An important aspect of the head’s functions is establishing appropriate relationships with the various agencies that contribute to the quality of school management. This unit aims to provide you with a greater operational knowledge of the various agencies that have authority in one way or another over the way schools operate. The focus is on the duties and rights of the various agencies that are responsible for helping to establish operational procedures and standards in schools.
Individual study time: 3 hours
Learning outcomes
By the end of this unit, you should be able to:
§ describe the norm-seeking role of the Ministry of Education
§ identify the main levels of educational administration and management
§ explain how relations with the various stakeholders in education affect the nature and quality of school management.
§ identify specifically the management and governance role in schools of the central Ministry of Education, the Regional Administration and Education Departments, the MERD Unit and NCERD and how they affect the management of your school,
The flow chart below indicates some of the agencies who may exercise their responsibility for establishing procedures and standards in schools.
Relationships between schools and other agencies
Schools
NCERD
Ministry of Education
Regional Administration
Department of Education
Allied Arts
Ministry of Education
Regional Administration
Department of Education
Allied Arts
NCERD
Ministry of Education
Regional Administration
Department of Education
Allied Arts
N.G.Os
T.S.C.
M.E.R.D Unit
Ministry of Education
Regional Administration
Department of Education
Allied Arts
N.G.Os
T.S.C.
M.E.R.D Unit
Quality of Education
The norm-setting role of the Ministry of Education
Activity 4.1
Identify some of the areas in which the Ministry of Education determines the way your school operates.
Identify some of the areas in which the Ministry of Education determines the way your school operates.
Comments
The areas you have identified may include:
§ The standards of teaching and learning
§ The curriculum components and content by course and by level
§ Benchmarking tools in all areas of school life
§ The nature and type of physical facilities your school has such as classrooms, furniture, learning resources etc.
§ The type of educational equipment in use in your school
§ Your personnel, i.e. the types and number of teaching and non-teaching staff
§ The management of your school finances.
The functions of the Ministry of Education at the national headquarters level with regard to school governance are mainly normative; that is, they establish norms or standards for the operation of schools. By defining principles, setting standards and establishing guidelines for the operation of schools, the Ministry of Education is able to direct the educational system towards the national goals.
In Guyana, this is a major task for the MOE. Many challenges are faced and, although the provision of an equal education for all is uppermost in the work of the MOE, it is beset with difficulties. The geography of the country, travel difficulties, personnel issues, the recruitment of staff in the hinterland, the retention of teachers and communications generally have an impact on its ability to provide an educational system which is truly equal and conforms to the norm in all cases. This norm setting is often also described as strategic management. The MOE has a strategic plan that is implemented and monitored continuously and reviewed every 5 years.
In Guyana, this is a major task for the MOE. Many challenges are faced and, although the provision of an equal education for all is uppermost in the work of the MOE, it is beset with difficulties. The geography of the country, travel difficulties, personnel issues, the recruitment of staff in the hinterland, the retention of teachers and communications generally have an impact on its ability to provide an educational system which is truly equal and conforms to the norm in all cases. This norm setting is often also described as strategic management. The MOE has a strategic plan that is implemented and monitored continuously and reviewed every 5 years.
Levels of educational administration
Activity 4.2
Consider the structure of the Ministry of Education in Guyana and identify the different levels of educational authority from the Ministry of Education in Georgetown down to the individual school.
Comments
Two clearly distinct levels of operation characterise the educational system; there is the Ministry of Education and various national agencies at the highest level and there is the level of individual schools where the actual teaching and learning take place. Between these two extremes are intermediate levels. Heads have to deal with authorities at each of the various levels in the running of their schools.
For a fuller account of the organisation and functions of the government, study again Unit 2 in Module 2, Principles of Educational Management.
Two clearly distinct levels of operation characterise the educational system; there is the Ministry of Education and various national agencies at the highest level and there is the level of individual schools where the actual teaching and learning take place. Between these two extremes are intermediate levels. Heads have to deal with authorities at each of the various levels in the running of their schools.
For a fuller account of the organisation and functions of the government, study again Unit 2 in Module 2, Principles of Educational Management.
Relations with the Ministry of Education
In view of the importance of education in the development of human resources in Guyana, the Guyanese Government has a direct involvement in the education of its people. The involvement of government in the provision of education is through the Ministry of Education. In Guyana, this participation in educational provision is being decentralised more and more and much of the accountability for a quality education for all children lies with the regional administrations and education departments. The MOE provides overall direction and a monitoring function but allows decisions to be made at a local level with answerability to the people through local democracy.
