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A C K N 0 W L E D G E M E N T S

The production of the Desk Manuals has brought to the fore a wonderful

working net-work and relationship that exist in the Ministry of Education.

Officers of every level , from the Chief Education Officer to a District

Education Supervisor, from the Head Teacher of a School to an Acting Teacher

all worked in close collaboration and selflessly to produce these manuals.

Officers and teachers travelled long distances, responding to short notices

and foregoing important engagements to participate. The actual preparation

revealed a healthy respect for everyone's opinion. There was not a dull

moment. Oh, but long hours!

The efforts of all these officers and teachers, and senior functionaries

of National Centre for Educational Resource Development (NCERD) and Cyril

Potter College of Education (CPCE), of the Permanent Secretary, and Senior

Minister of Education are gratefully acknowledged.

The Chief Planning officer (CPO) and her staff for the typing and all

the other Units involved in this activity are also recognised.

The skills and guidance received by the consultant were critical for the

success of the project. The donor agency, UNICEF, is gratefully acknowledged

for making the activities for and the production of the manuals possible.

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F 0 R E W A R D

All managers need to perform optimally for the success of the

organisation . They have to perform their tasks so that the goals and targets

can be realised . The health of the organisation depends on their skills and

efficiency. They have to know what must be done and how to do it.

The desk manuals provide the guidance to educational administrators with

the requisite knowledge and procedures to effect their tasks. These manuals

do not only help managers to function efficiently but also with due

consideration for ·process and human growth a nd development. The human element

is primary.

Desk manuals have been produced for three levels of managers - floor,

middle and top. But these levels are not mutually exclusive. Their inter­

relationships, inter-dependence and interaction are clear. Their utilisation

will certainly improve effectiveness and efficiency .

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.. ..,.... ~·· -- ·-·--··-·-·---..--:-.-·;... -·····-····•-· •'·•,.-.-<lo-.. ........ _--.-..-. ~ •... _:__,~····"-- . ....,_........_...t-,,....-~···~--,.,-.--.. ----.• - -· · • ···v· -·

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Superintendent , Examination Division;

Coordinator School Boards Secretariat;

Coordinator Books Dist ribution Unit;

Special Projects Officer ;

Administrator, Allied Arts Unit;

Regular clarification and debriefing sessions with the Permanent Secretary, the Chief Education Officer, the Deputy Chief Education Officer, and the Principal Personnel Officer;

Meeting with the Senior Policy Making Group of the Ministry of Education to discuss the draft Desk Manual;

The desk manual is a living and an adaptable document which can be responsive to changes. It has been developed to serve as a guide for helping education managers at all levels of the system in the execution of their respective functions.

The Manual is not a panacea for healing all the deficiencies observed in managing the delivery of education, but it should serve as a yardstick against which education managers can measure their performance objectively.

Job descriptions have not been changed . Added is the term Functional Relationships, which serves to emphasise the collective approach to task completion and problem solving through a process of collaboration, consultation, and infor mation sharing in the decision making process. The outcome envisaged is the development of a corporate culture, where every one contributes individually, and together to achieve quality service.

Other supportive elements already established in the education system, are the Reporting and Communication mechanism which highlights the functional interrelationships at each echelon of the system, and Management Information Systems presently in an embryonic stage located both at the Ce ntral Ministry and the Education Departments.

I would like to take this opportunity to acknowledge all the valuable support I received from the Permanent Se cretary, Chief Education Officer, Principal Personnel Officer, and all those education managers and school principals with whom I worked.

A speQial thank you is conveyed to Mr. Ed Ceasar , Deputy Chief Education Officer (Administration) who has been my counterpart in this exercise.

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Dr . Una M. Paul Consultant with UNICEF November , 1994 .

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PREFACE

The Guyana Government in its quest for improving managerial capability of the Education system has, with technical assistance from UNICEF, mandated the development of desk manuals for central and regional education officers and school administrators.

Methodology

A participative and collaborative approach was used, to ensure the involvement of key education personnel in the various stages of the decision-making process. The intent was to make them become stakeholders of the Desk Manual, the implementation of which should impact positively on their work performance.

