The school does not operate in a vacuum. It is there for a purpose. Your mission statement will have identified that purpose. However, we hope that it indicates, somewhere within it, the context in which the school lies and the way in which you will meet the needs of the community in which the school is situated.
In this unit, we will consider what is meant by the local community and the extended community and the extent to which they have a right to mould the direction of the school and the ways in which you, as head, will manage them in the best interests of your children.
Individual study time: 3 hours
Learning outcomes
By the end of this unit, you should be able to:
§ identify what constitutes the local and extended community
§ demonstrate how school and community relations may affect the quality of school management
§ understand more clearly the role of professional associations, NGOs, Guyana Teachers’ Union and local community groups
§ deal with possible areas of conflict more effectively
§ handle those who find change difficult
§ challenge those who use their powers incorrectly to influence and circumvent your decisions
§ describe how the community may contribute to the school curriculum
The local and extended community
Schools are not isolated institutions. In the previous unit, we saw how a head must work with the various groups within the school community. Now, we will look further afield, both to the immediate local area and the community as a whole, perhaps even to the level of the nation. The local community is that which should, in principle, provide the children who attend the school. However, we do know that that is not always the case, especially where places are sought from a wider area in a very successful school. However, the vast majority of children are served by their local school within walking distance. There are exceptions in the hinterland, of course, where for reasons of geography, economy and transportation, children have to board.
The local community may involve employers, religious bodies and past students, amongst others. Whereas, the extended community is that which goes beyond the local and includes organisations such as professional bodies, GTU, NGOs, regional and national organisations. All have a role to play in the management of schools. However, whether near or far, all are partners in the education of the children.
External partners in school management
School Management
Community Involvement
Religious Bodies
Religious Bodies
Employers
Political organisations
Guyana Teachers’ Union
Past Students & Alumni Associations
Curriculum Input by Community
Guyana Teachers’ Union
Past Students & Alumni Associations
Curriculum Input by Community
Effective School
School and community relations
One of the ingredients for effective school management is good public relations. In effect, school management involves relationships and communication with the community, since the school is a community within the larger community (the village and district), and the wider society (region and nation).
The concept of a community-based school has been variously interpreted. To some, it means the provision by the community of the land and school buildings. Many may see it as providing support services and items that directly enhance the teaching and learning process that may be otherwise unavailable or in short supply. Others see in it an opportunity to gain control of the management of a school, whilst others see it as a means of utilising the resources of the school, to the full, for the benefit of all those within the community. In effect, however, we must not lose sight of the core purpose of the school – to provide opportunities for effective learning by the community’s children to enable them to exist peaceably with their fellow citizens, live fulfilling and happy lives and contribute to society. Thus, community relations can be very complex depending on whether you see the community as giving resources, using resources or controlling resources.
The concept of community
The word community may refer to a group of people living in one place or locality such as a village or town, or it may refer to a group of persons having the same or similar interests.
Thus, we may have a church or religious community; a racial or ethnic community, an occupational or professional group such as a university community or a fishing community, or a social or common interest group such as a Society for the Blind, a Parent-Teacher Association, or a Past Students’ Alumni Association.
Communities are naturally interested in their own well-being and survival, and so have a keen interest in their offspring or new recruits. Hence, they attempt to hand on the knowledge, values and skills, and thus it might be regarded as the most important asset of any community. Thus, it is quite natural that we should expect close links between schools and their communities.
One of the ingredients for effective school management is good public relations. In effect, school management involves relationships and communication with the community, since the school is a community within the larger community (the village and district), and the wider society (region and nation).
The concept of a community-based school has been variously interpreted. To some, it means the provision by the community of the land and school buildings. Many may see it as providing support services and items that directly enhance the teaching and learning process that may be otherwise unavailable or in short supply. Others see in it an opportunity to gain control of the management of a school, whilst others see it as a means of utilising the resources of the school, to the full, for the benefit of all those within the community. In effect, however, we must not lose sight of the core purpose of the school – to provide opportunities for effective learning by the community’s children to enable them to exist peaceably with their fellow citizens, live fulfilling and happy lives and contribute to society. Thus, community relations can be very complex depending on whether you see the community as giving resources, using resources or controlling resources.
The concept of community
The word community may refer to a group of people living in one place or locality such as a village or town, or it may refer to a group of persons having the same or similar interests.
Thus, we may have a church or religious community; a racial or ethnic community, an occupational or professional group such as a university community or a fishing community, or a social or common interest group such as a Society for the Blind, a Parent-Teacher Association, or a Past Students’ Alumni Association.
