization and the relationships and relative ranks of its parts and positions/jobs. In
Mozambican schools,

The Principal works intensive and directly with the association groups which help the
development and enhancement of educational activities at all. There are situation which the
Principal is positioned as single and down comes other elements without miss the
organization structure of the school. This doesnt mean that the responsibilities of others
change, but it is just an organization form to enable the treatment of issues concerning to
Teaching and Learning Process.
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Just an example, the flowchart of Nampula Secondary School in 2013 was as following:

Figure. 1 - Functional organization of Nampula Secondary School, 2013

School Council School Director

Principal Director
Secretariat Chief

Subject Delegates

Class Director

Subject Director

Teachers

Class Chief

Chief of the Groups

Source: F. Dombo (August 1, 2013) - Pedagogical Internship Report

2.4. SCHOOL BASIC DOCUMENTATION

Each district and each school may have its own policies, based on the needs of its students or
community. Therefore, there is no way to give one absolute set of guidelines for
documentation in a school counseling setting. Some of the school documents handled in
different occasions involve:

2.4.1. Assessment regulation

As the name says, it accomplishes methodologies to be followed in the elaboration of

evaluations and how can they be designed understood in the educational area. The regulations
ensure the adoption of best practice in relation to examinations and assessment principles and
processes.
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 2.4.2. Teaching Programs

In general, the teaching program guides school management on what teachers need to know,
what schools need to teach, and what will be assessed. It guides schools in their decisions
about teaching materials and teaching strategies and informs parents about what their children
should learn in each grade level.

2.4.3. General Regulation of Secondary Education

Related to the assessment regulation, the General Regulation of Secondary is a tool designed
especially for secondary schools which consists of contents which enable the school to deal
with the Teaching and Learning Process.

2.4.4. Regulation of the General Statute of State Employees and Agent

The General Statute of State Officials and Agents is an organic law or regulation of a State,
which regulates civil servants, that is, text that regulates the operation of the same State as
organ that manages the situations of the people, being there available the rights and duties of
officials and other important issues of various situations that involve the various activities
performed in the State apparatus. It is divided and parts, chapters and articles.

2.4.5. Guidelines

It is a sensitive student record that contains the student achievement records that have been
achieved throughout the quarter. It can only be handled in the presence of the student or class
director.

2.4.6. Codes: Criminal and Civil

It compiles a set of laws and norms that guide society and mutual connivance in general
society, marital and other social situations. It can be in school so that students can learn and
understand them.

2.4.7. Time-Book

Also known as a book of absences or attendance book, it is a device that is in the registry to
record the attendance and absences of employees at their service stations, in this case in their
activities of the institution. it is through this book that the administrative sector makes
adjustment of the salary payment accounts and that the pedagogical department uses to

8
evaluate the punctuality and assiduity in the act of evaluating the annual performance of each
employee. The notebook is only kept by the secretariat and is available during the working
time to enable workers to sign when needed.

2.4.8. Constitution of the Republic of Mozambique

The Constitution of the Republic of Mozambique is the document that establishes the
organization and functioning of the State and recognizes the rights, duties and fundamental
freedoms of citizens. The Constitution serves as the basis for all laws that exist in
Mozambique and its content must be taken as a must since it can take to the punishment for
those who attempt to disobey the rules.

2.4.9. Salary Proofs

It is a design of payment records of the institution

Note that these documents are used frequently to help different departments to enhance their
activities by their application in daily work life and in the educative process. Some of them
give rules and laws for the behavior change and some give instructions on how to deal with
some activities in the work field.

2.5. THE SCHOOL DEVELOPMENT PLAN

The director, in consultation with all parties, will prepare the School Development Plan (SDP)
that will guide actions at the school during the academic year. Some activities may however
span over more than a year.

The School Development Plan is a plan that may aim at improving the school, targeting a
wide spectrum of areas with focus on issues needing urgent attention, as described in the
following apects:

Upgrading and enhancement of the physical environment;

Improvement of student performance;
Improvement of communication, relationships and social environment within the
school;
Development of links with the Community as all components which can direct and
indirectly work for the best running of the educational activities as the internal issues
of the school.

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 2.5.1. Calendar of activities

A School Calendar is prepared at the beginning of the year, with activities listed term wise
without necessarily specifying exact dates. Departments base themselves on the school
calendar to prepare their work plans.

Heads of department or prepare and submit to the director a detailed calendar for each and
every activity that they will carry out. This contains a detailed breakdown of tasks, time frame
and the areas of responsibility. In the absence of Human Resources, the director takes
responsibility for producing and drawing up the plan of activities together with his deputy.

2.6. THE INSTRUCTIONS OR MINISTERIAL DECREES

The Instructions or Ministerial Decrees or Provisional Measure are a set of legal rule are also
drafted by the President of the Republic or Ministers Council or even information of order in
cases of urgency and relevance, having force of law but not being law. Contrary to the
delegated law, the provisional measure does not require prior authorization from the
Assembly of the Republic, although some are previously defined, so that when they occur,
they are published, they enter into force with a limited period. In general, the ministerial
instructions or decrees include updating the dates of normal, periodic evaluations (AP:
Portuguese acronym which stands for Avaliao Peridica), natural catastrophic alarms,
changes in facilities, campaign announcements, epidemics, changes of workers, graduations,
etc.

