SCHOOL LEADERSHIP HANDBOOK

SCHOOL LEADERSHIP HANDBOOK

Ministry of Primary and Secondary Education

Development Fund IIfor every child

SCHOOL LEADERSHIP HANDBOOK

Ministry of Primary and Secondary Education

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LIST OF TABLES .........................................................................................................................xiiLIST OF FIGURES......................................................................................................................xiiiFOREWORD...............................................................................................................................xivPREFACE ....................................................................................................................................xvACKNOWLEDGEMENTS ...........................................................................................................xviDefinition of key terms................................................................................................................xvii

UNIT 1LEADERSHIP AND SUPERVISION..............................................................................................1Introduction....................................................................................................................................1Objectives......................................................................................................................................11.1 Leadership ........................................................................................................................2

1.1.1 Definition of school leadership .............................................................................21.1.2 Dimensions of school leadership—linked to Practical Leadership Habits ...........21.1.3 Leadership roles ..................................................................................................41.1.4 Leadership traits ..................................................................................................51.1.5 Leadership styles .................................................................................................5

1.1.5.1 Nomothetic styles ...................................................................................51.1.5.2 Idiographic style......................................................................................51.1.5.3 Collaborative style...................................................................................61.1.5.4 Democratic style .....................................................................................61.1.5.5 Transformational leadership style ...........................................................61.1.5.6 Transactional leadership style.................................................................71.1.5.8 Charismatic leadership style ...................................................................8

1.1.6 Emotional intelligence (EI) .......................................................................................81.1.6.1 Strategies for improving your Emotional Intelligence Leadership...........9

1.1.7 Social Intelligence ................................................................................................91.1.8 Managing change ..............................................................................................10

1.1.8.1 The process of planned change............................................................111.1.8.2 Resistance to change ...........................................................................121.1.8.3 Strategies for overcoming resistance to change...................................12

1.1.9 Conflict management .........................................................................................121.1.9.1 Causes of conflict in schools ................................................................12

1.2 Supervision .....................................................................................................................141.2.1 Types of supervision ..........................................................................................141.2.2 Illustrated guiding key questions for effective supervision .................................161.2.3 Writing supervision reports ................................................................................19

1.3 Syllabus interpretation.....................................................................................................191.3.1 National syllabus................................................................................................191.3.2 School Curriculum..............................................................................................20

1.4 Scheme-cum lesson plans ..............................................................................................201.4.1 Components of the scheme-cum-plan ...............................................................20

1.5 Record keeping ...............................................................................................................211.6 Curriculum delivery .........................................................................................................21

TABLE OF CONTENTS

1.6.1 The definition of curriculum planning .................................................................211.6.2 Importance of curriculum planning.....................................................................211.6.3 The purpose of curriculum planning...................................................................221.6.4 Requirements for effective curriculum planning.................................................22

1.7 Timetabling......................................................................................................................221.7.1 Areas that require timetabling ............................................................................221.7.2 Learning area allocation.....................................................................................221.7.3 Critical timetabling guidelines ............................................................................23

1.8 Assessment.....................................................................................................................231.8.1 The purpose of assessment...............................................................................231.8.2 Types of assessment .........................................................................................231.8.3 When to conduct assessment............................................................................24

1.9 Non-Formal Education ....................................................................................................251.9.1 Non-formal education programmes ...................................................................25

Summary .....................................................................................................................................25

UNIT 2UNDERSTANDING THE CURRICULUM ....................................................................................27Introduction..................................................................................................................................27Objectives....................................................................................................................................272.1 Main features of the competence-based curriculum .......................................................28

2.1.1 Aims of the competence-based curriculum........................................................282.1.2 Principles of the new curriculum ........................................................................282.1.3 Pillars of the new curriculum ..............................................................................282.1.4 Learner exit profiles ...........................................................................................292.1.5 The philosophy of Unhu/Ubuntu/Vumunhu ........................................................30

2.2 Learning areas and the school structure.........................................................................302.2.1 Infant school (ECD A-Grade 2) ..........................................................................302.2.2 Junior school (Grades 3 to 7).............................................................................302.2.3 Secondary school ..............................................................................................312.2.4 Guidelines for learning area selection................................................................31

2.3 School Annual Science, Sport and Arts Festivals ...........................................................322.3.1 Levels of School Annual Science, Sport and Arts Festivals...............................332.3.2 Calendar for School Annual Science, Sport and Arts Festivals .........................332.3.3 Organisation of School Annual Science, Sport and Arts Festivals.....................332.3.4 The National School Pledge ..............................................................................33

2.4 ICT and curriculum implementation.................................................................................342.4.1 Roles of ICT .......................................................................................................342.4.2 Management of ICT at school ............................................................................34

2.5 Teaching approaches ......................................................................................................352.5.1 Teaching methods..............................................................................................35