Communities are naturally interested in their own well-being and survival, and so have a keen interest in their offspring or new recruits. Hence, they attempt to hand on the knowledge, values and skills, and thus it might be regarded as the most important asset of any community. Thus, it is quite natural that we should expect close links between schools and their communities.
Activity 6.1
1) Consider your own school and the local community and list down the community groups whichgroups that contribute in one way or another to the operations of a the school.
2) Can you suggest whether the intention of each group is to give, to use or to control?
1) Consider your own school and the local community and list down the community groups whichgroups that contribute in one way or another to the operations of a the school.
2) Can you suggest whether the intention of each group is to give, to use or to control?
Comments
The community groups and organizsations which often have close links with schools and which contribute, amongst others, to their progress include:
§ Parent-Teacher Associations
§ Past Students’ or Alumni Associations
§ Professional or Teachers’ Associations
§ The Guyana Teachers’ Union
§ Local community development groups such as Town Development
§ Committees or welfare societies
§ Religious bodies
Sometimes community groups may appear to exist to support and contribute to a school, whereas, in fact, their main effect is to attempt to control. The members of all groups need to be tactfully made aware by the school head of the limits of their association with a school.
Whether groups give, use or control will very much be down to your own personal experience of them. All have the potential to do all three. Giving and using are generally acceptable. However, it is not the role of a community group to control. That is your job, as head. They may influence and have an input but may not control. Perhaps the only exception might be a private school with a religious foundation. In this case, there will be stipulations about religious practice and ethos in the school and you must abide by them. However, all other aspects of school life will still be your domain.
Past or Old Students’ Association (PSA)
Often referred to as Alumni Associations, these groups are generally organised locally and can be a major support to a school. They have a potential that may be tapped in contributions towards the financial and material upkeep and development of their “alma mater”. With their concern for the maintenance of high academic standards and discipline, they may assist immensely in building and maintaining good schools and sustaining tradition. It is in their interest that the school will continue to be well respected in the community. Many members of these associations form part of the Guyanese Diaspora living in other countries around the world and often have access to resources not available in this country.
Conversely, past students may still live in the past, when, for example, the total school roll was much smaller and the per capita funds available were much greater. They may try exerting undue pressure over such matters as pupil admissions or even over the appointment of a new head. As with other groups, such pressures must be resisted, and the limits of their contributions to their old school agreed.
Of course, unfortunately, we do not live in an equal world and often such associations exist in schools that have a long history and are greatly respected in the community. Many of them are private schools. If your school does not have a past students’ group, you will need to decide whether it is in your interests to form one and to what extent it might be a support to you. You must remember that the more people and groups involved in the management of the school, the more complex your job becomes.
Often referred to as Alumni Associations, these groups are generally organised locally and can be a major support to a school. They have a potential that may be tapped in contributions towards the financial and material upkeep and development of their “alma mater”. With their concern for the maintenance of high academic standards and discipline, they may assist immensely in building and maintaining good schools and sustaining tradition. It is in their interest that the school will continue to be well respected in the community. Many members of these associations form part of the Guyanese Diaspora living in other countries around the world and often have access to resources not available in this country.
Conversely, past students may still live in the past, when, for example, the total school roll was much smaller and the per capita funds available were much greater. They may try exerting undue pressure over such matters as pupil admissions or even over the appointment of a new head. As with other groups, such pressures must be resisted, and the limits of their contributions to their old school agreed.
Of course, unfortunately, we do not live in an equal world and often such associations exist in schools that have a long history and are greatly respected in the community. Many of them are private schools. If your school does not have a past students’ group, you will need to decide whether it is in your interests to form one and to what extent it might be a support to you. You must remember that the more people and groups involved in the management of the school, the more complex your job becomes.
Activity 6.2
1) If you have such a group, wWhat , if any, contributions has the Past Students’ Association made towards the development of your school in the past year?
2) Has there ever been any sign of thethese members PSA seeking control over any aspect of the management of your school? If so, what did you do about it?
3) Considering (2) above, if there is no such group in your school, what would you have done, if you did have a PSA, if there were attempts to unduly influence your decisions?
1) If you have such a group, wWhat , if any, contributions has the Past Students’ Association made towards the development of your school in the past year?
2) Has there ever been any sign of thethese members PSA seeking control over any aspect of the management of your school? If so, what did you do about it?
3) Considering (2) above, if there is no such group in your school, what would you have done, if you did have a PSA, if there were attempts to unduly influence your decisions?
Comments
1)Involvement of a PSA can range from the occasional social gathering in most schools, to large financial contributions in a few. On the issue of control, you must manage the situation carefully. It is rarely an issue and excessive involvement is normally because of one individual exerting pressure. You have to strike a fine balance between allowing the organisation to have its say and influencing policy and directly controlling your management of the school. The latter is unacceptable and must not be allowed.What, if any, contributions has the Past Students’ Association made towards the development of your school in the past year?