In view of the importance of education in the development of human resources in Guyana, the Guyanese Government has a direct involvement in the education of its people. The involvement of government in the provision of education is through the Ministry of Education. In Guyana, this participation in educational provision is being decentralised more and more and much of the accountability for a quality education for all children lies with the regional administrations and education departments. The MOE provides overall direction and a monitoring function but allows decisions to be made at a local level with answerability to the people through local democracy.
Activity 4.3
How are the following national bodies involved in the provision of education in your school?
§ the National Assembly
§ the Ministry of Education;
§ the National Centre for Educational Resource Development (NCERD)
§ the Planning Unit;
§ the Ministry of Finance;
§ the Curriculum Unit and / or the BEAMS project;
§ the Book Distribution Unit (BDU)
§ the MERD Unit
§ the Exams Board.
How are the following national bodies involved in the provision of education in your school?
§ the National Assembly
§ the Ministry of Education;
§ the National Centre for Educational Resource Development (NCERD)
§ the Planning Unit;
§ the Ministry of Finance;
§ the Curriculum Unit and / or the BEAMS project;
§ the Book Distribution Unit (BDU)
§ the MERD Unit
§ the Exams Board.
Comments
This involvement of the government in the provision of education takes many forms and includes, amongst others, the following:
1. The Cabinet (made up of the President and Ministers) and the National Assembly are responsible for the approval of national policy and the enactment of laws relating to education.
2. There is a Senior Policy Making Group usually made of the Minister of Education, the Permanent Secretary, the Chief Education Officer and deputies, the Director of NCERD and senior representatives from a range of educational programmes.
3. The Planning Unit provides an analysis of educational data that may be used to determine such issues as the age for entering formal education, the provision for teacher training and the duration of schooling at different levels amongst many others.
4. The Ministry of Finance controls the flow of government resource to education.
5. The Curriculum Unit in NCERD and long-standing projects such as BEAMS (Basic Education Access and Management Support 2004 -2009) oversees curriculum development and standards in education.
6. NCERD, along with curriculum development, provides every aspect of in service educational support from training materials to specific teacher / management workshops, printing facilities to media ICT support, resource development and library facilities for teachers / educators / managers as well as all of the country’s test development needs.
7. The MERD Unit monitors, for the government, educational practice and standards in schools and advises teachers, heads, managers and policy-makers on ways to improve.
8. The Book Distribution Unit, as its name suggests, is responsible for ensuring that the resources purchased by or developed by the various arms of the MOE are allocated fairly and efficiently to schools all over the country.
9. The Exams Board approves and monitors appropriate forms of national pupil and teacher assessment to enable continuity and standards across the country.
10. The Teaching Service Commission appoints, disciplines and dismisses teachers.
Since government intervention in the provision of education is through the Ministry of Education, you need to know, as a school head, the different bodies and agencies within the Ministry of Education which deal with the different policies and regulations affecting the operation of your school.
Relations with State or Regional Authorities
Relations with State or Regional Authorities
Activity 4.4
1) Consider each of the items included in the table below and indicate at which level – national, regional, district or school – the responsibility lies for its provision. Note that in some areas the responsibility may be shared.
2) To what extent would you judge that dealing with matters at the district or regional levels of education is more or less beneficial for the efficient and effective operation of your school than with Ministry of Education? State your reasons.
1) Consider each of the items included in the table below and indicate at which level – national, regional, district or school – the responsibility lies for its provision. Note that in some areas the responsibility may be shared.
2) To what extent would you judge that dealing with matters at the district or regional levels of education is more or less beneficial for the efficient and effective operation of your school than with Ministry of Education? State your reasons.
Levels of responsibility
______________NATIONAL ___REGIONAL___DISTRICT___SCHOOL
Location of schools
Size (enrolment) of schools
Employment of teachers
Posting, promotions of teachers
Choice of curriculum
Choice and purchase of textbooks
Operation of exams
Inspection of schools
Appointment of boards of governors
Payment of teachers’ salaries
Budget allocation and control
Organisation of Parent Teachers’ Association
School calendar
School rules and regulations
Educational management training
In-service training
Pre-service training
Pre-service training
Comments
Education administration has been decentralised in line with government policy and other ministries. This was done to accommodate the great diversity among the regions in the country; so that day-to-day decisions, that best suit the local conditions, could be made.