The Process

The process included,

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orientationjsensitisation sessons for the consultant;

perusal of previous attempts made by officials of the Ministry over the past years;

discussions with the Principal Personnel Officers re clarification of job descriptions;

one day workshop sessions with senior education officers:

Chief Education Officer and his team of officers at the Central level;

Regional Education Officers and the Assistant Chief Education Officer (Georgetown) and representatives of District Education Officers and supervisors, from the respective Departments of Education;

A sample of school Principals (Nursery, Primary, Community High, and Traditional Secondary) from Regions 2,3, Georgetown, 4,5,6,7, and 10. (principals from Regions 1,8, and 9, were absent.)

Sessions with senior officers at the Central Level who manage institutions and units that are intimately bound up with the delivery of education . These included the:

Principal of the Cyril Potter College of Education Complex;

Director, of the National Centre for Educational Resource Development, and Heads of th~ee of its constituents -Materiat Production Unit, Measurement and Evaluation and the Learning Resource Development Unit;

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ACEO ~A CAU CEO CHS CLC CSHE CPCE CPO CPrO cxc BDU DCEO DEO DES DPS Educ. Dept. ESC ESSC GCE GTEE GITC GTI GTU HOD IACE L~C MINFIN MINLAB MOE CD MPU NATI NCE~

NFFAT NGO PAC PPO PS PSC PTA ~c

REdO RExO SPMG SSMC SEEE SSPE SPU TSC TVET UG

ACRONYMS

Assistant Chief Education Officer Adult Education Association Central Accounting Unit Chief Education Officer Community High School Critchlow Labour College Carnegie School of Home Economics Cyril Potter College of Education Chief Planning Officer Chief Personnel Officer Caribbean Examination Council Book Distribution Unit Deputy Chief Education Officer District Education Officer District Education Supervisor Deputy Permanent Secretary Education Department Education System Committee Education Sub System Committee General Certificate Education Guyana Technical Education Examination Guyana Industrial Training centre Georgetown Technical Institute Guyana Teachers' Union Head of Department Adult and Continuing Education Learning Resource Development Centre Ministry of Finance Ministry of Labour Ministry of Education & Cultural Development Materials Production Unit New Amsterdam Technical Institute National Centre for Educational Resource Development National Fourth Form Achievement Test Non Government Organisation Parent Action Committee Principal Personnel Officer Permanent Secretary Public Service Commission Parent Teacher Association Regional Democratic Council Regional Education Officer Regional Executive Officer Senior Policy·Management Group School System Management Committee Secondary School Entrance Examination Secondary School Proficiency Examination Special Projects Unit Teaching Service Commission Technical and Vocational Education and Training University of Guyana

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2.2

2.3

MANAGING THE DELIVERY OF EDUCATION AT THE REGIONAL LEVEL

TABLE OF CONTENTS

THE SETTING

JOB DESCRIPTION OF EDUCATION MANAGERS AT THE REGIONAL LEVEL

Job Description of Assistant Chief Education Officer (Georgetown) and Regional Education Officers

Job Description of District Education Officers

Task Analyses of Key Functions

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6

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DELIVERY OF EDUCATION AT THE R~GIONAL LEVEL

1.0 The Setting

The Deputy Chief Education Officer (School Administration) is directly responsible for the effective management of the delivery of education at ~ the nursery, primary, and secondary levels.

As observed in Figure 111, Section 1, the execution of this responsibility is facilitated by:

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A team of Specialist Education Officers (Assistant Chief Education Officers) with expertise in nursery, primary and secondary education;

An Assistant Chief Education Officer (Georgetown) and a team of Regional Education Officers, District Education Officers and Supervisors located in the Departments of Education in Georgetown and the ten administrative regions.

Regional Education Officers are responsible for managing the delivery of education in their respective regions and responsible for implementing the instructional programme. In this sense they report to the DCEO(Admin) through the designated ACEO, who is located at the Ministry of Education.

On the other hand, finances for managing education services in the region are controlled by the Regional Executive Officer RExO) of the Regional Democratic Council.

There is a statutory monthly meeting of Regional Education Officers, convened by the DCEO(Admin). It is a reporting and communication mechanism, a sub committee of the Education system Committee chaired by the Chief Education Officer, and serves as a forum for,

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monitoring the implementation of policy and instructional programmes in the Region;

a collective approach to problem solving;

professional development;

keeping abreast with education policy directives and new orientations;

proposing policy recommendations from the respective regions;

ventilating the region's reactions to new programmes and orientations;

expressing concerns of the Regional Democratic Cour-clls.