2)Has there ever been any sign of the PSA seeking control over any aspect of the management of your school? If so, what did you do about it?
Non-Governmental Organisations (NGOs)
Increasingly, many other partners are becoming involved in schools. There are a wide range of organisations and associations, often funded by international development agencies and Diaspora groups, that are working in schools to provide aid and support in a range of areas. There is a wide array of activities, amongst others, from school feeding programmes to support for literacy development and from after-school clubs to encouragement of parental involvement.
These organisations generally operate in a very professional manner and, often philanthropic in nature, have the sole aim of supporting the school. There may be, however, conditions attached to their support. For example, you may be required to sign up for involvement over a period of time and your staff will need to be supportive of the project. Sometimes, a contract or partnership is suggested. It is rarely legally binding in nature although it is an agreement and you should do all within your power to comply with it if you enter into it.
Reflect for a moment on any involvement that you have been a part of or aware of with an NGO
Increasingly, many other partners are becoming involved in schools. There are a wide range of organisations and associations, often funded by international development agencies and Diaspora groups, that are working in schools to provide aid and support in a range of areas. There is a wide array of activities, amongst others, from school feeding programmes to support for literacy development and from after-school clubs to encouragement of parental involvement.
These organisations generally operate in a very professional manner and, often philanthropic in nature, have the sole aim of supporting the school. There may be, however, conditions attached to their support. For example, you may be required to sign up for involvement over a period of time and your staff will need to be supportive of the project. Sometimes, a contract or partnership is suggested. It is rarely legally binding in nature although it is an agreement and you should do all within your power to comply with it if you enter into it.
Reflect for a moment on any involvement that you have been a part of or aware of with an NGO
Comments
Whether your involvement was extensive or limited, it is important that you evaluate it and consider whether it was of use to the school or not.
Whether your involvement was extensive or limited, it is important that you evaluate it and consider whether it was of use to the school or not.
Guyana Teachers’ Union
In Guyana, there is one teachers’ union to represent all teachers and school management. Regular meetings are held in schools with representatives of the union and teachers. The GTU is also involved in and consulted by the Ministry of Education on many matters relating to teachers’ welfare, pay and conditions and education strategic planning.
Consider your involvement with the GTU and reflect upon the way it has been of assistance to you and your teachers in the work of your school.
In Guyana, there is one teachers’ union to represent all teachers and school management. Regular meetings are held in schools with representatives of the union and teachers. The GTU is also involved in and consulted by the Ministry of Education on many matters relating to teachers’ welfare, pay and conditions and education strategic planning.
Consider your involvement with the GTU and reflect upon the way it has been of assistance to you and your teachers in the work of your school.
Comments
Professional Associations such as the GTU are essential in the support of their members. They create a balance between the leadership and the rank and file. Sometimes, heads find working with unions challenging and occasionally confrontational. However, you should always to seek to work well with them and “keep them on your side”.
Professional Associations such as the GTU are essential in the support of their members. They create a balance between the leadership and the rank and file. Sometimes, heads find working with unions challenging and occasionally confrontational. However, you should always to seek to work well with them and “keep them on your side”.
Other professional groups
Increasingly, groups are being set up to support teachers and headteachers. Schools are being grouped into clusters and heads should have regular meetings with staff of their departments of education. Training is often done through a cascade model, which involves groups of teachers meeting on a regular basis. Often, subject groups are established and, for example, heads of science might meet termly for training and discussion about the issues they face. All of these will have an impact on the management of your school. We have no reason to believe that the information disseminated at such meetings will be contrary to your wishes as head but it is important that your staff keep you fully briefed on their activities so that you can manage the situation.
The local community
A school should be at the heart of a community. It is a valuable resource in itself, over and above the education it provides for the children. It generally has large buildings and often sports facilities and grounds. A school, which is fortunate enough to have a library, and perhaps good ICT facilities cannot afford to have them used for only part of the day whilst the school is in session. Such schools become community schools and are used in the evenings as well by community groups. Often school buildings and facilities are used by CPCE and the University of Guyana for distance learning classes.
Increasingly, groups are being set up to support teachers and headteachers. Schools are being grouped into clusters and heads should have regular meetings with staff of their departments of education. Training is often done through a cascade model, which involves groups of teachers meeting on a regular basis. Often, subject groups are established and, for example, heads of science might meet termly for training and discussion about the issues they face. All of these will have an impact on the management of your school. We have no reason to believe that the information disseminated at such meetings will be contrary to your wishes as head but it is important that your staff keep you fully briefed on their activities so that you can manage the situation.