The main argument for decentralising the management of education is to allow communities to decide what they want for themselves. Centralised systems may appear to promote fairness in the distribution of resources but, in fact, the large bureaucracies that are created are often inefficient and slow to react to change and local needs. Decentralising does have problems in ensuring local accountability; sometimes the bureaucracy of the centre may be replaced by local bad practices. A lot of training in leadership and management skills is required to ensure that regional and local administration is efficient and effective.
Whereas the location and size of schools is now decided locally, the employment and promotion of teachers are done through the Teaching Service Commission, whilst the payment of teachers is done through the Ministry of Finance and the Regional Authority. There is a national curriculum and textbooks are purchased both locally and centrally. Likewise, there are national examinations and those which form the normal part of formative assessment developed by individual schools. Schools should be inspected at all levels – nationally by the MERD Unit through inspection of regions, locally by the Departments of Education and by schools in the form of their own self-evaluation procedures.
Budgets for schools are decided nationally, allocated locally and administered by schools themselves. In-service training, in the same way, is provided at all three levels. Pre-service training is provided nationally through the University of Guyana and CPCE but there is much local and school involvement through distance learning.
Of course, all such issues such as rules and regulations, parental involvement and calendars and planning are carried out by the schools themselves. So, as you can see, the management of schools is very much a shared role with the headteacher
leading and coordinating the whole process.
And finally, education management training and especially the programme you are now involved in and reading is a national programme provided by NCERD.
Education administration has been decentralised in line with government policy and other ministries. This was done to accommodate the great diversity among the regions in the country; so that day-to-day decisions, that best suit the local conditions, could be made.
The main argument for decentralising the management of education is to allow communities to decide what they want for themselves. Centralised systems may appear to promote fairness in the distribution of resources but, in fact, the large bureaucracies that are created are often inefficient and slow to react to change and local needs. Decentralising does have problems in ensuring local accountability; sometimes the bureaucracy of the centre may be replaced by local bad practices. A lot of training in leadership and management skills is required to ensure that regional and local administration is efficient and effective.
Whereas the location and size of schools is now decided locally, the employment and promotion of teachers are done through the Teaching Service Commission, whilst the payment of teachers is done through the Ministry of Finance and the Regional Authority. There is a national curriculum and textbooks are purchased both locally and centrally. Likewise, there are national examinations and those which form the normal part of formative assessment developed by individual schools. Schools should be inspected at all levels – nationally by the MERD Unit through inspection of regions, locally by the Departments of Education and by schools in the form of their own self-evaluation procedures.
Budgets for schools are decided nationally, allocated locally and administered by schools themselves. In-service training, in the same way, is provided at all three levels. Pre-service training is provided nationally through the University of Guyana and CPCE but there is much local and school involvement through distance learning.
Of course, all such issues such as rules and regulations, parental involvement and calendars and planning are carried out by the schools themselves. So, as you can see, the management of schools is very much a shared role with the headteacher
leading and coordinating the whole process.
And finally, education management training and especially the programme you are now involved in and reading is a national programme provided by NCERD.
Relations with the Regional Education Department
Activity 4.5
In what ways and to what extent would you say that in Guyana the REDO and his / her staff is the key level of authority influencing the ability of heads to manage their schools effectively?
In what ways and to what extent would you say that in Guyana the REDO and his / her staff is the key level of authority influencing the ability of heads to manage their schools effectively?
Comments
The process of decentralisation of educational management in Guyana is according much more importance to the office of the Head of the Regional Department of Education – the REDO or PEO in Georgetown. It is this office which actually has to deal with issues affecting the implementation of educational programmes in schools. Generally speaking, the degree of decentralisation of functions from the centre to intermediate levels diminishes as one moves from the primary grade, through secondary, to the higher grades of education. At all levels, issues relating to planning and statistics, the management of facilities and equipment, the management of teaching and learning and the curriculum as well as issues of school welfare, must be dealt with. However, due to limitations of staff, which may exist in some smaller schools, some of these issues are referred to the regional officer. As a school head, you need to be aware of your local situation, but your DEO must be kept fully informed.
