This report seeks ways to improve the management of the existing English Language Teaching Resource Centers (ELT-RlC) in Mozambique. Proposals are made to clearly define the place of ELT-RiCs and their leaders in the organizational structure of the education system; introduce other activities in ELT-RlC; enlarge the number of ELT-RiC users and improve the communication system and thus. The report also suggests the optional number of staff for ELT-RiC and what should be done to enable Provincial English Advisors (PEA) to run ELT-RiC more effectively and efficiently.
Departamento de Desenvolvimento Internacional Direcção Nacional do Ensino Secundário Geral Equipa de Gestão da Língua Inglesa.
PROFILE OF THE PRESENT SITUATION OF THE ENGLISH LANGUAGE TEACHING RESOURCE CENTRES IN MOZAMBIQUE
- Background
- Statement of purpose of study
- Critical questions
- Rationale
- Structure of the report
PROFILE OF THE CURRENT SITUATION OF THE ENGLISH LANGUAGE TEACHING RESOURCE CENTER IN MOZAMBIQUE. DFID - formerly ODA) decided to jointly support the STEP (Secondary and Technical English Project) initiated by the English Division in the National Directorate for Secondary Education (DNESG) in the Ministry of Education. The ELT RlCs are all based at one of the secondary schools in the capital of each province. The aim of this study is to look for ways to improve the management of the ten (10) existing ELT - RlCs in Mozambique.
In some cases, the relationships between the RIC manager and the heads of the schools where the ELT RlCs are located and other education stakeholders are not the desired ones.
CHARPTERII
RESOURCE CENTRES AND THEIR MANAGEMENT
- Managing institutions/organizations
- Differences between a manager and a leader
- Connections between managing and leading
The main purpose of the teachers' resource centers is to support the teachers in their work. The resource center leaders in the Mozambican context should not only focus on planning and controlling their resource center activities to maintain stability, but should also, more importantly, focus on creating a vision for the future of ELT in Mozambique and inspiring others to achieve it. In everyday use of the terms 'leadership' and 'leadership', people tend to see these as two synonymous words.
So managers work towards the welfare of the people and institutions they work for, creating corporate rationality. If managers are implementing action plans through other people, they should also know why they are implementing such plans and the future effects of the activities they are doing today. They should think about the people who are actually in direct contact with the activities.
But planning can be extremely difficult without a vision for the future and the mission or purpose of the organization/institution to set the goals of the institution. It is important to understand that the main functions of effective communication in organizations and institutions are to ensure the best service and good product quality, to generate ideas, to accept and adapt to changes, to guarantee good relations between staff and understanding the objectives of the organization/institution. and work towards its realization. This is the type of communication that travels from the top (from managers) to subordinates, communicating the mission and objectives of the organization and the procedures to be followed.
In this type of communication, information flows between people of the same rank in an organization. The type of messages to be communicated could be informal conversations or reports on the activities that department employees are carrying out to keep colleagues informed of what is going on, or information to other managers to enable them to make informed to make decisions. Depending on the organization's objectives, the context in which the organization operates, the skills of the workforce and their motivation, and the culture of the organization, each of the organization's objectives can be determined.
This type of communication network depends on one person at the center of the communication process.
Research hypothesis and methodology 1. Hypothesis
- Methodology
- The data collection device
The questionnaires will confirm these views, beliefs, opinions, ideas and experiences of the ELT-R/C managers about the ELT-R/Cs. The intention was to find out whether the ELT-RiCs cover all those who really need their services, or whether there are people who are knowingly or unknowingly being excluded. Was meant to see who those people are, if any, who are being left out, but who the ELT-RiCs are supposed to serve as well, so that recommendations can be made to cover them.
This section also contained questions related to relationships between the ELT-RiCs and other education stakeholders. It was intended to see if the other educational stakeholders are fully aware of the activities of the ELT-RiCs and if the ELT-RiCs are aware of the contexts in which the teachers work, and to find out if the types of communication currently flow in . use is appropriate for the reality of the ELT-RiCs or not. This will enable me to see if it meets the needs of all the teachers in the province or not, and also to see if the activities allow active involvement of the teachers in the ELT -R/Cs life.