The local community
A school should be at the heart of a community. It is a valuable resource in itself, over and above the education it provides for the children. It generally has large buildings and often sports facilities and grounds. A school, which is fortunate enough to have a library, and perhaps good ICT facilities cannot afford to have them used for only part of the day whilst the school is in session. Such schools become community schools and are used in the evenings as well by community groups. Often school buildings and facilities are used by CPCE and the University of Guyana for distance learning classes.
Activity 6.3
1) List Note the names of the local community groups and organiszations, which either support the work of your school or use its resources.
2) State the nature of the support each group gives to your school , or the resources it uses. (Are they charged for these?)
1) List Note the names of the local community groups and organiszations, which either support the work of your school or use its resources.
2) State the nature of the support each group gives to your school , or the resources it uses. (Are they charged for these?)
Comments
The local community, comprising Town Councils and RDCs, led by the Regional Chairperson and Regional Executive Officer (REXO), the chiefsvillage captains, local dignitaries, youth organiszations, welfare groups, town or village development committees and the local people may influence a school in diverse ways. The gParents and the general public have varying degrees of expectation of the role the school should play in the community’s life. T; they expect their wards to develop certain qualities for the improvement of their lives and that of the community. The desire and willingness of local communities or associations to support schools materially and financially has been demonstrated throughout Guyana and has been one of the main factors in the expansion and development of education. The head should, therefore, develop and maintain satisfactory good relations with and within the community. Perhaps, the best example of this is the way that communities have built schools of their own volition at their own cost, using local resources and labour.
Possible areas of conflict
This section may be studied in conjunction with Unit 8 ‘The Management of Change’ in Module 2, Principles of Educational Management.
In an ideal world, there would be no conflict but the reality is often about a power struggle between different factions and interest groups. The local community is no exception to this. When it relates to your school, it is your role, as head, to deal with this and manage it.
This section may be studied in conjunction with Unit 8 ‘The Management of Change’ in Module 2, Principles of Educational Management.
In an ideal world, there would be no conflict but the reality is often about a power struggle between different factions and interest groups. The local community is no exception to this. When it relates to your school, it is your role, as head, to deal with this and manage it.
Activity 6.4
Reflecting on your experience of the relationships between your school and the
cCommunity, state some of the factors which are likely to bring about conflict between the school management and community as a whole or with particular interest groups.
Reflecting on your experience of the relationships between your school and the
cCommunity, state some of the factors which are likely to bring about conflict between the school management and community as a whole or with particular interest groups.
Comments
In the last sectionsection, we identified some of the ways a conflict of interest may arise between the head of a school and the community. In summary, some of these factors are:
o problems associated with bringing about change
o parochialism
o external pressures
o rivalry between groups within the community
o the background of teachers
o the rights of teachers
Three cases studies are included here to illustrate the potential nature of conflicts and for your to suggest possible solutions.
Case Study 1
Film shows
On arrival at her new school as head, Ms Abraham found that the behaviour of the children was unsatisfactory. A fortnight later a member of the RDC came to her office and requested her assistance in stopping the children from attending film shows at night. On investigation, she found that the complaint was justified. Firstly, some children were found at the film shows almost every night of the week. Secondly, parents had been giving money to their children for them to attend the night shows.
There was, however, a complication. The owner of the film theatre had, for a long time, been a generous supporter of the school and there was still an urgent need for funds.
Case Study 1
Film shows
On arrival at her new school as head, Ms Abraham found that the behaviour of the children was unsatisfactory. A fortnight later a member of the RDC came to her office and requested her assistance in stopping the children from attending film shows at night. On investigation, she found that the complaint was justified. Firstly, some children were found at the film shows almost every night of the week. Secondly, parents had been giving money to their children for them to attend the night shows.
There was, however, a complication. The owner of the film theatre had, for a long time, been a generous supporter of the school and there was still an urgent need for funds.
Activity 6.5
1) What are the issues in this case?
2) How should Ms Abraham resolve the situation?
1) What are the issues in this case?
2) How should Ms Abraham resolve the situation?
Comments
Basically, there is a conflict of interests. On the one hand, there is the desire not to offend a benefactor and, on the other, one has to operate in the best interests of the children. Whilst tact is required, the latter is more important.
The issue may be that the behaviour of the children outside is giving the school a bad reputation or children staying out late at night is affecting schoolwork because of lack of homework or even children being tired the next day. It may be also that poor behaviour outside the school and lack of supervision by parents was having an impact on behaviour in school. Although one would not normally get involved in what the children do outside of school when they are their parents’ responsibility, if it impacts on the smooth running of the school, action must be taken. A generous supporter of the school would understand this and assist you in finding a solution.