The process of decentralisation of educational management in Guyana is according much more importance to the office of the Head of the Regional Department of Education – the REDO or PEO in Georgetown. It is this office which actually has to deal with issues affecting the implementation of educational programmes in schools. Generally speaking, the degree of decentralisation of functions from the centre to intermediate levels diminishes as one moves from the primary grade, through secondary, to the higher grades of education. At all levels, issues relating to planning and statistics, the management of facilities and equipment, the management of teaching and learning and the curriculum as well as issues of school welfare, must be dealt with. However, due to limitations of staff, which may exist in some smaller schools, some of these issues are referred to the regional officer. As a school head, you need to be aware of your local situation, but your DEO must be kept fully informed.
Relations with the MERD Unit
Activity 4.6
Reflect on the work of those who monitor and evaluate the performance of your school (MERD, DEO, yourself).
1) Describe how inspectors may contribute towards the raising of educational standards in your school.
2) Suggest ways in which school inspectors and DEOs could assist further to improve the effectiveness of your school
3) Given the limitations on resources, would you say that inspectors should work to ensure minimum standards in all the schools or to ensure the highest possible standards in some schools?
Reflect on the work of those who monitor and evaluate the performance of your school (MERD, DEO, yourself).
1) Describe how inspectors may contribute towards the raising of educational standards in your school.
2) Suggest ways in which school inspectors and DEOs could assist further to improve the effectiveness of your school
3) Given the limitations on resources, would you say that inspectors should work to ensure minimum standards in all the schools or to ensure the highest possible standards in some schools?
Comments
It is intended that the effectiveness of schools should be enhanced through the monitoring and evaluation of inspectors. For this reason, the Ministry of Education in Guyana has set up the MERD Unit and has charged it with the responsibility of conducting the periodic inspection of regions and their schools with a view to evaluating the quality of their work.
The function of the Monitoring, Evaluation, Reporting and Development Unit is quite complex since it exists both to ensure the maintenance of minimum standards as well as the attainment of the highest possible standards in all schools. These include the following:
Standards of accommodation and equipment
Standards of teaching and learning
Implementation of the national curriculum
Standards of achievement of pupils
Standards of management, discipline and the overall ethos of the school.
Given that the MERD Unit has this function to promote higher standards of effectiveness, teaching and learning and efficiency in schools, it is essential for heads to maintain a close liaison with their Regional Education Office so that they may be assisted in setting minimum standards and working for even higher standards in their schools. For further clarification on the role of the MERD Unit and the monitoring of school effectiveness, see Module 5.
It is intended that the effectiveness of schools should be enhanced through the monitoring and evaluation of inspectors. For this reason, the Ministry of Education in Guyana has set up the MERD Unit and has charged it with the responsibility of conducting the periodic inspection of regions and their schools with a view to evaluating the quality of their work.
The function of the Monitoring, Evaluation, Reporting and Development Unit is quite complex since it exists both to ensure the maintenance of minimum standards as well as the attainment of the highest possible standards in all schools. These include the following:
Standards of accommodation and equipment
Standards of teaching and learning
Implementation of the national curriculum
Standards of achievement of pupils
Standards of management, discipline and the overall ethos of the school.
Given that the MERD Unit has this function to promote higher standards of effectiveness, teaching and learning and efficiency in schools, it is essential for heads to maintain a close liaison with their Regional Education Office so that they may be assisted in setting minimum standards and working for even higher standards in their schools. For further clarification on the role of the MERD Unit and the monitoring of school effectiveness, see Module 5.
Summary
In this unit, we have examined the relationship the school head needs to establish with the different agencies which play some part in the governance of the schools.
The role of the Ministry of Education in setting standards and norms for school operations has been explained and the different levels of educational management and administration have been identified. The reasons why the school head should relate well to the Ministry of Education and the Regional Department of Education have been stressed.
The relationship of Central, Regional and District Education Offices with the school has been highlighted for the guidance of heads.
The role of the MERD Unit in promoting both the minimum and the best standards in teaching and learning, as well as the overall leadership, management and ethos in schools, has also been emphasised.
In this unit, we have examined the relationship the school head needs to establish with the different agencies which play some part in the governance of the schools.
The role of the Ministry of Education in setting standards and norms for school operations has been explained and the different levels of educational management and administration have been identified. The reasons why the school head should relate well to the Ministry of Education and the Regional Department of Education have been stressed.
The relationship of Central, Regional and District Education Offices with the school has been highlighted for the guidance of heads.
The role of the MERD Unit in promoting both the minimum and the best standards in teaching and learning, as well as the overall leadership, management and ethos in schools, has also been emphasised.
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