So, as can be seen in the previous responsibilities, this department has the responsibility to
keep informed to all the cast that compose the work mass so that it can comply with the
updated procedures

2.7. ASSESSMENT REGULATION

According the Regulation of Basic Education (2008:56), "the evaluation in the educational
field is a curricular component, present throughout the teaching-learning process, from which
data and information are obtained, allowing to relate what was proposed and what was
achieved, to critically analyze the results."

Since found the results, they can be formulated value judgments and to make decisions
aiming at promote the development of skills, improve the quality of teaching and the

10
education system. The schools are gifted with this tool to help then to know how to deal with
evaluations.

2.7.1. General principles of evaluation

Assessment Regulations for General Secondary Education (GSE) is a normative document

that applies to all public and private secondary schools in the country, in person. It is divided
in its description in parts, chapters and articles containing detailed information about each
main idea.

2.7.2. Objectives of evaluation in secondary school

The evaluation of learning in General Secondary Education has as main objectives:

a. Determine the degree of development of the student's competences in a given

discipline, set of disciplines, class or cycle;
b. Encourage self-assessment and student orientation in improving their own
c. learning;
d. Encourage regular and systematic study, both individually and collectively;
e. To direct the intervention of the teacher in his relation with the students, with the other
teachers and with the parents and in charge of education;
f. Provide the student and the parents and guardians throughout the teaching-learning
process with qualitative and quantitative information on the student's performance;
g. Enable the teacher to reflect carefully on their performance and to introduce
improvements that prove relevant;
h. To certify the acquired competences, both for the pursuit of studies and for better
integration in society;
i. Contribute to raising the quality of teaching, to school success and to the educational
system.
2.7.3. Evaluation modalities

The methods of assessment described in the Regulation of Basic Education (2008:58), are as
follows: Diagnostic, Formative, Summative and Measured.

2.7.3.1. Diagnostic Evaluation

It allows to verify if the student has or not the prerequisites, that is, knowledge, skills,
abilities and attitudes essential for new learning. It is usually done at the beginning of new
11
approaches and makes it possible to detect problems by solving them in a way that ensures
student learning.

2.7.3.2. Formative Evaluation

The formative evaluation is carried out throughout the teaching-learning process, helping the
student to guide his/ her study, as well as the teacher to carry out his / her teaching activity. It
makes it possible to apply educational measures of reorientation and overcoming the
difficulties of the student, contributing to improve the teaching process of learning and
success of the student.

2.7.3.3. Summative Evaluation

The summative evaluation aims to classify the student at the end of a teaching sequence,
being a unit, set of units, program as a whole, class or school cycle where the classification
certifies the competences acquired by the student.

2.7.3.4. Measured Assessment

The assessment is designed to collect data on the development of the curriculum, to verify the
level of development of the students' competences, with the purpose of contributing to the
decision making in order to improve the quality of the learning and to reinforce the social
trust in the system educational.

2.7.4. Forms of evaluation data collection

The assessment may be individual, in pairs, peer, collective, self-assessment or hetero-

evaluation and to rely, amongst others, on the following forms of data collection:

Note, Quiz, Interview, Homework, Tests, Laboratory work, Elaboration and implementation
of projects, Research reports, study visits or internships, Seminars, Portfolios, Workshops,
Verification of the student's notebook and Exams.

2.8. EXAM PROCESSES ORGANIZATION AND CONTROL

The examination is one component of the evaluation process that contributes to determine the
final grade in the respective discipline. It is one of the sources of information to be used in the
global assessment of the cycle. However, the examination cannot be the sole determinant for
the passing or disapproval of the student.

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In Secondary Education there is an examination at the end of 1st and 2nd cycles (10th and
12th grades) in the subjects of Portuguese, Mathematics, History, Geography, Physics,
Biology and English focusing on the learning and competences foreseen in the curriculum.

The student who has the overall grade of the cycle is equal to or greater than Good (Cycle
average equal to or greater than 14 points) is dispensed for the exam.

2.8.1. Exam Test Duration Time

The duration of the examination exams is 90 minutes, except for the Portuguese and
Mathematics exams that last 120 minutes.

2.8.2. Admission to 1st and 2nd attempts

All internal students in the 10th and 12th classes who have a grade of attendance and who
have not failed the year due to absences are admitted to the 1st period exam following some
pre established rules for its participation..

Take the exam of the 2nd season: all students who have failed in the 1st period, only in the
discipline (s) that has determined its disapproval; and pupils who, for reasons of force
majeure, duly proven, have missed all or some of the first season's events.

Note that: It is understood by reason of force majeure an illness, death of some familiar or
impediment due to the situation of natural calamities among others.

