With this in mind, this study examines the roles and responsibilities of VET center managers as presented by the DoE's policy documents presented to these center managers. The collection of data for this research was achieved by concentrating on three of the core duties of the VBET center managers in practice.
Introduction to the Study
- Statement of Purpose
- A Brief Introduction to the Study
- Critical Questions
- Rationale
- Significance of the Study
- Definition of Key Concepts
- Preview of Forthcoming Chapters
This act stipulated that each of the four racial groups (whites, blacks, coloreds, and Indians) be specifically segregated and live in separate areas (Dansay, 1996). How leadership styles and management strategies of ABET center managers influence the effectiveness of ABET centers in KwaZulu-Natal.
Review of Related Literature on Adult Learning Centres
Introduction
An Overview of ‘Apartheid’ in South Africa
The Group Areas Act, introduced by the apartheid government, further entrenched separate development of the different racial groups (Republic of South Africa, 1950). The liberation struggle motivated African learners to sacrifice their education to fight the inequalities of the apartheid regime (Vapi, 1999).
Adult Education and Adult Basic Education in the Pre-Democratic Era in South Africa
Dr Verwoerd, then Minister of Bantu Education, said in his speech to parliament in 1958 that "the Bantu people in South Africa must be given an education system that suits their purpose in the South African context" (Republic of South -Africa, 1958) ). The fundamental role of adult education and basic education for adults in South Africa was to promote the development process of the country as a whole.
International Trends in Adult Education
The two areas of adult education offered in Sweden are 'public education' and 'further education'. This continuing education offered in Sweden is similar to the adult education and skills development programs offered in South Africa.
An Urgent Need for Adult Basic Education in South Africa
The success of an ABET center depends to a large extent on the leadership skills of the center manager. This ABET Center Leader should demonstrate a genuine commitment to the activities of the ABET Center for Social Integration (Prasad, 1995).
A Conceptual Analysis of Leadership Styles of ABET Centre Managers
In doing so, the head of the center would be aware of the needs of his staff. The transformational leader of the ABET Center is dedicated to the development of group members and the group as a whole. As we have already mentioned, the vision of the ABET center leader must be well marketed to all participants.
By developing the educator's leadership, the ABET center manager would improve the performance of his center. Applying the principles of the transformational leader and the instructional leader, the ABET center leader aims for continuous quality improvement (C.Q.I.).
A Conceptual Analysis of Management Strategies useful for ABET Centre Managers
Besides providing the basic curriculum of reading, writing and numeracy; ABET Center leaders are further pressured by the local community to accommodate a curriculum that fits the needs of the community. The above guidelines for ABET Practitioner Implementation at ABET Centers in South Africa may not be appropriate for all ABET Centers and all ABET Center Managers. These management strategies, or parts of them, can be chosen to suit the context and needs of a particular ABET Center or ABET Center Leader.
The leadership styles of an ABET center manager would also determine the management effectiveness of that ABET center to a certain extent. This efficiency of management would ultimately create the quality of education that is so needed in ABET centers in South Africa today.
The Management of ABET Centres
These are just some of the documents developed by national and provincial governments for implementation in ABET centers in South Africa. This document clearly outlines the different leadership roles of the ABET Center Manager and ABET Center Educators. These management functions of ABET Center Managers are clearly described in the DoE Policy Paper on ABET.
Regulators “bombard” ABET center management with policies, paying little attention to understanding those policies. Ultimately, these policies are intended to build the capacity of ABET Center Managers and ABET Center Educators; and thereby improving the status of ABET in South Africa.
Conclusion
This study will strive to unravel the established plan of hierarchy at ABET centers in the Pinetown district. While the literature speaks to the need for ABET center managers to be sensitive to change, it does not refer to the adaptation process. The present call is for ABET Center Leaders to adapt their strategies according to the current times and needs of their ABET Centers.
The researcher is aware that the management strategies identified should meet the educational needs of the current ABET centers in South Africa. While it can be debated whether such a set of strategies for UK school managers can work for all managers of ABET centers in South Africa, this researcher is confident that a standard set of management strategies formulated for managers of ABET centers in the Pinetown District , may apply to all managers of ABET centers in South Africa. ABET centers in South Africa.