Problems associated with bringing about change
The head of a school is quite likely to face hostile attitudes or indifference to the changes she or he perceives as worthwhile and may wish to introduce. Resistance may come from any quarter. Groups may combine to thwart the efforts of the head or may set up in opposition to each other. Such situations call for tactfulness and mature judgement, but perhaps above all, for participation in the change process so that all may develop a sense of ownership and call the change their own. The head’s resistance or failure to involve others may well encourage some to try to undermine his or her authority.
Parochialism
There is the fortunate impression sometimes created in minds of local communities that government schools established in their areas belong entirely to them. This leads to undue interference by local leaders and dignitaries, youth associations and so on in the work of the school head. These individuals or groups may exert pressures in various ways on the school and they may become critics who fan local sentiments against the head and use the opportunity to undermine and replace him/her with a local person.
Such situations might be very difficult to handle. Where you have the support form senior line managers, such as the District Education Officer, it may be necessary to meet these critics head on. If you can demonstrate your professionalism, in particular that you have the interests of your staff and students as a first priority, then your position should be safeguarded.
External pressures
Obtaining donations not only necessitates regular and good relations with the PTA or the Past Students’ Association, but may also mean that the local community may expect favours in return. Members of the local community may seek special favours in the award of contracts, in the use of school facilities or in the admission of unqualified students or the employment of relatives.
Dealing with those who seek special favours is always difficult. Heads should never show favouritism which will often lead to breaking the law. Where clear rules and procedures are laid down, then heads can use these as a defence against those who seek to place undue pressure on them. All dealings should always be carried out within the bounds of the law. You may wish to revise here the rules and regulations relating to school finance in Module Six.
Rivalry between groups within communities
Conflicts arising out of ethnic interests within the community, or between communities in the siting or control of schools, or resulting from land disputes, can adversely affect the operation of a school. Communities may be even further divided by religion. It is not uncommon, although in Guyana Government Schools are non-denominational, for a school to be populated mainly by children of one ethnic group or religious persuasion. This can lead to tension and the head must rise above any personal views he or she may hold and ensure that provision is for all children equally whatever their background, ethnic group or religion.
Case Study 2
Communities in conflict
Princesstown Primary School serves two separate communities, which are constantly opposed to each other. In village politics, religion and social activities, they hold opposing views. When one party is helping the head, the other engages in continuous criticism and sometimes bitter opposition. The problem is not helped by the fact that the staff are also divided on ethnic grounds, whilst the pupils simply reflect the attitudes of their parents. Mr. Camp, the school head, although a member of the dominant community, is nevertheless concerned to bring about a reconciliation of interests.
The head of a school is quite likely to face hostile attitudes or indifference to the changes she or he perceives as worthwhile and may wish to introduce. Resistance may come from any quarter. Groups may combine to thwart the efforts of the head or may set up in opposition to each other. Such situations call for tactfulness and mature judgement, but perhaps above all, for participation in the change process so that all may develop a sense of ownership and call the change their own. The head’s resistance or failure to involve others may well encourage some to try to undermine his or her authority.
Parochialism
There is the fortunate impression sometimes created in minds of local communities that government schools established in their areas belong entirely to them. This leads to undue interference by local leaders and dignitaries, youth associations and so on in the work of the school head. These individuals or groups may exert pressures in various ways on the school and they may become critics who fan local sentiments against the head and use the opportunity to undermine and replace him/her with a local person.
Such situations might be very difficult to handle. Where you have the support form senior line managers, such as the District Education Officer, it may be necessary to meet these critics head on. If you can demonstrate your professionalism, in particular that you have the interests of your staff and students as a first priority, then your position should be safeguarded.
External pressures
Obtaining donations not only necessitates regular and good relations with the PTA or the Past Students’ Association, but may also mean that the local community may expect favours in return. Members of the local community may seek special favours in the award of contracts, in the use of school facilities or in the admission of unqualified students or the employment of relatives.
Dealing with those who seek special favours is always difficult. Heads should never show favouritism which will often lead to breaking the law. Where clear rules and procedures are laid down, then heads can use these as a defence against those who seek to place undue pressure on them. All dealings should always be carried out within the bounds of the law. You may wish to revise here the rules and regulations relating to school finance in Module Six.
Rivalry between groups within communities
Conflicts arising out of ethnic interests within the community, or between communities in the siting or control of schools, or resulting from land disputes, can adversely affect the operation of a school. Communities may be even further divided by religion. It is not uncommon, although in Guyana Government Schools are non-denominational, for a school to be populated mainly by children of one ethnic group or religious persuasion. This can lead to tension and the head must rise above any personal views he or she may hold and ensure that provision is for all children equally whatever their background, ethnic group or religion.