2.9. RATING SCALE

In Mozambique, the classification scale is subdivided into five levels that are expressed
qualitatively and quantitatively, as follows:

LEVELS QUALITATIVE QUANTITATIVE

CLASSIFICATION CLASSIFICATION

1st Excellent 19 to 20 marks

2nd Very Good (MB)
17 to 20 marks
3th Good (G)
14 to 16 marks
4th Satisfactory (S) 10 to 13 marks
5th Unsatisfactory (NS)
0 to 9 marks

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 2.10. STAFFS AND STUDENTS COUNTING

This department is responsible to control the number of staffs and students so that the human
resources can make arrangements of the school needs in terms of worker to cover the number
of streams and grades available in the school, and in case of not fit or cover he or she makes a
request in the Districtal Services of Education, Youth and Sport to solve the lack.

Below is shown how this control is designed:

Table 1. Estrela Vermelha Secondary School, Maputo - Mozambique

EFFECTIVE OF TEACHERS IN DAY-SHIFT, 2006

SUBJECTS TEACHERS STATUTE

H M MW EFFECTIVE EVENTUALS STUDENTS
PORTUGUUESE 6 9 15 11 4 1*
ENGLISH L. 8 1 9 3 6 _
HISTORY 3 3 6 6 _ _
GEOGRAPHY 3 3 6 6 _ _
BIOLOGY 4 6 10 8 2 2
PHYSICS 8 1 9 4 5 _
CHEMISTRY 5 5 10 5 5 _
MATHS 12 4 16 10 6 1
VISUAL ED. 5 1 6 4 2 _
PHY. ED 6 _ 6 5 1 2
TOTAL 60 33 93 62 31 6

Table 2. Estrela Vermelha Secondary School, Maputo - Mozambique

SCHOOL EFFECTIVES NIGHT SHIFT

Begining Repet. End Trans. DS LBA
Grade Obs.
M MW M MW M MW M MW M HM M MW
8 927 1598 169 308 848 1483 6 9 2 2 15 24
9 607 1074 66 106 566 665 5 9 - - 10 14
10 611 1214 237 428 556 1070 9 11 1 2 7 20
T 2145 3886 472 842 1970 3548 20 29 3 4 32 58

Table 2. Estrela Vermelha Secondary School, Maputo Mozambique

In brief, the pedagogic department is the main area of school as is the cell for the whole
activities related to the teaching process since other departments do their activities just for the
development and make happen the educational process..

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 3. PEDAGOGIC DEPARTMENT

The pedagogical department is a part or division of the school areas that aims to improve the
practices of teachers in the continued formation of the school. This area serves for the purpose
of balancing, hierarchizing proposals and pedagogical skills. The pedagogical department
needs to know the needs of the work team, analyzing the planning of the activities, the
productions of the students from the classes given by the team of teachers and the results of
the classes. For this the pedagogical section can plan so you can observe the classes going on
in classrooms or the actions of the teachers (inside and outside the classroom).

Within the school community, the pedagogical section has an articulating, transforming
function, that is, acts as a mediator between the curriculum and the teachers, and the other
actors of education. Therefore, the pedagogical director who is simply referred to as
pedagogical should have full knowledge of the teachers and students with whom he work, the
socio-cultural reality in which the school is located and other aspects of the pedagogical and
interpersonal relationships that develop in the classroom, and at school.

3.1. CLASSROOM COMPOSITION

The students are organized in normal classes (set of students, who attend the same class in the
responsibility of a teacher), mixed (set of students from different grades who are in the
responsibility of the same teacher and in the same classroom) and exceptionally special
(consisting of only a certain number of students with the same needs and who are assisted by
a teacher with specific training in specific methodologies in the area of disability of their
students, depending on the degree of disability).

According to General Regulation of Basic Education (2008) the average attendance is 50

students per normal class. Grades with less than 25 students must be taught in mixed classes.
These mixed classes should not exceed a maximum of 40 students and should be organized
according to the age of the students and in order to ensure gender balance.

Differently to what is written in the official document, Jornal a Verdade (12 April 2012) made
a research and discovered that in the cities of Nampula and Maputo, as well as other parts of
the country, the classes are made up of, on average, 70 to 140 students. Overcrowding in
classrooms has negative implications for the learner's learning process because it is almost

15
impossible to have class control, and as a consequence, there are few students who learn the
subject, with an ideal number of 35-40 students per class.

3.2. SCHOOL SCHEDULE DESIGN

It's important that you develop effective strategies for managing your time to balance the
conflicting demands of time for study, leisure, earning money and job hunting. Time
management skills are valuable in job hunting, but also in many other aspects of life: from
revising for examinations to working in a vacation job that is why the need to be drawn a
teaching schedule to facilitate to work of the teacher. Common sense suggests that the more
time spent on learning, the more in fact students will learn.

A schedule listing the times at which certain events, such as arrivals and departures at a
transportation station, are expected to take place. In schools, it is an interactive tool to support
principals, teachers and central office staff in the strategic planning process.