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The Regional Education Officers should report outcomes of this meeting to the Regional Democratic Councils through the following two statutory meetings :

Regional Administrative Council;

Regional Education Committee.

It is recommended that an Inter-Ministry Education Policy Group should meet at least on a quarterly basis. Its membership should comprise Permanent Secretaries of both Ministries, Regional Executive Officers and the Deputy Chief Education Officer (Administration).

The main purpose will be to articulate policy directions that will facilitate the delivery of Education i"n the region and arrive at a consensus re administrative decisions for implementing such directives . One example, that is very evident is the preparation of the annual national budget.

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Development

School Administration

Technical

:Ji5 I< ... I : . ::.:• 7 a h iii •z:;;.}:i 1 ;:rr;; :u::; r: *'"737\t2"

FIGURE I

Ministry of Education and Cultural Development

CULTURE

Art Dance

Music

Choreography

Drama

~ ( Secretariat Folk ) Research

I ~ I , t

MINISTER

Permanent Secretary

___ _ ____ __ National Sports Commission

GENERAL ADMINISTRATION

Administration Transport

BDU Registry

Projects Security

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Maintenance

.. .... . . FIGURE II

Organisation Chart of the Ministry of Education

Minister

I [ Pennanent

Secretary I I I CEO J ( J { DPS (A) j DPS (F)

I I ( CPO 1 ~ Audit J DCEO DCEO DCEO Technical J Development Administrat ion CPrO H Administration J

L_ rl ( Maintenance J [ Projects }-[ ACEO H Transport} NCERD J rf CPCE J ACEOs Nursery,

Inspectorate

[Registry}-Primary, Secondary,

~ Exams J CHS H Security J Division { BDU }-Test Dev

( REdO J Curr. Dev LRDC I I I J I MPU School ACEO SEO Principals Work/Study Czaft

Dist. Ed. Boards Georgetown Admin. SEO Tech. Tec/Voc Unit Production Allied Arts & Design

School Division Libraries DEOs/DESs

Principals Nursery Primary

Secondary CHS PIC

FIGURE Ill

Structure of the Educational System

<J---HURSERYO-----PIIMARY----0----SECOHOARY-­ ·- - [:::::::] POST SECONDARY & UHIVEISITY--- C>

YEARS I 1 I 2 11------tl 1 I 2 I 3 I 4 I 5 I 6 1-+·....--~_...._~_!---r- .____......,._.t-~+--~'----l"'----J.._...._.,-+-~

Grade

uvel

LEGEtiD

"¢> SSEE

.. SSPE I

[l3] SSPE II

"¢> CX.C/'0: level

8 'A' Level

..30 Part-time or Day Reteue

JJf Senice as .a Te~elter

~ Uaiversltr

1 2 3 4 5 6

·I,· 1.1. l I I 4 5 6 7 8 9 10 11

Secondary Departments

of Primary Schools

Community High Schools

7 8 9 10 ll

I I I I I 12 13 14 15 16

University of Guyana

Teacher Training

School of Agriculture Certificate Diploma

Tee. Voc. Education Training

GTI. NATI Craft

Technician

12 13 14 15 16

I I I I ~ I ~. 17 18 19 20 21

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Universities Abroad & local

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Job Descripti ons of Regional Education Managers

Job Title : Assi s tant Chief Education Officer (Georgetown) Regional Education Officer .

Reporting Relationships : Deputy Chief Education Officer (Admin). through Designated ACEO .

Functional Relationships:

Span of Control:

Broad Areas o f Respons ibi lity :

DPS(Finance), Spe cial Projects Officer, Coordinators School Boards Secretariat and BDU, Superintendent Examination Division, Principal Personnel Officer, othe r REdOs , ACEOs (Nursery, Primary, Secondary), Inspectorate Team, Director NCERD, Principal CPCE , School Principals, Administrative staff of RDCs, Parents and Members of the Community at large .

