Table Of ContentEDUCATIONAL ADMINISTRATION AND
‘MANAGEMENT: A METHODOLOGICAL
HANDBOOK FOR PRIMARY
SCHOOL HEADS IN ZIMBABWE
BRS CHIVORE
‘UNESCO Sub-Regional Office for Southern Africa
SFLICa SOAR
Eby
The choice and the presentation of the facts contained in this ITandbook,
and the opinions expressed therein, ae the cesponsibifty of the author and
do not necessarily reflect the views of UNESCO.
Coppright UNESCO 195°
No part(s) of this Handbook should he quoted or used without the prior
written permission of UNESCO.
ISBN 92-9124-008.8
Printed by: Mazongororo Paper Converters (Pw) Lad, Harare
‘Typeset by: Miss Rudo Noara and Mrs G Sagomba
Faculty of Education
University of Zimbabwe
ACKNOWLEDGEMENTS.
It is imposible to thank all the people who contributed towards the
successful publication of this Handbook. Those whose names have not
been mentioned are thanked as much as those whose names bave
been mentioned, ‘The names mentioned are just a few examples of
the sor of help we got.
The research assistants, namely: Wonderful Dzimiri, Iuet Brown,
Rennie Gombera and Norman Gombera (not related) did a
commendable job. Tt is my hope that they learnt as much as they
contributed. Heads, deputy Heads, senior teachers, teachersin-charge.
‘whose schools were visited when data was collected, and those who
attended workshops gave valuable information, Without them, this
Handbook would not have been completed in its present form.
‘The Ministry of Education and Culture is a partner io such
endeavours. The former Secretary for Fducation and Colwre Mr T
Sibanda and his successor Mr J Mlurazhizha, Under Secretary for
Finance and Administration Mr Gumiro, Chief Education Officer
Melania Rukanda, Deputy Secretary Finance and Administration Mr
Madamombe, Principal Executive Oficer Mr Kwanai, Chief Education
Officer Staffing Mr Rangai Macango, among several others. eo-
operated and gave us information at very short notice throughout the
period research for this Handbook was carried out.
Miss Rudo Ngara and Mrs G Sagomba were responsible for
typesetting the manuscript, 1 thank them for a jab well done.
‘Without the Snancial contributions of UNESCO and the positive role
played by Dr A.M. Mbamba Programme Specialist in Education, who
refereed and edited the manuscript, this Handbook would not have
been produced, Twould like to thank most sinoetely the UNESCO.
Sub-Regional Gfice Staff for their co-operation.
Finally, whatever defects are contained in this book, the respau
and blame lie with the author,
ity
Dr BRS Chivore
University of Zimbabwe
Sacare
Zimbabwe
March 1995
PREFACE
This Handbook entitled Educational Administration and Management
‘A Methodological Handbook for Primary School leads in Zimbsbsre
is result of the numerous cfforts by the UNESCO Harare Office 10
assist Member States of dhe Organisation in the sub-region to improve
the quality of their primary education. Through regular channels used
by LINESCO, a need was identified to develop a methodological guide
for headeacherson educational xdiministration and management. The
ciginal intention sas to produce a methodological guide oF handbook
on educational administration and management for use in the
Southern African sub-region, ic. a handbook chat would reflect the
educational management situation in the counteies of the sub-region,
Due io limited financial resoarees, the initial sub-regional objective
could not be reulised. It was’ however decided uw limit the
development of ike Wantiovuk to the Zimbabwean situation where i
vwas thought that suet a doeument could still contribute to the
improvement of the quality of primary education.
The development of the Iandbook was facilitated through a
Consultancy at the University of Zimbabwe, ‘The Handbook was
developed on the basis af information collected from the primary
school heads, depury heads, seniur teuchers, teachcrsin-charge and
primary schoo! teachers through ffeld research involving imlerviews,
questionnaire schedule and workshops.
Once the draft Handbook lid been produced, UNESCO organised a
‘one-day workshop during which a group of Zimbabweun specialists
and practitioners in educational administration and management
reviewed the draft Handhaok, looking a1 the relevance, factual
correctness and usability in schools, and made suggestions and
recommendations for ily improvement. The group eomprised
education officers from hath the Ministry of Education and Culture
and the Ministry of Fligher Education Headquarters, representatives
of teachers’ colleges, primary seal heads themsclves and the
University of Zimbabwe. An editorial weam from among the group
was tasked to incorporate the warkshap’s recommendations and
finalised tite Handbuok. This Handbook is theretare a resolt of folet
efforts by Zinthalyean specialists and practicioners in educational
administration and management whose interest is to contribute to the
Provision of gond quality education,
is hoped that this Handbonk will he a useful tool for primary school
heads, teachers’ colleges and tfainers of inservice courses and
workshops in educalignal adiinisiralion and snanayement The
Hanahook should also provide a basis for other countries in the sub-
region to develop similar documents relevant for their own use,
TINESCO HARARE,
24 March 1995
‘TABLE OF CONTENTS
CHAPTER ONE: GENERAL INTRODUCTION
11 Tatroducrion
1.2 Purpose of the Handbook
13 Aims and Objectives of the Handbook
14 “Areas Covered
15 Methodology
16 Visits to Primary Schools
17 Questionnaires
18 Workshops
19 Issues Covered at the Workshops
1.10 Information Analysis
111 Problems
112 Conelusion
CHAPTER TWO; THE PRIMARY HEAD AND
PLANNING AT SCHOOL LEVEL
21° Tatroduetion
22 Aims and objectives of a school plan
23 Areas and activities to be planned
2.1 Staffing matters
23.2 Currieulum issues
23.3 School development project plans
23:4 Supervision plans
235 Financial management plans
23.6 Guidance and counselling
23.7 Monitoring and Evaluation
24 Planning procedures
25° Schuol planning problems
26 Conclusion
(CHAPTER THREE: THE PRIMARY HEAD AND
STAFFING MATTERS
3. Introduction
32 Staffing projections
33° Orientation of new staff
34 Accommodation
33 Class Allocation
36 Qualifications
37 Baperienoe
3A Competence and interests
39 Age and health
310 Approaches when allocatiog classes
3.10.1 Prescriptive approach
3.102 Valuntary approach
3403 Consultation approach
3.404 Rotation approach
3.411 Conditions of service
312 Conclusion
CHAPTER FOUR: THE PRIMARY HEAD AND.