For instance, in schools it has been common to find written tables of the working time of the
institution and the availability of each of the employees.

In secondary schools, normal working hours have been from 7 o'clock to 5 o'clock and 15
o'clock when there are two shifts, or it lasts until approximately 21 o'clock if there are three
shifts, where the latter is the night shift.

Besides the general timetables, teachers have their own activities' schedule which guides them
to manage their lesson in different classes as known that a teacher moves in different
classrooms and has a predetermined time to spend in each class.

3.3. CLASSROOM ORGANIZATION

Every school will have developed its own ways of organizing how teaching and learning take
place in each class, just like schools in each countrys own educational system. There are a
number of terms that may need some introduction. Some of them are:

Setting where children of similar ability in a particular subject are placed together
each time that subject is taught. This is more common in some subjects for example
mathematics than others.

16
 Streaming is where children are placed in different classes for most of their lessons
dependent on their ability. The childs ability level may be ascertained through tests or
other assessments undertaken when they start school and during the school year itself.
Mixed-ability grouping consists of children of varying abilities working together.
This format is particularly useful in tasks where opinions, problem-solving and
discussion are important.
Mixed-age classes sometimes known as Family grouping or Vertical grouping, a
mixed-age class is where a class can consist of more than one year group. This format
is more likely to be found in the primary sector.

Other way of organization consists to the way how chairs are articulated according to the
purpose of the teacher. The ways we organize the desks, chairs, tables, floor areas,
chalkboards, and other objects in the classroom will depend on two factors: the teaching and
learning styles we wish to support and the classroom itself and the resources within it.

If your classroom has desks with chairs attached to them, this limits your ability to seat the
whole class in a circle. If your classroom has neither desks nor chairs, you can easily arrange
learners in any pattern, including a circle, but they may find it difficult without a flat surface
to practice writing or to draw.

Whatever the possibilities that are open to you, you are not constrained to keep one classroom
organization throughout the year. Amongst many, we find:

Place desks in rows facing one direction

In this arrangement, children are all asked to put their focus on a single point (usually the
teacher). There questions, answers, and opinions are all naturally directed to the front of the
room (and to the teacher). And they are discouraged from communicating with other students,
whose backs are visible in front of them and whose faces are behind them. In this
arrangement, children are all asked to put their focus on a single point (usually the teacher).
The questions, answers, and opinions are all naturally directed to the front of the room (and to
the teacher). And they are discouraged from communicating with other students, whose backs
are visible in front of them and whose faces are behind them.

Place desks around the perimeter of the classroom facing the centre

17
The tudents are invited to look at each other (and at the teacher, if she's in the circle). When
they talk, they can see their entire audience; when they listen, they can see who's speaking.

Place desks in various areas learning-pair or in group activities

The groups are able to meet effectively, and the time and organization required to shift
between that organization and one appropriate for whole-class activities is minimal.

However, groups around the room However, groups are close together, so they even the noise
levels of focused co-operative learning may prove disturbing, and there is a great deal of
unused space in the centre of the classroom. In addition, access to other children or to
resources around the room may be impeded.

The pedagogic department of or department for teaching issues is done through a hard
cooperation of o group of components which play different roles in the educative process.
These components include are:

3.4. THE CLASS COUNCIL

According to General Regulation of Basic Education of Mozambique (2008:16) defines Class

Council as the "organ that contemplates the organization, monitoring and evaluation of the
students' learning and behavior, elaborating strategies for the educational and scholastic
success of the students."

The Classroom Council consists of all classroom teachers, student representatives (chief and
chief assistant), parent representatives and guardians of class pupils. The representative of the
parents and guardians of the pupils is elected at the beginning of the school year in a meeting
of the parents and guardians of the pupils of the class, called for this purpose by the respective
class director.

The Class council members are responsible for:

a. define general performance criteria at the beginning of the year;

b. define education strategies and curriculum flexibility; cultural, sporting, and
recreational activities involving the students and the community, integrated in the
annual plan of activities;

18
 c. prepare and evaluate the class plan of activities in conjunction with the provided for in
the school's annual activity plan; actions that encourage the involvement of parents
and caregivers. education in the education of their students;
d. to detect difficulties in the students' learning pace and to propose strategies of
overcoming;
e. analyze disciplinary situations that occurred with students in the class and establish the
educational measures they deem most appropriate;
f. decide on the situation that implies the student's retention in the same year and
collaborate with the class director in the preparation of the respective report and
specific support plan;
g. request the specialized evaluation provided for students with special education
updating teacher when and how to do it.

3.5. THE CLASS DIRECTOR

The Class Director in the 1st and 2nd cycles is indicated among the class teachers by the
School Director, on proposal of the Assistant Pedagogical Director (Deputy). The period of
exercise of the Class Director is one school year, and in case of force majeure it is replaced by
a selected teacher who also orients lessons in the classroom..