Staff of the Departme nt of Educat ion

Management of the delivery of education at the Regional level; supervision of all schools ; communication of e ducation policies and statutory regulations governing the education system, the t e aching force and other interest groups in the community; advise t he Regional Democratic Council on education matters, and give feedback to Central Ministry; establish and maintain good community relations.

Range o f Ac t i viti es :

1 . Ensure the implementation of education policy decisions, and the adherence to statutory regulations governing the education system, as well as create the environment for r e commendation on matters of policy from the region, to be channelled to ESC through ESSC meetings.

2. Working in close collaboration with the RDC , ACEOs (Nursery, Primary and Secondary) and the Inspectora te Team,

i) Identify the education needs of the Region, and make recommendations for meeting those needs identified ;

ii) Supervise and monitor the delivery of Education to ensure that policy d e cisions and education progr ammes are effectively and efficiently executed;

iii) Plan and implement on- the-job t raining for practising teachers in the Region ;

iv) Ensure the safety of school buil dings, facilitie s, services and utilities.

v) Promote c l oser cooperation between schools and the community , and be the sensor agent for matters relating to the education welfare of the Region;

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3. Monitor and evaluate school performance in the region at all levels of the Education System;

4. Prepare for submission to the DCEO{Adrnin), and the RExO:

i) An annual work plan/programme with estimated costs, and reviews of same on a terrnly basis;

ii) An annual report on the progress of education within the Region .

5 . Bring to the attention of DCEO{Adrnin) and the RExO, any obstacles/bottlenecks affecting the development of education in the Region and any noteworthy innovations and successes;

6. Ensure the security and proper administration of local and overseas examinations;

7. Manage Department of Education.

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2.2 Job Title:

Reporting Relationship:

Functional Relationships:

Broad Areas of Responsibil~ty :

District Education Officer

The Regional Education Officer

District Education Supervisors, Principals of all schools, Social Welfare Officers, Parents and the Community. ,

.. Assistant to the Regional Education Officer in the effective management of the delivery of education at the Regional level. \

Range of Activities:

Assists the Regional Education Officer in:

1. Communication and implementation of education policies/programmes, and statutory regulations governing the education system, within the Region;

2 . Supervision of Schools;

3. Monitoring the implementation of the Instructional programme;

4 . Allocation and distribution of school supplies and learning materials;

5. Inspection of school buildings;

6. Building linkages with the community and partners in education.

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2.3 Task Analyses of Key Functions of the Delivery of Education at the Regional Level

2.3.1 Range of Activities: Ensure the implementation of education policy decisions and programmes , and the adherence to statutory regulations governing the education system; create the environment for feedback re recommendations on matters of policy .

Expected Outcomes:

Performance Indicators:

Activity components

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5.

Orient education personnel in the re­gion, parents and the community on education policies and their implications.

Discuss administrative decisions for imple­mentation .

Prepare an implementa­tion schedule plan.

Develop a good working functional relation­ship with education personnel and staff of the RDC.

Monitor and feedback.

Policy decisions and programmes are effectively and efficiently executed at the school level; access to statutory regulations governing the education system.

All education personnel and interest groups within the community can make reference to the statutory regulations; regulations observed; programmes are in concert with education policies.

Modality

Meetings with staff, visits to schools, participation at PTA meetings, mounting public awareness programmes .

Regional Education Officers Meetings; Education Depart­ment staff meetings; Con­sultation with Regional Administration.

Ditto . Meetings with school principals, and PTAs School Boards.

Laying the foundation for developing mutual respect handling effectively com­plaints and compliments; displaying pro- active lead~r­role; setting the pace & tae example; attending PTA's meetings ; encouraging f eed­back from the community.

Meetings with staff members, school principals, regular visits to schools, feedback from the community and co l leagues , observations .

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Expected Outcomes

Increased aware­ness of policies and policy decisions .

Clear understand~ ing of administra­tive decisions.

Consensus re strategies for implementation .

An environment created for the free flow of communication; a more informed ship Regional Education Admi nis­tration.

A clear perspec­tive of success & failure early detection of bottlenecks, followed by re­medial action.

2.3.2 Range of Activities: Manage the Department of Education

Expected Outcomes:

Performance Indicators:

Activity Components

1.

2.

3.

4.

5.