Case Study 2
Communities in conflict
Princesstown Primary School serves two separate communities, which are constantly opposed to each other. In village politics, religion and social activities, they hold opposing views. When one party is helping the head, the other engages in continuous criticism and sometimes bitter opposition. The problem is not helped by the fact that the staff are also divided on ethnic grounds, whilst the pupils simply reflect the attitudes of their parents. Mr. Camp, the school head, although a member of the dominant community, is nevertheless concerned to bring about a reconciliation of interests.
Activity 6.6
1) What lines of action are open to Mr. Camp?
2) Is it Mr Camp’s responsibility alone to solve this problem? Who else might get involved?
1) What lines of action are open to Mr. Camp?
2) Is it Mr Camp’s responsibility alone to solve this problem? Who else might get involved?
Comments
Intra-communal conflicts occurring in the community, within which a school is located, can only be solved by community leaders and politicians and not by school heads and their staff alone. It is worth remembering that, no matter who we are, we are members of some minority group. Treating others (i.e. members of other groups) as we, ourselves, would be treated should be a basic rule followed by us all.
Intra-communal conflicts occurring in the community, within which a school is located, can only be solved by community leaders and politicians and not by school heads and their staff alone. It is worth remembering that, no matter who we are, we are members of some minority group. Treating others (i.e. members of other groups) as we, ourselves, would be treated should be a basic rule followed by us all.
Background of teachers
The background of teachers in a school may be yet another obstacle to school-community integration. The teachers from other areas may well be respected but are likely to be regarded as outsiders, and they are hindered when they try to build close links between their schools and the community. Some prejudice against outsiders exists almost everywhere, except, perhaps in the most cosmopolitan areas, but it must be resisted at all costs, and the head of a school can play a significant part in helping to overcome it.
Rights of teachers
Many partners in the education enterprise are not conversant with the service conditions of teachers. Consequently, certain influential elements within the community sometimes resort to steps which infringe upon the professional rights of the head and the staff. Some may even go to the extent of literally dictating to the head and trying to direct the day-to-day management of the school.
Case study 3
The politician
A governing board member is a successful local businessman who involves himself in active politics. He has relatives holding key posts in the Ministry of Education. Without the knowledge of the head, the board member reprimands a staff member of the school and writes to one of his Ministry contacts suggesting that the teacher be transferred to another school.
The teacher concerned feels that this is improper and unprofessional. He maintains that only the head, who is his immediate superior officer, has the power to do such a thing. He therefore approaches the head, who then becomes aware of the situation for the first time. The head is anxious to avoid the transfer and replacement of the teacher. The teacher is responsible for several examination classes and the examinations are only a few weeks away. She realises, however, that the governing board member could be difficult to oppose.
The background of teachers in a school may be yet another obstacle to school-community integration. The teachers from other areas may well be respected but are likely to be regarded as outsiders, and they are hindered when they try to build close links between their schools and the community. Some prejudice against outsiders exists almost everywhere, except, perhaps in the most cosmopolitan areas, but it must be resisted at all costs, and the head of a school can play a significant part in helping to overcome it.
Rights of teachers
Many partners in the education enterprise are not conversant with the service conditions of teachers. Consequently, certain influential elements within the community sometimes resort to steps which infringe upon the professional rights of the head and the staff. Some may even go to the extent of literally dictating to the head and trying to direct the day-to-day management of the school.
Case study 3
The politician
A governing board member is a successful local businessman who involves himself in active politics. He has relatives holding key posts in the Ministry of Education. Without the knowledge of the head, the board member reprimands a staff member of the school and writes to one of his Ministry contacts suggesting that the teacher be transferred to another school.
The teacher concerned feels that this is improper and unprofessional. He maintains that only the head, who is his immediate superior officer, has the power to do such a thing. He therefore approaches the head, who then becomes aware of the situation for the first time. The head is anxious to avoid the transfer and replacement of the teacher. The teacher is responsible for several examination classes and the examinations are only a few weeks away. She realises, however, that the governing board member could be difficult to oppose.
Activity 6.7
What strategies would you suggest the head employs in order to retain the teacher?
What strategies would you suggest the head employs in order to retain the teacher?
Comments
The teacher is right. The behaviour of the board member is improper, unprofessional and goes beyond his powers. One would hope that you, as head, would recognise this and be prepared to stand up to this unacceptable behaviour. The use of relatives holding key posts to circumvent normal disciplinary procedures and take away the right of response of a teacher is a corrupt practice and an inappropriate use of the powers vested in a governor. The head has responsibility for the day-to-day running of the school and the school board’s role in this would be to hear any grievances made by the teacher or the head whilst carrying out the normal, agreed disciplinary procedures.