It is the responsibility of the Class Director:

a. transmit and enforce the guidelines and decisions of the higher structures in the class;
b. to ensure the application of the School's Internal Rules at the level of the class;
c. informing the cycle coordinator and the teacher on a regular basis about the situation
of students 'and teachers' performance and behavior;
d. to know the situation of each student in his class with regard to socio-economic
situation, school achievement, behavior, attendance, punctuality, cleanliness and
hygiene;
e. fill out each student's class book each month;
f. to praise the students of the class, in case of use and exemplary behavior and criticize
them when necessary;
g. accept or reject the justifications of student absences, channeling them to the
pedagogical section;

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 h. communicate to the School Board problematic and disciplinary cases of the students in
the class that he or she directs;
i. encourage students to study and participate in curricular and extracurricular activities
when available at school;
j. organize and chair the board council meetings at the end of each quarter;
k. attend classes of the teachers of the class that he / she directs;
l. promote, convene and direct the meetings with parents / guardians of pupils, to inform
them of the students' performance, behavior, attendance and punctuality and to request
their collaboration in curricular and extracurricular activities;
m. prepare and elaborate the class plan of activities; fill out the class book.
3.5.1. Documents of class director

Normally, the class director in his task of caring the issues of the class, possesses documents
such as:

Summary book

A summary book is an important instrument that the teacher, class director uses to store all
data of the students who attend a certain class with respect to the personal data, the frequency
notes, the absences of each absence of a certain discipline, the classes that are taught in each
discipline present in the existing schedule.

Individual learner's process

It is a file where the relevant information of the educational path of the student is recorded,
namely those related to meritorious behavior and infractions and disciplinary measures
applied, including the description of their effects. The individual process of the student
constitutes an exclusive registration in disciplinary terms.

The information contained in the student's individual case regarding disciplinary matters and
of a personal and family nature are strictly confidential and all members of the educational
community who have access to them are bound to the duty of confidentiality.

Consultation of the students individual file by the head of education takes place in the
presence of the respective Class Director during office hours. The technicians belonging to
the structures provided in the Internal Regulations also have access to the file of both teachers
and students.
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 Statistics Maps

The table is a schematic report of the statistical data of the pedagogical use of each student,
which includes the term, annual, cycle, global averages and respective attributed result based
on the values acquired by the student throughout his educational process concerning to all
items necessary for evaluation such as (behavior, resolution of homework, punctuality and
assiduity, assessment, examination, etc.). Therefore, it is the responsibility of the class
director to collect the averages from the teachers who teach in the class for which he takes
responsibility.

3.6. TEACHERS AT SCHOOL

Teachers play various roles in a typical classroom, but surely one of the most important is that
of classroom manager. Effective teaching and learning cannot take place in a poorly managed
classroom. If students are disorderly and disrespectful, and no apparent rules and procedures
guide behavior, chaos becomes the norm. In these situations, both teachers and students
suffer. Teachers struggle to teach, and students most likely learn much less than they should.
In contrast, well-managed classrooms provide an environment in which teaching and learning
can flourish. But a well-managed classroom doesn't just appear out of nowhere. It takes a
good deal of effort to createand the person who is most responsible for creating it is the
teacher.

According to Honeyford (1982) a major limiting factor in any classroom is the teacher not
only do his character, personality and competence play a large part in determining the
atmosphere of the lesson, the sort of relationships which exist, the styles of communication
and the rules and regulations governing the formalities, but the teacher also performs a key
role in influencing the pupils view of himself and the sort of progress he/she makes.
Successful classroom management has been defined as producing a high rate of work
involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984).

3.7. SCHOOL LIBRARY

The library is a building or a room containing many books for reading and reference. Public
libraries have a large collection of books which people can read and borrow as members or
subscribers. Most of secondary schools in Mozambique are gifted of libraries with books of

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taught subjects which enable the acquisition of sources of information which students need to
do their tasks, researches and learn more about their contents themselves.

4. ADMINISTRATIVE ACTIVITIES

According to English Dictionary New Choice (1999), "school refers to the establishment
where any kind of instruction is given and oriented"

The school operates as part of the parent organization which is the Ministry of Education and
Human Development, in this case for Mozambican context.

Education institutions require management to plan, organize, direct, control and evaluate day
to day activities to accomplish education goals through coordination education personnel and
allocated budgets. Research shows that managing school is like managing a state. So, the
school principal must be politician, economist, psychologist and sociologist. Culture,
ethnicity, gender and religion of the school population may diverse and customers of the
school require satisfying their needs.

OECD (2016:10) agrees that "leadership is the essential ingredient that binds all of the
separate parts of the learning organization together." It goes forward describing that "learning
leadership provides direction for learning, takes responsibility for putting learning at the
centre of the schools mission (and keeping it there), and translates vision into strategy so that
the organizations actions are consistent with its vision, goals and values." It is at the heart of
daily practice in schools as learning organizations. By engaging in professional learning as
lead learners, and creating the conditions for others to do the same, school leaders model
and champion such professionalism throughout the school and beyond the schools
boundaries.