2.6 Teaching and learning materials .....................................................................................352.6.1 Resource mobilisation and distribution ..............................................................352.6.2 Strategies of mobilising resources .....................................................................35

Summary .....................................................................................................................................36

UNIT 3HUMAN RESOURCE MANAGEMENT .......................................................................................37

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Introduction..................................................................................................................................37Objectives....................................................................................................................................373.1 Job descriptions for school leaders.................................................................................38

3.1.1 School Head’s duties and responsibilities..........................................................383.1.2 Deputy Head’s duties and responsibilities .........................................................393.1.3 Head of Department (HOD)’s duties and responsibilities ..................................393.1.4 Teacher in Charge’s duties and responsibilities.................................................403.1.5 Senior Master’s/Lady’s duties and responsibilities ............................................413.1.6 Teacher’s duties and responsibilities .................................................................413.1.7 Accounting Assistant’s duties and responsibilities .............................................423.1.8 Hostel Matron/Boarding Master duties and responsibilities ...............................433.1.9 Cook’s duties and responsibilities......................................................................433.1.10 Driver’s duties and responsibilities.....................................................................433.1.11 Science Laboratory Assistant’s duties and responsibilities................................433.1.12 Watchman/Security Guard’s duties and responsibilities ....................................433.1.13 General Hand’s duties and responsibilities include ...........................................443.1.14 Office Assistant’s duties and responsibilities......................................................44

3.2 Employee resourcing ......................................................................................................443.2.1 Appointment procedures....................................................................................443.2.2 Induction of newly appointed staff......................................................................443.2.3 Benefits of induction programmes .....................................................................443.2.4 Aspects of an induction programme ..................................................................45

3.3 Conditions of service.......................................................................................................453.3.1 Re-gradings .......................................................................................................453.3.2 Advancement .....................................................................................................453.3.3 Promotions.........................................................................................................453.3.4 Transfers ............................................................................................................453.3.5 Secondment.......................................................................................................463.3.6 Allowances.........................................................................................................46

3.3.6.1 Travel and Subsistence allowance .......................................................463.3.6.2 Acting allowance...................................................................................463.3.6.3 Responsibility allowance.......................................................................463.3.6.4 Sixth Form allowance ...........................................................................46

3.3.7 Types of leave....................................................................................................463.3.7.1 Vacation leave........................................................................................473.3.7.2 Annual leave ..........................................................................................473.3.7.3 Sick leave...............................................................................................473.3.7.4 Maternity leave.......................................................................................473.3.7.5 Manpower Development Leave (MDL) ..................................................473.3.7.6 Special leave..........................................................................................48

3.4 Termination of employment .............................................................................................483.5 Continuous Professional Development ...........................................................................48

3.5.1 Benefits of the continuous profession development ..........................................493.5.2 Significance of continuous professional development (CPD) ............................493.5.3 Methodologies of continuous professional development (CPD) ........................52

3.6 Performance management..............................................................................................523.6.1 Approaches to performance management.........................................................533.6.2 Benefits of performance management...............................................................533.6.3 Significance of performance management ........................................................53

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3.6.4 Process of performance management...............................................................543.6.5 IRBM focus in the education system..................................................................55

Summary .....................................................................................................................................55

UNIT 4STAFF DISCIPLINE AND GRIEVANCE HANDLING PROCEDURES ........................................57Introduction..................................................................................................................................57Objectives....................................................................................................................................574.0 Staff discipline and grievance procedure ........................................................................574.1 Staff discipline .................................................................................................................58

4.1.1 The investigation procedure...............................................................................584.1.1.1 What is an investigation?......................................................................584.1.1.2 Planning and preparing for the investigation ........................................584.1.1.3 The role of the investigation team.........................................................584.1.1.4 Attributes of the investigation team.......................................................594.1.1.5 Common mistakes made during investigation ......................................59

4.1.2 The misconduct charge......................................................................................594.1.2.1 Issues to be borne in mind before instituting misconduct proceedings 614.1.2.2 What is a charge of misconduct?..........................................................614.1.2.3 Who should prefer the misconduct charge? .........................................624.1.2.4 Drafting the charge letter ......................................................................62

4.1.3 The suspension order ........................................................................................644.1.4 Appointment of a disciplinary committee ...........................................................64

4.1.4.1 Factors to consider when appointing a disciplinary committee.............654.1.5 The hearing process ..........................................................................................654.1.6 Misconduct determination and imposition of penalties ......................................664.1.7 Request for review to the Public Service Commission and

appeal to the Labour Court ................................................................................664.1.8 Summary discharge ...........................................................................................66

4.1.8.1 Sick Leave ............................................................................................674.1.8.2 Vacation Leave .....................................................................................674.1.8.3 Manpower Development Leave ............................................................67

4.1.9 Resumption of duty before Section 63(e) has been invoked .............................684.2 Grievance handling procedures ......................................................................................68