Orient personnel to role functions of the Department; explain job functions of each officer and his/her area of responsibility, system of job appraisal & standard operating procedures.

Discuss priorities for year's programme as agreed on at ESSC meeting.

Coordinate submissions from respective officers, and write executive summary.

Adjust work programme to reflect national allocation.

Implementation and monitor work programme and rate of expendi­ture.

Effective and efficient management of education programme in the region.

Evidence of a collective approach to problem solving; programme executed as scheduled; optimal use of resources; good interpersonal relationships observed among staff; schools adequately staffed; greater community involvement in school act~vities.

Modality

Monthly meetings; counsell­ing; interfacing with staff members; issuing circulars and memos; organising social events.

Consultation with the RExO; critical analysis of the previous year's report; meeting with staff members; delegating responsibilities, and agreeing on submission dates.

Meetings with sta~f, con­sultations with regional finance officer.

Consultation with RExO, and Designated ACEO; meetings with staff.

Monthly meetings with staff Examination of monthly expenditure accounts; analysis of DEOs/DESs re­ports; feedbacK from ACEOs and Inspectorate visits and the community; visits to schools.

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Expected Outcomes

Cadre of persons working coopera­tively to achieve the objectives of of the Department

Consensus reached on programme areas for the Region.

Draft Regional Education work prog;ramme com­pleted.

Work programme in concert with budget alloca­tion; cash flow prepared and sub­mitted to re­gional administra­tion.

Progress is moni­tored closely; agreement reached on possible solutions for follow up action; programmes re­vised where necessary, reviews submitted to DCEO (Admin) & RExO on a termly basis.

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2.3.3 . Rang e o f Ac t ivities: Prepare Annual Report

Expected Outcomes :

Performance Indicators :

Ac t i v ity Compone nt s

1.

2 .

Orient officers to format that guides the preparation of the annual report; dis­cuss the schedule of activities and sub­mission date for the Annual Report.

Synthesise submission and prepare executive summary and highlight special initiatives . ·

A comprehensive review of the performance of education in the Region.

A critical analysis given for success/failure; report reflects all aspects of the work programme; deadline for submission is met .

Modality

Consultation wit h Regional Administration , attendance at ESSC meetings; dis­cussion at staff meetings , examination of termly review reports.

Meetings with s t aff.

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Expec ted Outcome s

Officers know what is expected of him/her re the preparation of the annual report.

Adjustments made as appropriate , and ready for submission to RExO and DCEO(Admin).

2.3.4 Range of Activities: Supe r vise, and monito r the i mplementation of t he schoo l curriculum.

Expected Outcomes: Improved performance in the teaching learning situation.

Performance Indicators: Increase in success rate at local and overseas examinations, wastage in education reduced.

Activity Components Modality

2.

3.

4.

5.

Develop a plan of Meetings with staff, con­action for the supervi- sultation with ACEOs, and sian of schools. other relevant officials.

Prepare supervisory instruments and orient staff to guided super­vision strategies.

Meetings with staff and school principals; workshops.

Monitor the implementa- Review meetings; visits to tion of the schedule. schools; dialogue with

principal & staff.

Evaluate and analyse+ results of supervision.

Apply corrective measures where applic­able.

Post conferencing with teachers; meetings with principals; consultation with ACEOs , and NCERD staff; meetings with staff.

Workshops; coaching; con­sultations; use of resource personnel; support from NCERD and the community.

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Expected Outc omes

Plan formulated for implementa­tion, everyone is aware of his/her task, team spirit evolving.

School principals familiar with in­struments; skills in guided super­vision acquired/up graded.

Corrective pro­cedures applied expeditiously.

Comprehensive picture of situa­tion in schools; possible causal factors of success/failure & bottlenecks dia­gnosed ; construc­tive consensual approach to pro­blem solving.

Teachers res­ponsive to guided & supportive supervision; im­provement in per­formance.

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2.3.5 Range of Activities: Bring to the attention of DCEO(Admi n ) an RExO any noteworthy innovati ons and success , and problems affecting the development of education in the Region .

Expected Outcomes :

Performance Indicators:

Ac t ivi t y Compo nents

1.

2.

3 .

Detect variables that impact on school per­formance .

Analyses feedback from ( 1) .

Discuss f e edback ~rom ESSC meeting .