Section D aims to find out whether the limited number of personnel for ELT-R/C makes APPs feel overburdened so that they cannot perform certain activities properly. This section also attempts to learn about the workload of PPAs and identify what is the knowledge gap, if any, for the efficient and effective management of ELT-RiCs by PPAs. Given the fact that the British government will cease its funding for the STEP project, and therefore for ELT-RlCs, it is important to examine the possibilities and ways of the possible budget allocated by the Ministry of Education in the post-project period. can be reinforced for self-sustainability.
It is not enough to identify ways to generate financial income; one must also understand how the financial generating income activities may affect the overall work of the ELT-R/Cs. Since the aim was to find out the ideas, opinions and experiences of the ELT-RiC managers, it was important that open .. questions were given so that they (CELT-RIC managers) would express themselves without feeling restricted.
DATA PRESENTATION AND INTERPRETATION
- Section A: Relationships
- Section B: Communication
- Section C: Activities carried out by the ELT-R/Cs
- Section D: Staffing for the ELT-R/C
- Section E: PEAs within the education system
- Section F: Financial income generation
As Table 2 indicates, the PEAs seem to share the idea that the ELT-R/Cs should not only serve teachers of English. All the material in the ELT-R/Cs is in English and almost all the other teachers do not read or write English. Relationships between the ELT-RLCs and the schools where they are based; other schools ill the province; DDE; and PDE.
Opinions on what should be done to debunk the relationships between the ELT-R/C and education stakeholders, as shown in Table 4. In this section, the PEAs were asked to indicate how often the ELT-R/Cs communicate with the English Language Management Team (ELMT) at the Ministry of Education, the. The flow of information between the ELT-R/Cs and the other education stakeholders is usually limited to once a month or even less.
activities performed by the ELT-R/Cs; other activities they should do; and Imphcations to PEAs and ELT-R/C itself. This section was intended to capture what PEAs thought about the current number of staff working for the ELT-RlCs. PEAs' thoughts on the current and optional staffing levels for the ELT-R/Cs.
The current number of staff for ELT -RlC seems unsatisfactory considering the volume of work in RlC. PEAs were asked for their opinion on whether ELT-RiC should carry out activities that would generate financial income.
General discussion and recommendations, and general conclusion 1. General discussion and recommendations
- Introduction
- Relationships
- Communication
- Staffing for the ELT -R/Cs
- A leadership model: the implications for financial generation income
- Limitations to the study
- General conclusion
Although ELT-R/Cs organize seminars and workshops, these are focused on the courses being taught. The PDE communicates with the ELT-R/C only to relay information from the Ministry's ELMT. It is most often sent straight from ELT-R/Cs to English teachers.
They could use the ELT-R/Cs facilities for the production of their teaching/learning materials. The ELT-R/Cs were the first teacher resource centers in the history of education in the country. The PEAs have a coherent vision of what the ELT-R/Cs are trying to achieve; she.
It is worth remembering that APPs are English language teachers who are recruited from the classroom to manage ELT-R/Cs. It would be strongly recommended that ELT -R/Cs be attached to the Department of. Since then, ELT-R/C can only depend on the budget allocated by the Ministry of Education.
The allocated budget may not allow the ELT-R/C to work to their full potential. In small towns where there are no photocopiers, the public would also go to the ELT-R/C. In the post-project period, it is important that ELT-R/C introduce activities that can generate financial income.
The general picture that emerges is that the ELT-R/Cs are very valuable for the teachers.
BIBLIOGRAPHY
University of Natal-Durban Leadership Centre
This questionnaire is designed to elicit your ideas, opinions and experiences as a PEA in managing the English Language Teaching Resource Centers (ELT-RiCs). By answering this questionnaire you will help improve the ways we currently manage the ELT-RiC. RiCs. What do you think of the relations between the ELT-RiC and the provincial education directorate in your province?---.
What do you think of the relationship between ELT-RiC and the district? directorates of education in your province?---. What do you think about the relationship between ELT-RiC and upper secondary school? Is in your province. In particular, describe the relationship between the ELT-RIC and the school where it is based.
What do you think should be done to improve the relationship between ELT-RiC and education authorities and schools in your province? How often does your ELT-R/C communicate with the Provincial Directorate of Education in your province?. How often does your ELT-R/C communicate with the District Directorates of Education in your province?.
What implications would these additional activities bring to you as a PEA and ELT-RlC. What would you like to know to improve the management of your ELT?