CURRICULUM ISSUES.
4.1 Introduction
42 Currieulum development
43° Guricalum planning
44 Planning curriculum implememation
44.1 The Establishment of the School Cursiculum
Infrastructure
442. ‘Time Management
443° Time Tabling
444 Class Allocation
443° Procurement of Material Resources and Facilities
43° Approaches to Planning
43.1 The prescriptive approach
43.2. ‘The adninistrative excoutive approsch
453. ‘The committee appeoach
46 — Curriculum implementation
$6.1 The school Head
462. The teacher
4.63. The parems
4.7 Staff development for teachers
4.7.1 Short term courses
Long term eourses
‘Types of inservice/staff development
programmes
4.24 Target groups
4.75 Planning staff development programmes,
48
49
Pogsibte areas for coverage in staff
evelopment
Sources of staff development topies
Resource persons
Frequency of staff development sessions
Evaluation of curriculum issues at schoo! level
481
482
483
Planning research
Formative evaluation
Summative evaluation
Conelusion
CHAPTER FIVE; THE PRIMARY HEAD AND SCHOOL
SUPERVISION
55
87
Inteoduetion
Areas
Types
rat cequice supervision.
of supervision
Who supervises who?
SAL
542
The schol Head carries out all the
supervision
‘Team approuch
Contents of criteria tor supervision af
teachers
55.1
$52
553
554
535
556
557
558
559
55.10
Arcas
Si
562
563
Background information
Schemes and phus
Records
Learning and teaching aids
Classroom management
Class management
Co-cusricular activities
Sanitation
Building and construction projects
School grounds
of concern in supervision
‘The tole of schol development
Commistees/associations
Lack af expertise
Inadequate resources
Conclusion
SSR ERE RB
CHAPTER
SIX: THE PRIMARY HEAD AND
‘COMMUNICATION
6. Introduction
62 Communication activities and targets
63 Communication at School Level
63.1 The School Head and the Teachers
Cirevlars
The Notice Roaed
Formal Staff Meetings
Informal Statt Meetiogs
One-to-one Interviews
6a The Shoot Heat and The Pupils
64.1 Notice Board
GA2 School Assembly
643 School Bell, Whistle or Inter.
communication system
65 The School Head and Supervision Reports
63.1 Teaching
652 Pupils’ Progress reports
6.46 The school head and the parents
66.1 Consultation days
662 Open and prize giving days
6.63 Verbal and uritten messages to parents
6.7 The school head and other schools (Imter-sehaol
communication)
68 ‘The school head and the Ministry of Education
and Culture
69. The Head and Responsible Authorities
6.10 The Head and Non-teaching Staif
611 The Mead und Other Agencies
612 Conclesion
IE PRIMARY HEAD AND
MANAGEMENT OF SCHOOL FINANCES
7.1 Introduction
72 Aspeols of financial management
73° Sources of primary schoo! funds
TA Financial accounting system
74.1 Sehont accounis
742. ‘The schoo! finance accounting system
& KRRAELES Beeaas
REISS
3)
8
8a
a2
a3
743° Banking
144 Depositing receipted money
745 Cheque books
746. Payments from bank accounts
TAT Receipt hooks
18 Receipling
19 Cash books
10 Payments
.11 Lang outstanding cheques
112 Stale cheques
1.13 Lost cheques
.44 Month-end balancing of cash book
74.15 Retention of records
Financial Accounting Systems fn
‘Non-Government schools
75.1 School developinent committees
752. Fonetions of the school development
committees
‘Administration af schaal fees
Establishment of schoal fod
accounts
Collection of revenue
Expenditure
Purchase of school requisites
‘The Finance committee
Finance committee meetings
Reeeipting
5.28 Banking
T5210 Per-capita geans
75211 Employment of staff
Petty Cash Management
Security At School
Handover-Takeover
Retention of Records
CHAPTER EIGHT: THE PRIMARY SCHOOL HEAD AND
THE LAW
Introduetion
The school as an institution
‘The schoo! Head and the constitution
SSSI2ae8I ABI
Ree