4.2.1 Definition of a grievance ....................................................................................684.2.2 Causes of grievances ........................................................................................684.2.3 Importance of resolving grievances ...................................................................68

4.3 Complaints handling procedure ......................................................................................684.3.1 Definition of a complaint.....................................................................................684.3.2 Causes of complaints.........................................................................................684.3.3 Common complaints received............................................................................684.3.4 The importance of complaints management system .........................................694.3.5 The Ministry's focus on complaints ....................................................................694.3.6 Outcomes of a well-managed complaints system..............................................69

Summary .....................................................................................................................................69

UNIT 5FINANCE AND ADMINISTRATION.............................................................................................70

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Introduction..................................................................................................................................70Objectives....................................................................................................................................705.1 The legal framework........................................................................................................725.2 Public finance..................................................................................................................72

5.2.1 Public funds and public property........................................................................725.2.2 Public finance principles ....................................................................................72

5.2.3 Budgeting and budgetary control..........................................................725.2.3.1 The budget process ..............................................................................72

5.2.3.2 Commitments and budget reviews.....................................................................725.2.4 Revenue.............................................................................................................745.2.5 School bank account..........................................................................................745.2.6 School finance committee..................................................................................745.2.7 Accounting procedures ......................................................................................75

5.2.7.1 Invoicing................................................................................................755.2.7.2 Receipting.............................................................................................755.2.7.3 Banking procedures.............................................................................75

5.2.8 Risk control ........................................................................................................765.2.9 Expenditure on travel and subsistence ..............................................................76

5.2.9.1 The payment process ...........................................................................775.2.9.2 The payment voucher ...........................................................................775.2.9.3 Passing payment voucher for payment ................................................785.2.9.4 Guidelines for processing travelling and subsistence...........................785.2.9.5 Internal controls ....................................................................................79

5.2.10 The cashbook ....................................................................................................795.2.10.1 Balancing the cashbook.......................................................................80

5.2.11 Bank reconciliation.............................................................................................805.2.12 Internal checks and controls ..............................................................................80

5.2.12.1 Internal checks.....................................................................................805.2.13 Financial reports ................................................................................................81

5.3 Administration .................................................................................................................815.3.1 Stores management...........................................................................................81

5.3.1.1 Stores registers.....................................................................................815.3.1.2 Duties of the person assigned to take charge of stores........................835.3.1.3 The stores management cycle..............................................................83

5.3.2 Asset management ............................................................................................835.3.2.1 Asset management registers ................................................................83

5.3.3 Handover/takeover procedure ...........................................................................835.3.3.1 Circumstances leading to handover takeover.......................................83

5.3.4 Procedures for handling lost or damaged school property ................................835.3.5 Gifts and donations ............................................................................................835.3.6 Asset returns......................................................................................................84

5.3.6.1 Procedure on asset disposal ................................................................845.3.6.2 Ways of asset disposal .........................................................................84

5.3.7 Duty free certificate ............................................................................................845.3.7.1 Requirements to obtain a duty free certificate ......................................85

5.3.8 Institutional accommodation ..............................................................................855.3.9 Transport management......................................................................................85

5.3.9.1 Pool vehicles.........................................................................................85

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5.3.9.2 Official vehicles.....................................................................................855.3.9.3 Project vehicles.....................................................................................86

5.3.10 Roles of the transport officer in schools.............................................................865.3.11 Vehicle management .........................................................................................86

5.3.11.1 Vehicle documents...............................................................................865.3.11.2 Procedure to follow when a vehicle is involved in accident.................865.3.11.3 Vehicle returns ....................................................................................87

5.3.12 Security management ........................................................................................875.3.12.1 Duties of the security officer.................................................................875.3.12.2 Areas and items of security..................................................................875.3.12.3 Security records ...................................................................................87

5.3.13 Internal controls .................................................................................................87Summary .....................................................................................................................................88

UNIT 6PROCUREMENT AND BUSINESS DEVELOPMENT.................................................................89Introduction..................................................................................................................................89Objectives....................................................................................................................................896.1 Public procurement .........................................................................................................89

6.1.1 The Procurement Regulatory Authority of Zimbabwe (PRAZ) ...........................906.1.1.1 Functions of the Procurement Regulatory Authority (PRA) of

Zimbabwe .............................................................................................906.1.2 Stages in public procurement ............................................................................906.1.3 Planning for procurement...................................................................................90

6.1.3.1 Preparation of annual and individual procurement plans......................906.1.3.2 Annual procurement plan......................................................................916.1.3.3 Individual procurement plan..................................................................91

6.1.4 Procurement thresholds.....................................................................................936.1.5 Responsibility for procurement ..........................................................................936.1.6 The Procurement Management Unit..................................................................936.1.7 Evaluation committees.......................................................................................94

6.1.7.1 Composition of evaluation committee...................................................946.1.7.2 Functions of the evaluation committee .................................................94