Efficient and effective de l ivery of education s ervice s, a more mot i vated sta ff, awareness of tre nds/de velopments/innovations in education, and constraints which may exist.

Sharing of success and innovations among Regions, early detection of bottlenecks and problems, and quick remedial action taken wher appropriate.

Modality

Visiting schools on a re­gular basis; consultations with staff; encouraging feedback from the community; ana lysing reports from parents a nd inte rest groups .

Meetings with staff and dialogue with RExO and designated ACEO.

Meetings with staff and dialogue with RExO and d e signate d ACEO.

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Expec ted Outcome

Strengths, weak­ness identified and documented.

Highlighting of decisions taken problems that c.: be resolved at t regional level & those at the national level; recommendation(E submitted for di cussion at ESSC meetings.

Recommendations implemented whez appropriate .

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2.3.6 Range o f Acti vities: Org anise on-the-jo b trai n ing for p r act is ing t eac hers .

Expected Outcomes :

Per·formance Indicators:

Ac t ivity Compone nts

Teachers equipped with the relevant skills and competence.

Appropriate methodology used ; effective class management.

Mo dali ty Expec ted Outc omes ... 1. Conduct needs analysis. Meetings with staff, school

principals & teachers, con­sulting with ACEOs & NCERD administering questionnaires, conducting interviews ; dis­cussions .

Strengths and 1

2.

3.

4.

Plan programme at the regional level.

Cooperative planning, docu­menting decisions made during meetings with staff ; identifying resources.

Implementing programme. Conducting seminars/work­shops; giving demonstrations; coach,ing etc.

Monitor and evaluate Visits to on- the-job train­ing sessions and schools, observations; survey etc. interviews with participat­ing teachers .

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weaknesses of teacher competence diagnosed ; decision made about what is to be done at the re­gional & national level.

Suitable pro­grammes devised to meet the needs diagnosed.

Teachers res­ponsive to pro­gramme; improved tea cher per­formance .

Feedback for follow- up action & planning future programmes; im­proved delivery service.

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2.3 . 7 Range of Activities: Rec ruit and plac e staff , and attend to thos e other personnel mat ter s delegated to the Reg ional Educat ion Officer by the Teaching Serv i c e Commission (TSC), and the CEO .

Expected Outcomes : Suitably qualified persons are appointed, schools are adequately staffed, timely payment of salary and allowances to recruited staff.

Performance Indicators: Reduction in the number of vacancies, teachers appointed on schedule, no queries re suitability, fewer delays in payment of salary & allowances.

Act ivity Components Moda lity'

1.

2.

3.

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5.

6.

7 .

Examine request from schools.

Advertise vacancies where appropriate.

Determine eligibility.

Checking school entitlement, and actual staffing.

Media, PTAs, School Principals, Education Committee, Circulars, etc .

Scrutinising applications; examining references; in­terviews.

Notify school principal Preparing & despatching and RDC of new appoint- letter of introduction; ment . open file on new teacher.

Facilitate payment of salary and allowances.

Acquaint teachers with the procedures. regrad­ing leave-taking.

Grant leave.

Processing letter of assump­tion & submitting file to RExO.

Disseminating information on regulations related to leave­taking via circulars.

Establishing and verifying leave-taking record of applicant; categorising the type of leave applied for; recording decision in the r elevant section of the form and appending signature .

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Expect ed Outcomes

Vacancies verified.

Vacancies published.

Successful can­didates issued with letter of appointment and allocated to school .

Vacancies filled.

Prompt payment of salary & allowances .

Every teacher has an under­standing about his/her eligi­bility for each type of leave.

Leave granted; RExO informed; school principal notified by l etter.

2.3.8 Range o f Ac tivities: Promote c loser cooperation between schools and the c ommunity and act as the sensor agent on matters relating to the educ ation welfare of the Region.

Expected outcomes:

Performance Indicators:

Activ ity Components

1.

2.

3.

Diagnose the situation .

Develop a plan of action and implement it.

Monitor and evaluate .

Community school relationship enhanced and sustained , increased public awareness of trends/developments/innovations in education and constraints which may exist , improved image of the Education Department .

Increased community and parent participation in education activities, more joint efforts observed, PTAs become vibrant and sustained.