The head must, therefore, be knowledgeable about service conditions and the law with regard to the rights of teachers and be confident in expressing these rights in order to educate the community on relevant issues and to be able to avert such situations.
The teacher is right. The behaviour of the board member is improper, unprofessional and goes beyond his powers. One would hope that you, as head, would recognise this and be prepared to stand up to this unacceptable behaviour. The use of relatives holding key posts to circumvent normal disciplinary procedures and take away the right of response of a teacher is a corrupt practice and an inappropriate use of the powers vested in a governor. The head has responsibility for the day-to-day running of the school and the school board’s role in this would be to hear any grievances made by the teacher or the head whilst carrying out the normal, agreed disciplinary procedures.
The head must, therefore, be knowledgeable about service conditions and the law with regard to the rights of teachers and be confident in expressing these rights in order to educate the community on relevant issues and to be able to avert such situations.
Promoting good school-community relationships
As we have emphasised through this unit, no school exists in isolation from the community and the society of which it should be an integral part. The quality of the school environment includes the quality of its relationships with the community.
An important management function of the head, therefore, is to maintain a strong positive working relationship between the school and the community for effective school management.
As we have emphasised through this unit, no school exists in isolation from the community and the society of which it should be an integral part. The quality of the school environment includes the quality of its relationships with the community.
An important management function of the head, therefore, is to maintain a strong positive working relationship between the school and the community for effective school management.
Activity 6.8
1)Consider the relationship of your school with its community and provide answers to the following:
1) In what ways does your school try to identify itself with the life of the local community? Do you, and if so, how do you, interest the community in what goes on in the school? In what ways does the local community benefit from the presence of your school?
2)What is the state of the relationship between the school and the local community – a happy one or an estranged one?
3)In conjunction with your staff, identify three proposals for the next school year as to how your school-community relations could be developed.
1)Consider the relationship of your school with its community and provide answers to the following:
1) In what ways does your school try to identify itself with the life of the local community? Do you, and if so, how do you, interest the community in what goes on in the school? In what ways does the local community benefit from the presence of your school?
2)What is the state of the relationship between the school and the local community – a happy one or an estranged one?
3)In conjunction with your staff, identify three proposals for the next school year as to how your school-community relations could be developed.
Comments
Some of the ideas for promoting good school-community relationships which you may have included in your proposals are as follows:
1)Encourage participation by the pupils of the school in the social, economic and culturaland cultural life of the community.
2)Make some school facilities and resources available to the community for educational and social purposes.
3)Supply important information about the school to the public, perhaps through the local media, newsletters or open days.;
4)Maintain regular contact with some outside institutions and educational bodies that may be of mutual benefit.
5)Ensure that the head and staff are more tactful, considerate, sympatheticand sympathetic but frank, on what they can do with respect to requests from the public.
6)Encourage the head, staff and pupils to receive and attend to all visitors politely and as helpfully as may be possible.
7)Occasionally invite local dignitaries from each interest group to share in the life of the school, for example, during speech and prize-giving or open days, sporting activities, and staff parties.
8)Ensure that the head does not take sides in local politics but is neutral and impartial, and firm in following service regulations and the law.
The community and the school curriculum
The resources within each school and within each community and the environment around are the main sources of learning and development for the children we teach, particularly those who are drawn from the locality and to which they return at the end of the day. It is therefore necessary for the school curriculum to utilise these resources fully. In Guyana, as we know, there is a national curriculum and, although this must be used, it may be adapted to meet local needs and context.
Earlier, we considered different perceptions of what a community is. Here let us briefly consider what we mean by curriculum
The curriculum
The term curriculum is often used just to denote the subjects taught in the school or an outline of a course of study. In recent times, it has been used in a broader sense to refer to the whole life and programme arranged by a school for directing the interests and abilities of the children towards effective participation in the life of a community and a nation. It is considered, in fact, to be everything that transpires in the course of planning, teaching and learning by a school. In other words, it may be seen as the sum total of all the experiences the learner undergoes, for which the school accepts responsibility.
Refer to Module 4, Managing the Curriculum and Resources, for more information and discussion.
The need for community input
Since education involves the transmission of the knowledge, culture, attitudes and skills of a people to the next generation it is appropriate for the community to make an input into the curriculum in order to achieve this. Through community participation in the work of the school, parents may become more interested in the things their children are doing. This may help to reduce levels at which children drop out of school. Since many school leavers will stay within the community to be active participants in its social, economic, cultural and political life, the community should be shown how to make an input into the curriculum that may assist in preparing pupils for adult life. Resource persons abound in any local community, particularly in such areas as vocational skills, local history, and cultural practices and business and commercial skills, and these must be made use of by the school. Community input in the school curriculum will help to ensure that desirable attitudes are developed in pupils.