6.1.8 Division of procurement .....................................................................................946.1.9 Description of the procurement subject matter ..................................................946.1.10 Participation by bidders......................................................................................956.1.11 Procurement methods........................................................................................95

6.1.11.1 Competitive bidding method (Section 31)............................................956.1.11.2 Restricted bidding method (Section 32)...............................................956.1.11.3 Direct procurement method (Section 33).............................................956.1.11.4 Request for quotations method (Section 34) .......................................96

6.1.12 Standard bidding documents .............................................................................966.1.12.1 Invitations to bid...................................................................................966.1.12.2 Bidding periods ...................................................................................966.1.12.3 Clarification and modification of bidding documents...........................966.1.12.4 Bid security .........................................................................................976.1.12.5 Amendment or withdrawal of bids .......................................................97

6.1.13 Opening of bids..................................................................................................97

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6.1.14 Evaluation of bids...............................................................................................976.1.15 Ensuring confidentiality of bids ..........................................................................986.1.16 Special procurement oversight committee.........................................................986.1.17 Contract award...................................................................................................986.1.18 Procurement contract.........................................................................................986.1.19 Performance security .........................................................................................986.1.20 Information to be given to rejected bidders........................................................986.1.21 Procurement records .........................................................................................996.1.22 Conduct of procurement officers........................................................................996.1.23 Conduct of bidders and contractors ...................................................................996.1.24 Challenge to procurement proceedings ...........................................................1006.1.25 Procurement returns ........................................................................................100

6.1.25.1 Monthly procurement return...............................................................1006.1.25.2 Quarterly procurement return.............................................................1006.1.25.3 Annual procurement return ...............................................................100

6.2 Project management and resource mobilisation ...........................................................1006.2.1 Preparation of a project proposal.....................................................................1016.2.2 Contents of a project proposal .........................................................................1016.2.3 Project management........................................................................................1026.2.4 Processes of project management ..................................................................102

6.2.4.1 Project initiation ..................................................................................1026.2.4.2 Project planning ..................................................................................1026.2.4.3 Project execution ................................................................................1026.2.4.4 Monitoring and Evaluation ..................................................................1026.2.4.5 Project closure ....................................................................................102

6.2.5 Benefits of project management planning........................................................1036.2.6 Resource mobilisation......................................................................................1036.2.7 Entrepreneurship in education .........................................................................103

6.3 Corporate governance ..................................................................................................1046.3.1 Purpose of corporate governance....................................................................1046.3.2 Basic aspects of school governance................................................................104

6.3.2.1 Participatory organizations .................................................................1046.3.2.2 Participatory planning, management and monitoring .........................1046.3.2.3 Teacher and staff management ..........................................................1056.3.2.4 Resource management ......................................................................1056.3.2.5 Monitoring and Evaluation ..................................................................1056.3.2.6 Discipline and professional development ...........................................1056.3.2.7 Correspondence and reporting ...........................................................1056.3.2.8 Accountability......................................................................................106

6.3.3 Benefits of good corporate governance ...........................................................106Summary ...................................................................................................................................106

UNIT 7COMMUNICATION AND PUBLIC RELATIONS ........................................................................107Introduction................................................................................................................................107Objectives..................................................................................................................................1077.1 Effective communication and school leadership ...........................................................108

7.1.1 Benefits of effective communication ................................................................108

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7.1.1.1 Team building......................................................................................1087.1.1.2 Making things clear.............................................................................1087.1.1.3 Managing diversity in the workforce ...................................................1087.1.1.4 Dealing with problems ........................................................................1087.1.1.5 Surviving difficult situations.................................................................108

7.1.2 Channels of communication.............................................................................1097.2 School leadership and public relations ..........................................................................110

7.2.1 The publics of the school .................................................................................1107.2.2 Handling issues from the common publics.......................................................110

7.2.2.1 Members of staff..................................................................................1117.2.2.2 Learners ..............................................................................................1117.2.2.3 School Development Committee and Parent Community...................1117.2.2.4 Responsible authority .........................................................................1147.2.2.5 Non- Governmental Organisations (NGOs) ........................................1127.2.2.6 Head Office, Provincial and District Personnel ...................................1127.2.2.7 Other Ministries/Departments .............................................................1127.2.2.8 Media relations....................................................................................112

7.3 Client service charter.....................................................................................................1127.3.1 Components of the clients charter ...................................................................112

7.3.1.1 State your purpose..............................................................................1137.3.1.2 Define the scope .................................................................................1137.3.1.3 Spell out standards .............................................................................113

7.3.2 Implementation of the clients charter ...............................................................113Summary ...................................................................................................................................113

UNIT 8MANAGING LEARNER-TEACHER FRIENDLY SCHOOL ENVIRONMENT.............................115Introduction ................................................................................................................................115Objectives ..................................................................................................................................1158.1 School climate, tone and culture ...................................................................................116