In this case, school leaders have a vital role in establishing a learning culture, and promoting
and facilitating organizational learning. They are responsible for shaping the work and
administrative structures to facilitate professional dialogue, collaboration and knowledge
exchange, all of which are crucial for promoting organizational learning in schools. They have
to create a safe and trusting environment in which people can change their behavior, take
initiative, experiment and understand that it is expected that they challenge the status quo.
This means that school leaders too need to develop the capacity to challenge their own habits
and current ways of thinking and operating. School leaders need to realize that becoming a

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learning organization requires adaptability and creativity, and depends on how they interact
with their staff, particularly when staff resists change.

The schools as learning organizations, staffs are encouraged to participate in decision making.
Distributed leadership develops, grows and is sustained through collaboration, team work, and
participation in professional learning communities and networks. Research evidence shows
that teachers tend to report a greater sense of self efficacy and more job satisfaction when they
are given the opportunity to participate in decision making at school.

Evidence also shows that leaders of the most successful schools in challenging circumstances
are highly engaged with and trusted by parents and the wider community.

Holding the ideas of the MECHR (2009:4), "the school community consists of the staff,
teaching and non-teaching, and of students and parents." With each of the stakeholders having
its own personality, needs and expectations, the Rector is required to create the most
conducive environment possible to foster mutual understanding and harmony between them
so that the team works together collectively and collaboratively, towards promoting the
interests of all students and the school community at large.

The purpose of school management is to facilitate effective teaching and learning. To achieve
the highest standards for pupils and teachers, the head teacher (Principal) and other school
leaders must create the conditions and structures to support and develop effective learning and
teaching. For this to happen well, many things need careful planning and monitoring, such as
the professional development of the teaching force, the use of teaching and learning resources,
the participation of parents and the community, the management and delivery of the
curriculum and the development of a safe and secure school environment that is conducive to
the welfare and learning of pupils. Effective management, therefore, is about ensuring that the
many systems for raising pupil achievement are in place and that the compliance of all staff
with these systems is supported and monitored.

4.1. Duties of School Administration Manager

a. Understanding the limitations and financial flexibility of the school; setting goals and
formulating appropriate financial management strategies after considering factors such
as school resources, background and needs of their students etc;
b. Approving school budgets;

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 c. Reviewing school income and expenditure regularly to ensure that resource
deployment is in line with the school development plan and caters for the needs of the
students.
d. Ensuring that school income is handled and used in accordance with the requirements
of the Education Ordinance, the Code of Aid and relevant EMB circulars as well as
other relevant regulations and rules;
e. Formulating financial management criteria and procedures (e.g. procedures for
handling income and expenditure, procurement and quotation as well as rules on
acceptance of advantages etc.) according to the relevant laws and regulations to avoid
conflict of interest and the misuse of government resources;
f. Putting in place adequate budgetary controls and a good accounting and reporting
system to monitor the financial situation; and if necessary, reprioritizing development
projects after assessing their actual expenditure;
g. Appointing an accountant as auditor to audit school accounts.

4.2. SECREATARY

The administrative manager works in coordination with other staffs of the institution, but
mainly with the secretary. The secretary can be described in two general sense is, first
secretary is a person who works on another person to assist in the correspondence, paperwork,
to getting information and other confidential matters, second secretary is appointed an
employee by the company directly or company or union to do the correspondence,
maintaining the documents especially those dealing with the company.
Secretary has an important role and can determine the success of the company's goal or an
office. The importance of the role of a secretary is certainly in accordance with the position of
secretary of each organization or office. The role of the secretary in general can be seen as
follows below.
The importance of the secretary to assist management in the office:
5. As an intermediary channels of communication and building a good relationship for
the person who want to be associated with the principal or supervisor.
6. As the necessary resources to meet the leader or supervisor functions, duties and
responsibilities.
7. As connective leadership wishes to the subordinate in the performance of duties.
The importance of the secretary of the employees:
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 1. The Secretary has an interest in determining the policies that apply to employees in a
fair, that is rules of regarding the placement of employee in accordance with the
employee's skills and upon ability.
2. Giving motivation for employees to work so that the work can go smoothly and
successful.
3. Approached the employees to better find out and understand the will of the employee.
In a hierarchical relationship, the Secretary among others conveys information, advice, and
the review of his subordinates to leaders. Effective communication skills are an absolute must,
especially the ability to speak persuasively, write clearly and with good grammar and convey
a "message" in the sense of ability to convey the idea convincingly. In addition, the "message"
should contain the following elements:
Opinions.
Suggestions.
Constructive criticism.
Demand for their contributions.
Information.
4.2.1. School Secretariat Documents
Among the documents that the secretariat department uses in its activities include:

Miscellaneous reports;
Sheets and wages;
Requisitions;
Justifications of expenditure;
Plans of internal and external expenses,
Effectiveness sheets;
Leaves of faults;
Individual process of employees;
Application Minutes;
Absences justification papers;
Point book;
School hours,
School regulations;
Book of complaints and suggestions;

25
 Minutes of meetings;
Registration forms;

Amongst varies application forms found in the secretary, some of them are the following
requests:

Oath request;
Request for certificates;
Request for certification of Literary Qualifications;
Request for declaration of passage;
Application for registration;
Request for qualification;
Application for cancellation of enrollment;
Money-back claim;
Request for transfers;
Application for employment;
Among several.

