LA LEGISLACIÓN CONTABLE

Item 2.7 asked numerous questions related to various NCS documents, so as to establish whether or not respondents had a working knowledge of documents.

Respondents were expected to respond by indicating yes or no. The following percentages represented the comments of the respondents:

4.4.1 QUESTION: HAVE YOU EVR SEEN ANY OF THE FOLLOWING

4.4.1.1 Document NCS

Yes: 95%, which implies that the HoDs and deputy principals know the importance of this document - that it is a document without which teachers would not be able to effectively implement the NCS with regards to quality teaching, learning and assessment.

No: 5% of HoDs and deputy principals responded negatively, meaning they have not seen NCS policy document, and therefore are not aware of its importance. The major concern, therefore, was how these HoDs and deputy principals would control, support and encourage their subordinates to implement NCS in accordance with the policy prescriptions, if they had not seen the necessary documentation.

4.4.1.2 Document Attendance register

Yes: 55%, which gives the impression that these are HoDs and deputy principals who usually attend workshops, cluster meetings as well as the training sessions, because the attendance register is mostly used at these events?

No: which is 45%, may be representing HoDs and deputy principals who never had the opportunity to attend the said sessions or, alternatively, are newly appointed.

4.4.1.3 School language policy

Yes: 58.3%, which implies that these were the HoDs and deputy principals who use this document in ensuring that the policy is adhered to during the teaching, learning and assessment process?

No: 41.7% were HODs and deputy principals who were apparently not aware of the policy, and could therefore not relate to its implications when implemented.

4.4.1.4 Subject Assessment Guideline (SAG)

Yes: 96.7% of the HoDs and deputy principals indicated that they understood the importance of this document, that, without which, learners would not be properly

assessed. It also meant that, when they control and moderate the tests and examination question papers submitted to them by teachers, they do so taking into consideration the requirements of the Subject Assessment Guideline (SAG).

No: 3.3%,which implies that their control and moderation of the test, and examination of question papers, is not policy compliant, and therefore renders them ineffective.

4.4.1.5 Learning Programme Guideline (LPG)

Yes: 95%, which shows that the respondents are acquainted with the document, and have therefore more than likely trained their teachers on how to use it in terms of the various teaching and learning methodologies.

No: 5% have not seen the document and, therefore, might not have been able to provide support and guidance to their teachers as far as the teaching and learning methodologies are concerned.

4.4.1.6 Learner Code of Conduct

Yes: 86.7% of the respondents knew that, in terms of the implementation of the NCS, learners are expected at all times to do their work and submit tasks, assignments and projects in accordance with Continuous Assessment (CASS). Failure to comply with the policy imperatives would constitute misconduct.

No: 13.3% of the respondent had not seen the document and, therefore, were obviously oblivious to its implications.

4.4.1.7 Educator code of conduct

The percentage of respondents who indicated that they had seen the document regarding the code of conduct for educators is 73%, whilst those who had not seen it totaled26.7%.

4.4.1.8 Work schedule

With91.7% of responding positively, this reaction shows that the HoDs and deputy principals know the importance of this document, as it is their responsibility to develop it and ensure that the teachers use it for the process of teaching and learning. In this

instance, the 8.3% negative response is a cause for concern, because the document affects the management of their respective subjects.

4.4.1.9 Monitoring and support programme

68.3% said yes. This indicates that the HoDs and deputy principals who are using this document will more than likely become effective managers, because they are able to support their subordinates with regards to any problems they may have. On the other hand, 31.7% meant that teachers worked without being supported by management, as management was not monitoring the school progress, and was, therefore, not aware of their problems.

4.4.1.10 School finance policy

With 68.3% participants saying yes, this meant that the HoDs and deputy principals knew how the school finances should be used in order to the benefit of the school as well as support the NCS implementation. On the other hand, 31.7% were not acquainted with the school finance policy. The implication is that such deputy principals and HoDs may not be able to influence the principals to use the finances appropriately, particularly with a specific focus on the NCS implementation.

4.4.1.11 Subject improvement plan

The percentage of positive responses totalled 73.3%.This means that many deputy principals and HoDs know that a subject improvement plan is important for any functional school wishing to boast impressive results. As for 26.7% of deputy principals and HODs who did not know the importance of the subject improvement plan, the perception is that they do not do any planning. This could have a negative effect on the implementation of the NCS.

4.4.1.12 Learner attendance monitoring system

66.7% of the deputy principals and HoDs knew about the learner attendance monitoring system, while 33.3% did not.

4.4.1.13 Assessment programme

93.3% of the deputy principals and HoDs said that they were acquainted with the assessment programme – meaning that they also control the work of their respective teachers – while 6.3% did not know what the assessment programme entailed.

4.4.1.14 Does your school have a NCS policy?

The percentage of those who responded positively was 46.7, while 53.3% said their schools did not have a NCS policy. That implied that the NCS is effectively implemented at the schools that replied yes, because the implementation is required to be based on the policy.

4.4.1.15 Who should present the NCS induction?

Based upon the responses, the table and graph below indicate which parties should be responsible for presenting the NCS induction programme.

Table 4.15: Who should present the NCS induction?

Figure 4.12: Who should present the NCS induction?