8.1.1 School climate..................................................................................................1168.1.2 School tone ......................................................................................................116

8.1.2.1 School policies ....................................................................................1168.1.3 School culture ..................................................................................................117

8.2 Inclusive school .............................................................................................................1178.3 School health standards ................................................................................................117

8.3.1 School health package.....................................................................................1178.3.1.1 Water Sanitation and Hygiene ............................................................1178.3.1.2 Nutrition services ................................................................................117

8.4 School safety standards ................................................................................................1188.5 Child protection issues ..................................................................................................118

8.5.1 Management strategies for child protection .....................................................1188.5.2 Family dynamic issues .....................................................................................1188.5.3 Child rights and responsibilities........................................................................1198.5.4 Disaster and risk management ........................................................................119

8.5.4.1 Suggested disaster preparedness strategies and activities................1208.6 Managing learner discipline ..........................................................................................121

8.6.1 Maintenance of discipline in a school ..............................................................121

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8.7 Guidance and counselling .............................................................................................121Summary ...................................................................................................................................122

UNIT 9SCHOOL PLANNING AND DEVELOPMENT ...........................................................................123Introduction................................................................................................................................123Objectives..................................................................................................................................1239.1 Crafting a School Development Plan ............................................................................1249.2 School infrastructure and maintenance.........................................................................124

9.2.1 Requirements for the provision of infrastructure and maintenance .................1249.2.2 Equipping specialist rooms and sporting facilities............................................1249.2.3 Maintenance of school infrastructure ...............................................................124

9.3 Research, innovation and development........................................................................1249.4 Collection of accurate EMIS data..................................................................................1259.5 Fees and levies application procedures........................................................................125

9.5.1 Procedure for special levy application .............................................................126Summary ...................................................................................................................................126

UNIT 10INFORMATION AND COMMUNICATION TECHNOLOGY .......................................................127Introduction................................................................................................................................127Objectives..................................................................................................................................12710.1 ICT policies...................................................................................................................12810.2 Educational internet......................................................................................................12810.3 Hardware and troubleshooting .....................................................................................12810.4 Office applications ........................................................................................................12910.5 E-mail and social media ...............................................................................................12910.6 ICT and the physical environment................................................................................129

10.6.1 Use of mobiles in the learning process ............................................................12910.6.2 ICT to support traditional pedagogy.................................................................130

10.7 ICT for professional development ................................................................................13010.8 ICT and the curriculum .................................................................................................13010.9 The use of ICT to support assessment.........................................................................13110.10 Schools Management Information System (SMIS) ....................................................131

Summary ...................................................................................................................................132

REFERENCES..........................................................................................................................133

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Table 1: Leadership traits.................................................................................................................4

Table 2: Types of supervision in education ........................................................................................

Table 3: Individualising supervision for development and satisfying of staff needs for professional growth ..............................................................................................................

Table 4: Components of the scheme-cum plan .............................................................................21

Table 5: Principles of the new curriculum.......................................................................................28

Table 6: Pillars of the new curriculum ............................................................................................29

Table 7: Learner exit profiles..........................................................................................................29

Table 8: Learning areas at junior school level................................................................................31

Table 9: Possible advanced level combinations ............................................................................32

Table 10: The self-reflective process model for school leadership practice.....................................51

Table 11: The distinction between the traditional performance appraisal and IRBM .......................55

Table 12: Offices responsible for preferring misconduct charge ......................................................62

Table 13: Signatories to various accounts .......................................................................................73

Table 14: Steps or levels of the payment process ...........................................................................77

Table 14: Annual procurement plan format ......................................................................................92

Table 16: Procurement thresholds ...................................................................................................93

Table 17: Quotation thresholds ........................................................................................................93

Table 18: Contents of a project proposal .........................................................................................93

Table 19: Benefits of project management planning......................................................................101

Table 20: Offline and online media channels .................................................................................103

Table 21: Internal and external publics of the school .....................................................................109

Table 22: Internal and external publics of the school ......................................................................110

LIST OF TABLES

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Figure 1: The dimensions of successful leadership ......................................................................2

Figure 2: Leadership roles and responsibilities .............................................................................2

Figure 3: Emotional intelligence leadership traits..........................................................................8

Figure 4: The process model of managing change in educational institutions ............................11

Figure 5: School leadership strategies for managing resistance to change................................13

Figure 6: Strategies for managing conflict at school level ...........................................................13

Figure 7: The key questions guiding effective supervision at school level ..................................16

Figure 8: Types of evaluation summarised..................................................................................24

Figure 9: The continuous professional development cycle .........................................................49

Figure 10: Leadership self-reflective model for adapting to change..............................................51

Figure 11: A model for teacher reflection exercises ......................................................................52

Figure 12: Performance management cycle .................................................................................54

Figure 13: An overview of financial management in schools ........................................................73

Figure 14: Summary of revenue collection steps ..........................................................................76

Figure 15: Summary of the payment procedure............................................................................79

Figure 16: The stores management cycle .....................................................................................82

LIST OF FIGURES

Zimbabwe has already commenced its journey towards transforming the economy into an uppermiddle income status by 2030. The education sector is an integral part of this transformationprocess as it is a key enabler for both human and economic development. Guided by the nationalvision, the Ministry of Primary and Secondary Education seeks to become the leading providerof 21st century inclusive and quality education for socio-economic transformation in line withvision 2030. This ministerial vision can only be achieved when the leaders at all levels in theMinistry possess 21st century knowledge, competences, skills, abilities and values. Suchleadership attributes are vital in the transformation of the learners’ lives and the country’seconomy through our education system.