Reinforcing, in the Individual Process of the officers are contained all processes of evaluation
of the performance of the teacher or other officials of the institution, copy of Identity Card,
copies of Certificates of Literacy, copies of various dispatches of appointment and
employment contracts, among others. While within the student's process it contains a copy of
a personal certificate, a copy of certificates of academic qualifications and declarations of
passage concerning classes without examination and registration forms and proof of
transference if it has been made.

4.3. DOCUMENT CODIFICATION

Usually, the documents found in the administrative department as in others there is always a
mark of codification that is made for them to be easily accessible even through the placement
of writings and tabs. The portfolios are well divided and classified according to the content
contained therein and so on.

It is a way that all institution are aware about on the matter how to organize the files. As an
example, in most secondary school is usual to find files within the portfolio and written out of
it the main words for the files.
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 4.4. ASSETS

An asset is anything of value that can be converted into cash. Assets are owned by
individuals, businesses and governments. Examples of assets include:

Cash and cash equivalents certificates of deposit, checking and savings accounts,
money market accounts, physical cash, Treasury bills;
Real property land and any structure that is permanently attached to it;
Personal property everything that you own that is not real property such as boats,
collectibles, household furnishings, jewelry, vehicles;
Investments annuities, bonds, cash value of life insurance policies, mutual funds,
pensions, retirement plans, stocks and other investments.

4.4.1. Fixed Equipment

Fixed equipments are assets which are usually attached and integral to the buildings function,
although it might have a shorter life than that of the building. Building services equipment,
such as heating, ventilation, air-conditioning, elevators, plumbing, and sprinkler systems are
also included in the fixed equipment category. Basically, items which are stand alone and are
not associated with any particular department but are associated with the building as a whole
are considered fixed assets.

In addition to assets inside a building, buildings, capitalized land, land improvements and
some construction projects are also considered fixed equipment.

4.4.2. Movable Assets

Movable assets include items that are not necessarily part of the building itself. Include Assets
that can be relocated on a ledger. Profits, interest, and so on.

4.5. ORGANIZATION OF ACCOUNTS PROCESS

Financial accounting is the process of recording, summarizing and reporting the myriad of
transactions resulting from business operations over a period of time. These transactions are
summarized in the preparation of financial statements, including the balance sheet, income
statement and cash flow statement that encapsulate the company's operating performance over
a specified period.

27
The goal of any organization should be the ability to produce timely and accurate financial
statements within a reasonable period of time after the month has ended. To reach the point
of financial reporting many details must take place throughout and at the end of a month in
order to record the financial transactions of the organization. All of these details can be
managed most efficiently when processes and procedures are put in place. Ideally, they are
well thought out, documented and incorporate all appropriate departments of the organization.

Usually, the at the closing of the month entails the following major tasks: recording all
financial transactions, reconciling balance sheet accounts, review of income & expense
accounts, preparing financial statements and finally the review of all of this work.

4.6. INVENTORY

Conducting capital equipment inventories is vital in monitoring and controlling schools

capital equipment. Physical inventories are conducted on a department-by-department in a
perpetual cycle, with the oldest equipment inventory being the next one done.

Ideally the school inventory should include descriptive details, noting down such things as:
serial numbers, warranty, the cost of purchasing the item, and the current location. However,
it is usually best practice to initiate the asset tracking with an asset survey where is walked
around the premises, identifying, tagging and logging all assets that are worth more than a
minimum value agreed by the school or academy.

It is best practice to have in place a complete and fully maintained inventory of all current
moveable assets. Assets will continually change due to purchases, movements, and disposal,
so it is important to keep track of these variations. Inventories usually monitor:

Equipment including: teaching aids, kitchen equipment and IT/AV equipment

(amongst others).
Furniture.
Vehicles.
Cleaning tools:

4.6.1. Benefits of an inventory

Cost: A comprehensive inventory will reduce the occurrence of purchasing duplicates of

equipment or furniture.

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Medium term planning:

Risk assessments become an easy process, because all equipment that appear to be
hazardous can be logged in one database.
Supports with maintaining a fixed asset register and the value of the companys assets
on the balance sheet.
Verify and improve insurance policy purchase and claims handling.

Short term planning:

Logging license and insurance contracts allows you to track their expiry dates. This
means a reduction of late renewals.

Organization:

All data is stored in one area and, depending on how you have created it, can be
filtered, and organized, into subsections for easy access and to confirm the location or
assets for different teams or locations.

Maintenance checks:

Ensures companies meet their maintenance checks and audits if they chose to use their
inventory for this purpose

4.7. SCHOOL REVENUE

The school revenues include all money that a specific school receives over a given year.
However, the amount districts receive from local, state, and federal sources varies from state
to state and even district to district. In Mozambique it is called ADE (acronym in Portuguese
which stands for Ajuda Directa as Escolas).

