Die Rol van die Departementshoof in die Bestuur van die Grondslagfase in Skole van die Mahikeng-Area van die Noordwes Ondervvysdepartement

Abstract

The Foundation Phase has continued to develop over time, culminating with the Curriculum Assessment Policy Statements (CAPS) in 2012. The General Education and Training (GET) division consists of three phases: Foundation, Intermediate and Senior. Foundation Phase include Grade R (Reception year), and Grades 1, 2 and 3. Grade R is not part of compulsory education but is still part of the Foundation Phase, a crucial stage where learners move from the familiarity of their home environment into the unknown of the school setting. Learners are unique and differing teaching methods are required to ensure each individual student's needs are addressed. The role of the Departmental Head in the management of the Foundation Phase is crucial and the duties and responsibilities of the job description are clearly outlined in the Personnel Administrative Measures (PAM). The purpose of this study was to determine if Departmental Heads meet all of the duties and responsibilities to manage the Foundation Phase effectively in actual conditions in schools. A qualitative research method was used. Interviews were held with six Departmental Heads of various primary schools within the jurisdiction of the Mahikeng Area Office, with three of the school s situated in town, two in a rural area and one situated 15 krn from town in a farming community. Data was collected and processed, based on an investigation of their personal experiences and opinions. The findings indicated that Departmental Heads, who are also Foundation Phase teachers, are involved in teaching activities I 00% of the time, despite only 85% to 90% being indicated in the PAM. This allows Departmental Heads very little time for administration, class visits or lesson observation. The problem is compounded by additional responsibilities such as the administration of the school's vegetable garden and additional parent meetings due to the low literacy rate of the community. Class visits are recommended as important for improving the quality of teaching and learning. Cooperation and support of the Principal is important for managing the Departmental Head's own class while he/she does class visits. It is also recommended that Departmental Heads liaise with other schools' Departmental Heads to determine the level of performance of their own department.