The school level is where the education is delivered to the learners in line with the CompetenceBased Curriculum and various educational programmes and projects are implemented. It isimperative that the school leaders like Heads, Deputy Heads, Heads of Department (HODs) andTeachers-in-Charge (TICs) should be equipped with the desired knowledge, skills, abilities andvalues through a comprehensive School Leadership Manual that will enable them to executetheir duties professionally, effectively and efficiently. This will enable them to fulfil the learner’diverse needs and aspirations and in the end, Zimbabwe will not only remain at the apex in termsof highest literacy rates in Africa, but emerge as an upper middle income economy with highlyeducated, skilled, cultured and productive citizens.

This invaluable handbook is our roadmap to effective leadership at school level leading to theachievement of the Ministry’s vision as well as national vision 2030 as articulated by hisExcellency Comrade. E. D. Mnangagwa.

Hon Ambassador Ndabazekhaya Cain Ginyilitshe MathemaMINISTER OF PRIMARY AND SECONDARY EDUCATION

FOREWORD

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The success of every educational institution in Zimbabwe, be it a school, independent orcorrespondence college in terms of learner pass rates, skills development and discipline,infrastructural development and projects, inter alia, largely depends on the calibre of its leadersand staff. Successful 21st century school leaders possess the appropriate knowledge,competences, skills, abilities and values to transform their educational institutions in line with thenational and ministerial vision. However, the Ministry of Primary and Secondary Education hasrealised that a considerable number of the current crop of school leaders lacks such vitalcharacteristics, hence, the decision to develop a School Leadership Manual for Heads, DeputyHeads, HODs and TICs to equip them with such invaluable attributes.

The School Leadership Handbook is intended to guide the leaders in administering their schoolsprofessionally, effectively and efficiently. It covers ten detailed pertinent topics on schoolleadership and supervision, understanding the curriculum, human resource and performancemanagement, staff discipline and grievance procedures as well as finance and administration.Additionally, the manual concentrates on procurement and business development,communication and public relations, learner-teacher friendly school environment, school planningand development, including information and communication technology (ICT).

All the school leaders in government and private schools are urged to understand and apply allthe concepts in the handbook in order to achieve the Ministry’s vision and that of the nation atlarge.

Thank you

T. Thabela (Mrs)

Secretary for Primary and Secondary Education

PREFACE

The School Leadership Handbook is a product of collaborative work by many stakeholders.

Profound gratitude goes to the following: The Minister of Primary and Secondary Education,Honourable Ambassador Ndabazekhaya Cain Ginyilitshe Mathema MP; Deputy Minister ofPrimary and Secondary Education, Honourable E. Moyo MP; and the Secretary for Primary andSecondary Education, Mrs T. Thabela, for their guidance, expert advice and assistance.

Special thanks go to the following for participating in the development of this School LeadershipHandbook: Mr P. Muzawazi, Mr T. Doba, Mrs G. Maramba, Mr Z.M. Chitiga Mr N.B. Mafovera,Mr J. Nyanga, Ms. V. Godhidhe, Mr D.M. Mudiwa, Mr B. Gutu, Mr P. Zumbo, Mrs E. Binza, Mr G.Chikuhu, Mr J. Siziba, Mrs M. Mariwa, Ms M. Masara, Mr C.T. Mashonganyika, Mr J. Munwiro,Mrs E. Dhliwayo, Mrs M. Sungayi, Mr U.P. Nyika, Mr Mhaka, Mr K. Chidota, Mrs L. Antonio, Mr S. Muchechete, Mr D. Wachenuka, Mrs P. Musakana, Mr S. Mlambo, Mr B. Chabikwa, Mr L. Mudhumi, Mr W. Sithole and the Secretariat.

In addition, the Ministry is grateful to the Consultants, Dr L. Madhlangobe and Mr R.G. Sisimayi,for guiding the writers in the development of this handbook.

The Ministry, on behalf of the Government of Zimbabwe, acknowledges, with thanks, the financialand technical support from UNICEF and the British Council.

ACKNOWLEDGEMENTS

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Clients service charter: A written guiding principle that communicates your business’commitment to doing business with others.