This amount is supplied by the Ministry of Education and human Development in its
commitment to the improvement of basic needs which can affect the good functioning of the
schools throughout the country. The amount is managed locally being the responsibility of the
local managers to plan according to the needs of the school and future possible needs. This
money have helped many schools to solve problems of cleaning, acquisition of teaching
materials, rehabilitate infrastructures and pay services for the local benefits.

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It is the responsibility of the administration manager to use the amount to solve problems
which the school faces by making previous plans so that the amount is used rationally.

5. INSTRUMENTS FOR DATA COLLECTION TO EACH ACTIVITY AREA OF

THE SCHOOL

The selection of valid instruments to help in the data collection in the field of study is crucial
for the researcher work since it saves time and effort for the accomplishment of what is
attempted to be gathered. Therefore, below shows the way how each part will be conducted
and the appropriate tool for that.

1. Organizational Department

We will use semi-structured interview

2. Pedagogic Department

We will use structured interview

3. Administrative activities

We will use questionnaire

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 6. REFERENCES

Ministry of Education, Culture and Human Resources (2009). School Management Manual -
Policies, Procedures & Guidelines on School Management Issues. Available
on:http://ministryeducation.govmu.org/English/Documents/Publications/School%20Managem
ent%20Manual.pdf

OECD (2016). What Makes A School A Learning Organization? - A Guide for Policy Makers,
School Leaders And Teachers. UNICEF

MEC. (2008). Regulamento Geral do Ensino Bsico (REGEB). Editor: DINEG/MEC

Maputo Mozambique

Ministrio Da Educao (2010). Regulamento De Avaliao Do Ensino Secundrio Geral.

Maputo, MEC

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7. ANNEXES

32
 Universidade Pedaggica de Nampula

Structured Interview for Organizational Department

Date:_____/_______/________ Time:____Hr______Min_______________________

Interviewee:____________________________________________________________

School name:___________________________________________________________

The paper consists of a sort of questions which will guide us during our interview with the
purpose of collect information in this department concerning to its functioning and tools. It
will take us about 10-15 minutes and I am really convinced on the best results.

General objective: Know about the Pedagogical area and its function
Specific objectives: Question the responsible of the pedagogic department
Describe the functions of the department
Identify the documents used by the department
Characterize the utility of each document

Categories Questions

a. Why the department is called pedagogical?

Functions b. What is the main function of the pedagogical
department in the school?

a. What are the branches of the department?

Membership b. What is the role of each member of the area?
c. How do they work?

a. Could you please mention the document used in the

pedagogical area?
b. When and how are they used and by whom?
Documentations c. Where are the document found?
d. How would you evaluate the relevance of the
pedagogical documents?

Others a. Is there something necessary to add on it?

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 Universidade Pedaggica de Nampula

Structured Interview for Pedagogical Department

Date:_____/_______/________ Time:____Hr______Min_______________________

Interviewee:____________________________________________________________

School name:___________________________________________________________

The paper consists of a sort of questions which will guide us during our interview with the
purpose of collect information in this department concerning to its functioning and tools. It
will take us about 10-15 minutes and I am really convinced on the best results.

General objective: Know about the Organizational area and its function
Specific objectives: Describe the functions of the organizational department;
List the components of school organization department;
Interpret the various documents used by the department.

Categories Questions
a. The school is an institution of Teaching and Learning.
School organization How do you describe the department of organization?
b. What is the main function of the department?
a. Apart from you, are there other people who work
Role of the school together with the department? Who are they?
component b. What are the functions/roles of each of them?
a. The organizational department works with a
considerable number of documents. What are those
Basic Documentations documents?
b. How are used and when are they used?
c. How the documents reach to the people involved in the
school organization?
a. Weve described indeed several and important things.
Others Do you have any complementation related to what we
were talking about, it means the school organizational
area?

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 Universidade Pedaggica de Nampula

Questionnaire Form for Administration Department

Date:_____/_______/________ Time:____Hr______Min_______________________

Respondent:____________________________________________________________

School name:___________________________________________________________

Introduction

The present questionnaire aims to get information in the department of school administration
to be used in the socialization during our training in educational area. The information
supplied will be confidential and the correspondent will be omitted unless is allowed.

General goal: Acquire knowledge concerning to the administration area

Specific goals: Describe the function of the administration department of school;

Identify the documents which the department uses in their activities;

Analyze different areas connected to administration area.

Part I. Functions of Administration area

Mark with (X) which best describe the function of the school administration area:

Planning [ ] Organizing [ ] Staffing [ ] Leading/Directing [ ] Controlling/ Monitoring [ ]

Motivation [ ]

Part II. Documentations

List the documents used by the department.

_______________________, _____________________,_____________________, etc.

Part III. School Revenue and other areas

i. How the school money is managed and used?

ii. Does the school have library, canteen, health care, school club and community centre?
And how are they managed?

Thanks for your loyal cooperation and support. Hope you help us for the next chance.

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