Modality

Consultations with the RExO , parents, other community members, school principals and staff.

Joint e xercise with members of the community/PTAs/NGOs.

Discussions , interviews; interface with the community; attendance at PTA's meetings.

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Expected Outcomes

Situation diagnosed, & re­commendations discussed for im­proving linkages and the heightening of public awareness .

Strategies and activities arti­culated; responsi­bilities appor­tioned ; plan operationalised.

Early detection of bottle necks; plan revised where necessary feedback given re education policies and d e cisions.

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2.3 . 9 Range of Activities: Determine and monitor mov eme nt , use and c a re of vehicles .

Expected Outcomes:

Performance Indicators:

Acti vity Components

1.

2.

3.

Inventories vehicles and spare parts.

Establish and implement movement record .

Establish a maintenance schedule & monitor its implementation.

Serviceable vehicles and boats and optimal use made of them .

Increased access to schools, less breakdown e xperienced, records kept re movement of vehicle .

Modality

Listing vehicles by brand name, registration number and specifications.

Devising a format & explain­ing it to driver and user of vehicles, determining authority for use of vehicle and making it known to all concerned; determining schedule for use of vehicles.

Consultations with technical personnel; maintaining a stock of spare parts and equipment in store.

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Expec ted Outcome

Inventory of vehicle and spar parts taken.

Clear understand ing by the drivers & users of the vehicle about the use of the vehicle.

Vehicles main­tained as scheduled.

2.3.10 Range of Activities: Resolve conflicting situations in schools Investigations/Industrial Relations.

Expected Outcomes:

Performance Indicators:

Activity Components

Amicable settlement of disputes relating to the conditions of employment of teachers; improved working atmosphere.

Reduction of conflicts in schools; greater teacher participation in industrial relations education; decrease in deviant behaviour by teachers .

Modality Expected Outcomes

1. Gather information from Interviews; written reports. parties involved in

Problem ascer­tained.

2.

3.

4.

5 .

conflict situation.

Initiate discussion on problem. ~

Arrive at a decision.

Report on outcomes of investigation.

Follow-up on decision taken.

Convening meetings of all Steps taken to parties including mediators deal with the and probing into allegations. problem.

Analysing findings of the meetings and communicating decision to parties, refer­ring to relevant regulations and stating breaches committed if any.

Documenting investigations, and approach used to re­solve the problem.

Visit to school, dialogue with parties concerned and school principal.

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Problem re­solved or re­ferred to another level.

Report submitted to the relevant authority, and placed in appro­priate file.

Follow-up action taken; problem redressed.

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2.3.11 Range of Activities: Administ e r Examinations i n t he Region.

smooth and orderly conducts of examinations; adherence to examination rules and regulations, save conduct of examination, good working relationship established with the Examination Division.

Expected Outcomes:

Performance Indicators:

Ac t ivity Components

1.

2.

3.

4.

5 .

Prepare a schedule of examinations to be held.

Identify likely in­vigilators for exa~ina­tions.

Arrange for training of invigilators.

Ascertain centres for the examinations and method of distribution of scripts .

Conduct Examination.

Monitor the conduct of the examination.

Evaluates the conduct of the examination.

No complaints received, no breach of security, p r ompt arrival of examination materials and despatch of completed scripts.

Modality Expe c t e d Outcomes

Consultation wi.th the Examin- Schedule pre-ation Division staff. pared.

Consultations with Superintendent of Examina­tions school principals, PTAs and members of the community .

Consultations with Superintendent of Examina­tions; identification of resources; meetings and workshops.

Consult with Superintendent of Examinations and school principals also with po l ice officer re security of scripts.

Ensuring that each invigila­tor knows his/her Cent re; where to collect question papers; how to return com-pleted scripts etc.

Up-dated record of invigilators kept .

Invigilators trained in the conduct of examinations.

Centres p repared for hosting examinations.

Safe conduct of examinations .

Checking Centres on the first Problems if any day, and at random during dealt wit h the remaining period. expeditiously.

Examination of reports; meetings with staff and in­vigi l ators; dialogue with Superintende nt of Examina­tions.

19

Conduct of future examinations in­formed by out­comes of evalua­tion; report pre­pared & discussed at ESSC meeting.

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