Ways in which the community may contribute
Some of the ways in which your local community may already be contributing to your school curriculum may include:
§ Experienced and knowledgeable individuals within the community may be invited from time to time to talk about local history, geography, culture and religious practice. Such studies may cover the role of local leaders as an institution, the importance of maintaining the local language and musical and artistic traditions.
§ The community under the guidance of the local leader may have donated land or material resources for the use of the school.
§ The community may, through voluntary contributions in the form of funds and materials and by providing labour, have assisted the school in constructing and maintaining teaching facilities such as classrooms, laboratories, workshops and teachers’ houses.
§ Models that have been used in the past and presently, such as GEAP, BEAMS, GBET and FTI, are examples of school, community and national and international organisations coming together to influence the curriculum.
§ Local skilled artisans may have been invited to give demonstrations and training in practical production activities in the school, for example, in furniture making, car maintenance, pottery, weaving and building.
Summary
In this unit, we have considered the role of the local and extended communities which will have an influence on the management of schools and the quality of education a school provides. The point has been made that effective school management can be achieved only through strong partnerships between heads and a number of groups both within and outside the local school community, including sections of the Ministry of Education.
Working with a variety of groups can be very challenging for a head, especially if some try to duly influence, control or behave inappropriately. We have tried to support you, as head, in understanding your role and in creating good and fruitful relationships.
Most outside agencies are only interested in the success of the school and its pupils but will view it from their own perspective. In the final analysis, you are the one who is accountable to your pupils and must be the one who has the last word.
The resources within each school and within each community and the environment around are the main sources of learning and development for the children we teach, particularly those who are drawn from the locality and to which they return at the end of the day. It is therefore necessary for the school curriculum to utilise these resources fully. In Guyana, as we know, there is a national curriculum and, although this must be used, it may be adapted to meet local needs and context.
Earlier, we considered different perceptions of what a community is. Here let us briefly consider what we mean by curriculum
The curriculum
The term curriculum is often used just to denote the subjects taught in the school or an outline of a course of study. In recent times, it has been used in a broader sense to refer to the whole life and programme arranged by a school for directing the interests and abilities of the children towards effective participation in the life of a community and a nation. It is considered, in fact, to be everything that transpires in the course of planning, teaching and learning by a school. In other words, it may be seen as the sum total of all the experiences the learner undergoes, for which the school accepts responsibility.
Refer to Module 4, Managing the Curriculum and Resources, for more information and discussion.
The need for community input
Since education involves the transmission of the knowledge, culture, attitudes and skills of a people to the next generation it is appropriate for the community to make an input into the curriculum in order to achieve this. Through community participation in the work of the school, parents may become more interested in the things their children are doing. This may help to reduce levels at which children drop out of school. Since many school leavers will stay within the community to be active participants in its social, economic, cultural and political life, the community should be shown how to make an input into the curriculum that may assist in preparing pupils for adult life. Resource persons abound in any local community, particularly in such areas as vocational skills, local history, and cultural practices and business and commercial skills, and these must be made use of by the school. Community input in the school curriculum will help to ensure that desirable attitudes are developed in pupils.
Ways in which the community may contribute
Some of the ways in which your local community may already be contributing to your school curriculum may include:
§ Experienced and knowledgeable individuals within the community may be invited from time to time to talk about local history, geography, culture and religious practice. Such studies may cover the role of local leaders as an institution, the importance of maintaining the local language and musical and artistic traditions.
§ The community under the guidance of the local leader may have donated land or material resources for the use of the school.
§ The community may, through voluntary contributions in the form of funds and materials and by providing labour, have assisted the school in constructing and maintaining teaching facilities such as classrooms, laboratories, workshops and teachers’ houses.
§ Models that have been used in the past and presently, such as GEAP, BEAMS, GBET and FTI, are examples of school, community and national and international organisations coming together to influence the curriculum.
§ Local skilled artisans may have been invited to give demonstrations and training in practical production activities in the school, for example, in furniture making, car maintenance, pottery, weaving and building.
Summary
In this unit, we have considered the role of the local and extended communities which will have an influence on the management of schools and the quality of education a school provides. The point has been made that effective school management can be achieved only through strong partnerships between heads and a number of groups both within and outside the local school community, including sections of the Ministry of Education.
Working with a variety of groups can be very challenging for a head, especially if some try to duly influence, control or behave inappropriately. We have tried to support you, as head, in understanding your role and in creating good and fruitful relationships.
Most outside agencies are only interested in the success of the school and its pupils but will view it from their own perspective. In the final analysis, you are the one who is accountable to your pupils and must be the one who has the last word.
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