7.2. Document Analysis – Primary Data 2019
7.2.1. Findings drawn from meetings held related to Jika iMfundo
The three HODs from the three schools, that is Grout I3, Stan I4 and Mano I5 attended meetings and workshops that related to Jika iMfundo at the beginning of the year and had to cascade the information gained to teachers in their respective schools. This meant that the “train the trainer” model is still considered the best way to cascade information to teachers about how to use the CPT and other curriculum tracking tools. Figures 7.1 shows the agenda of the report back meeting by an HOD at Grout I3.
Fig. 7.1. Report back on first Jika iMfundo related meeting
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Figure 7.1, indicates the agenda of a meeting held in ILembe district and the brief report back on what had transpired. One of the topics discussed in the agenda was the Jika iMfundo programme. The subject advisor for ILembe district conducted the meeting. It appeared that subject advisors in ILembe district had taken a keen interest in the Jika iMfundo CPT, unlike in the Pinetown district where it transpired that subject advisors promoted the use of the ATP instead of the CPT. It seemed that at ILembe district subject advisors were taking the initiative to empower HODs in understanding the relationship between the ATP and CPT. Such initiatives might address the challenges raised by teachers in which they viewed the ATP and CPT as contradicting documents. It is hoped that after those initiatives had taken place, teachers would view the CPT as being an extension of the ATP.
The above meeting took place on the 21st of February 2019 and the report back meeting by the HOD took place on the 25th of February 2019. The report back meeting was conducted timeously ensuring that there was no delay in disseminating the information to teachers. This timeous feedback seemed to be a challenge in the Pinetown district. This study does not aim to compare the two districts but rather to explore teachers and HOD utilisation of the CPT and other curriculum tools. During the interviews conducted in 2018 some of the challenges that emerged from secondary data collected from 2015-2017 in Pinetown seemed to also be experienced in ILembe district. However, the attitude of teachers and HODs towards the CPT from the two districts differ. Even though there are challenges, teachers and HODs in ILembe district seem to be willing to adopt the usage of the CPT as compared with teachers and HODs in the Pinetown district. Also those in authority, i.e. subject advisors in ILembe district seem to be encouraging the adoption of the CPT. As pointed by Graven (2016) the success of the intervention depends on the people expected to implement it. The findings from the two districts confirms the argument made by Graven (2016).
In a discussion with an HOD at Stan I4, it appeared that even unions support the utilisation of the CPT and signed a memorandum to allow HODs time to attend workshops and to conduct internal meetings with staff after attending workshops, as shown in figure 7.2. The HOD was given time off to attend the workshop conducted in April 2019.
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Fig. 7.2. Union acknowledgement giving time off for HOD to attend Jika iMfundo workshop
Figure 7.2 above indicates that teacher unions are taking an initiative to be a part of the Jika iMfundo programme and are supporting the conduction of the various workshops. NAPTOSA (National Professional Teachers’ Organisation of South Africa) is a teacher union that, as indicated in the letter above, ensures that principals are made aware that the HOD needed to attend the Jika iMfundo Module 5 Dry Run workshop. The endorsement and support of these workshops by teacher unions could actually serve to be an enabling factor and aid in allowing for HODs to cascade the information, gained at these workshops, to the teachers at their respective schools. At the same time, it is imperative that HODs do share the information obtained at these workshops for it to have the desired impact. Figure 7.3 below shows the content of what was discussed in the workshop and the way forward for HODs and teachers.
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Fig. 7.3. Content of the workshop conducted by PILO on Jika iMfundo
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As evident in Figure 7.3, the principal needed to sign as proof that they have seen the report of the workshop attended by the HOD. This meant that principals also needed to ensure that report backs do take place after the HOD attended the meeting, thus addressing the issue of accountability that Mkhwanazi et al. (2018) commented on. The challenges that had been raised by teachers in the secondary data seemed to have been noted by unions. What is evident in the report is that suggestions of a way forward are provided which can be considered as the driving forces or enabling factors to guide HODs and teachers in the utilisation of CPT. There is also an emphasis on evidence required of school based meetings to ensure that professional conversations with regard to utilisation of CPT and curriculum coverage is taking place. These initiatives might help in addressing the concern raised in secondary data where there was no evidence of meetings taking place. In cases where meetings were taking place, there was no evidence of a discussion around CPT usage and curriculum coverage. If such initiatives can be adopted in all districts, there is a possibility to alleviate the challenges experienced by teachers and HODs of lack of knowledge and time to conduct school based meetings.
7.2.2. Tools developed by HOD to promote professional conversation with teachers at