Methodology
- Introduction
- Theoretical Framework
- The Use of Qualitative Methodology
- Study Approach
- Instruments Used For Data Collection
- Analysis of Data from the Study
- Conclusion
Cohen and Manion (1989, p. 124) argue that "the case study researcher usually observes the characteristics of the individual unit". These dilemmas are confirmed by Walford (2001, p. 15), who states that "methods require a focus on a very small number of locations, but there is often a desire for conclusions that have wider applicability than just these individual cases". Anderson (1993, p. 163) argues that "the case study design is not reliable as another researcher might come to a different conclusion".
The researcher often sat in the corridor of the BOOV centers and informally observed and took notes. On day five, the researcher observed the center manager holding a staff meeting with all the educators.
Analysis of Data
Introduction
Management Duty 1 – Administration
In the ABET Center 1, the head of the center stated that 187 students and 14 educators have registered with the ABET Directorate for the current year. The head of the center in the ABET 2 center registered 70 students and 8 educators in her ABET center for the current year. Two educators at ABET Center 1 who were interviewed revealed that the center manager was very strict about record keeping.
In ABET Center 2, the center manager brought these data of those educators and students registered in the ABET directory a few days later. It wasn't as well compiled as the ABET Center Manager 1's.
Management Duty 2 – Managing Resources
During the interview, the manager of the center said: "The educators were there to teach and my job was to control all the finances of the center." She said the center's financial data was compiled by her and updated on a weekly basis. During the interview of the center manager at ABET Center 2, she claimed that she was not familiar with the correct accounting procedures as required by law.
At ABET Center 1, the center manager indicated that these salary claim forms were compiled by the individual educators. During the interview with the center manager of ABET Center 2, it was revealed that his learners were charged a fee of R30-00 per year.
Management Duty 3 – Managing Adult Educators
The interview panel consisted of the center manager and two teachers who taught that specific subject. The Center 2 teachers asked the center manager if the circulars and policies could be translated into isiZulu by the DoE. The center manager of Center 1 indicated that she had no communication problem with her teachers.
The educators of Center 1 said that the head of the center had a habit of bombarding them with new circulars. The educators in Center 2 stated that they have a very good relationship with the head of the center.
Recommendations and Conclusion
Introduction
Reflections
Main Findings
Although the center manager at Center 1 was considered too autocratic in running her center, this center manager had her finger on the pulse in all aspects of her center. She was aware of all the activities in her center, even when she was not in the center. It was common for the sole educator in her center to take responsibility for center activities in the absence of the center manager.
The center manager's records of minutes of meetings, records of finances, the records of attendance of educators and students, and the records of the selection of educators were carefully maintained and kept. At the interview it seemed that the center manager at Center 2 had many positive ideas to improve her centre.
Recommendations
She knew her roles as the center manager, as well as the roles of the center educators. This teamwork will encourage stronger links between the center manager and the center educators at ECE centres. These important stakeholders at the VBET centers can also assist the center managers to improve the status of their VBET centers.
The above recommendations dictate, without exception, that the center managers involve all the stakeholders in the management of the VEET centre. The center managers must recognize that the BOOV centers are not theirs to manage and lead entirely on their own.
Gaps and Limitations
It was also found that there was no prior research conducted in this area of leadership and management of ABET centers in South Africa. The researcher found great difficulties in obtaining literature on the management and leadership of ABET centers. In this way they can gain a wider perspective of the leadership and management of ABET centers in KwaZulu-Natal or even in South Africa.
A comprehensive study of the leadership and management of ABET centers in rural settings could also be conducted. It also provides clear insight to DoE officials for the implementation of a strategic plan to improve the management and leadership of ABET centers in KwaZulu-Natal.
Conclusions
These tasks are outlined in the "Working Paper for ABET Tutors and Educators" (2004) issued to ABET Center Managers and ABET Educators by the ABET Directorate: KZN Department of Education. I intend to conduct research in the field of Leadership and Management in Adult Basic Education and Training (ABET) centers in Pinetown district. Without the participation of the ABET centers in the Pinetown District I would not be able to successfully complete this research project.
Written consent was obtained prior to the interviews from all respondents for participation in the research and for permission for me to record the interviews. I focused this study on the role functions of ABET Center managers as defined in the policy document by the Provincial Department of Education: KwaZulu-Natal.