Complaint: It is viewed in this handbook as an expression of dissatisfaction / discontent orunhappiness by one or more members of the public about the organisation's activities or lack ofit or standard of service.

Evaluation: Is a management or even leadership function that involves the rigorous analysisof completed or ongoing activities that determine or support management accountability,effectiveness, and efficiency.

Grievance: In this handbook, as guided by the relevant statutory instruments, is defined as anyfeeling of dissatisfaction or feeling of injustice on the part of a member which is connected withthe member's work or the member's contact with other persons in the work place (Section 53 ofS.I. 1 of 2000, as amended).

Inspection: This is an educational management function that involves examining and evaluatingthe quality of teaching and learning in the school system as well as gathering of information whichwill serve as a basis for supervision.

Investigation: Is a fact-finding exercise designed to collect all the relevant information relatingto suspected acts of misconduct.

Methodology: This refers to a process or procedure used in a particular area of study or activity.It is also a selection of a variety of methods which reflect knowledge of learner and places themat the centre of learning and teaching.

Monitoring: It entails the systematic and routine collection of information from projects andprogrammes to learn from experiences to improve practice and activities in the future.

Procurement Officer: Meaning an officer, employee or agent of a school who is responsiblefor any aspect of the school’s procurement, including the implementation of procurementcontracts.

Transport Officer: Meaning an officer or employee of a school who is responsible for anyaspect of the school’s transport management and administration.

Project management: The practice of initiating, planning, executing, monitoring andcontrolling, and closing the work of a team to achieve specific goals and meet specific successcriteria at the specified time.

Project proposal: Is a document that provides all the information required for projectstakeholders to decide to initiate a project.

DEFINITION OF KEY TERMS

Public funds: Includes any money owned or held by the state or any institution or agency ofthe government including provincial and local tiers of Government, statutory bodies andGovernment-controlled entities.

Public property: In terms of management in education it refers to any property owned or heldby the state or any institution or agency of the government including provincial and local tiers ofGovernment, statutory bodies and Government-controlled entities.

School culture: It refers to the way teachers and other staff members work together and theset of beliefs, values and assumptions they share.

School leadership: Is a management practice that involves inspiring others to act in a waythat benefits you, your subordinates and the organisation.

Supervision: This involves processes that lead to the improvement of teaching and learningwhile enhancing educational services. It has a coaching element where supervisee andsupervisor interact.

xviii

UNIT

01 Leadership and Supervision

IntroductionSchool leadership plays a key role in improving learning outcomes byinfluencing the motivations and capacities of teachers, as well asimproving the school climate and environment. Effective schoolleadership is essential for improving the efficiency, effectiveness andequity of schooling. The School Head, Deputy Head, Teacher-in-Charge(TIC) and Heads of Departments (HODs) share the collaborativeleadership roles of managing, administering, directing, guiding andleading the activities in the school for purposes of meeting nationaleducation goals.

By the end of this unit, readers/leaders should be able to:

l define the school leadership concept;l identify dimensions of school leadership;l relate school leadership roles to effective organisationaldevelopment;

l define supervision, inspection, monitoring and evaluation;and

l identify types/models of supervision

objective

2 UNIT 88 - Managing Learner-teacher Friendly School Environment

1.1 Leadership1.1.1 Definition of schoolleadershipSchool leadership involves inspiring others to act inways that benefits the school organisation and thecommunity served by the school. Therefore, theleadership task is to influence goal-setting andachievement for the school. Leadership is involvedin guiding staff talent development and motivatingthem towards achieving common school vision,mission and goals.

1.1.2 Dimensions of schoolleadership—linked to PracticalLeadership HabitsUse the following eight key dimensions of schoolleadership that put the child at the centre of all theteaching-learning processes.

The inner circle illustrates the core focus ofattention of the school leader;

The school leader sets the teaching-learning normsfor the school (school commitment). Therefore, theschool commitment is supposed to be known,practised and referred to by everyone in the schoolat all times. This means that the whole schoolshould be committed to every:

a. learner becoming literate and numerate;

b. teacher improving their instructional skills; and

c. member of the school community beingrespected and valued regardless of gender,religion and cultural background.

l The inner ring refers to the core strategies thatyou may use;

l The outer ring of the circle suggests the keyleadership behaviours that you may use tosupport the strategies from the first inner ring.

Dra�

Improving Conditions for

Teaching and Learning

Redesigning & Enriching the Curriculum

Enhancing Teacher Quality (including

Succession Planning)

Building Relationships Outside the School

Community

Building Relationships

inside the School Community

Defining Vision, Values & Direction

Student Learning well

Being & Achievements

High Expectations

Building Trust

Enhancing Teaching & Learning

Restructuring the Organisation:

Redesigning Roles &

Responsibilities

Figure 1: Adapted from, ‘Thedimensions of successfulleadership (Day et al., 2010)’

3School Leadership Handbook

l The school leader’s key responsibility is to buildintrinsic trust among the subordinates andembed each of the core strategies as anessential part of the actions in the outer ring.

The outer circleThe outer circle includes the following amongothers, all of which call for the School Head topractise certain leadership behaviours;

l Enhancing teaching and learning; buildingrelations inside the school community; improvingconditions for teaching and learning; andenhancing teacher quality.

The expected school leadership behavioursinclude that the School Head should:

l Lead and promote school-based staffdevelopment programmes related to improvingteaching/instruction or facilitation of learning by:

a. ensuring that a school-based staff developmenttimetable with clear agenda on improvingclassroom teaching-cum-learning practice isdeveloped. In this case, classroom practice issupposed to be the centre piece.

b. motivating teachers to participate in the school-based staff development meetings (this meansteachers across the grades).

c. creating a conducive adult-learning atmosphere(for teachers) and other conditions for school-based staff development that should include the

venues, adequate time to be spent on the staffdevelopment; and its activities.

School Head’s leadership behaviours may include,but are not limited to, the following actions:

l Classroom walk-throughs to gain anappreciation of how learning processes aredeveloping with the school

l Walk in, smile and greet the class

l Find a place to sit close to the back of theclassroom depending on the size of theclassroom and its arrangement

l Observe how well the classroom looks, thewalls, windows, light, air, classroom displays andwhat the learners are doing;

l If there is a group-work activity, visit the groupsand participate with a few tips and askquestions;

l Give praise where it is due;

l Help if you are sure of what to do.

l Listen to the activities

l Scan the room

l Look down and avoid eye contact for a minuteor so

l Scan the books

l Thank the teacher and the learners as you leavethe room;

l Ask questions where necessary.

l Attentive

l respectful

l observant

l steady during the walkthroughs (unmoving); and

l Friendly

l humble

l positive minded

l able to radiate love for others, e.g., smiling.

What to be as a school leader, includes being:


1.1.3 Leadership rolesA summary of the School Head’s expected leadership roles and responsibilitiesTrait

Leadingrole

Monitoring Roles

Conflict

resolu"onRoles

Direc ng/Guiding

Decision - Making roles

Planning Roles

Communica on

role

Liaisonroles

Entrepreneurship roles

Figure 2: Leadership rolesand responsibilities

1.1.4 Leadership traitsTable 1 briefly describes the traits that should be exhibited by a school leader.

EffectiveCommunicator Trait

Always communicate effectively by ensuring clear and concisecommunication and clarification of tasks, including anticipating problemsand providing sound solutions. A school leader is expected to be a nobleand attentive listener to issues raised by teachers. Utilise both internal andexternal vertical and horizontal communication channels to reach all thestaff members.

Accountable andResponsible Trait

School Heads are accountable and responsible for school’s successesand failures. They need to support and encourage individuality whileabiding by and understanding the organizational structure, rules, andpolicies as guided by policy.

Long-term ThinkersTrait

Effective school leadership is about collaboratively creating a school visionand planning for the future of the school with the help of all the teachers.Always draw-up measurable and quantifiable school goals. Schoolleadership standards envisage that the School Head should be confident;and demonstrate full understanding of the need for continuous schoolimprovement. Therefore, the School Head should be ready to introducenew and innovative approaches that improve current processes.


employing this leadership style, success isachieved through close supervision and monitoringof school activities. Nomothetic leadership styledoes not emphasise that the leader addressesindividual needs at the expense of school orMoPSE goals. When using this style, thesubordinates are motivated to identify themselveswith the goals of the school organisation.

1.1.5.2 Idiographic style

This style involves school leader delegatingauthority according to the teachers and staff’sexpertise, abilities and interests. The use ofidiographic leadership style is seen through thesubordinates’ participation in shaping schoolorganisational goals. However, when leaders usethis style they are expected to show interest and toput emphasis on addressing individual needs askey motivators to access and achieve school goals.

1.1.5 Leadership stylesThere are a number of leadership styles that aschool leader may use. The key task for a schoolleader is to identify situations when to assume anduse the leadership styles appropriately. This sectiondescribes the nomothetic, idiographic,collaborative, autocratic, democratic, charismatic,transformational, transactional and the laissez-faireleadership styles that could be useful for effectiveschool leadership.

1.1.5.1 Nomothetic styles

When using the nomothetic style, the School Headstresses the importance of work and organisationalgoals. All staff members are required to focus atachieving set school goals, objectives and specifictasks of the Ministry of Primary and SecondaryEducation (MoPSE) as an organisation. When

Being a Self-motivated Leader

Outstanding School Heads always strive to exceed standard expectationsof performance at every level of performance, and hence they are expectedto be reliable and dependable. There is need to be self-motivated, resilientand pursuant of productive educational goals despite setbacks, as well asdevelop a sense of pride and demonstrate a passion for success for theschool.

Confident Confidence involves inspiring others through expert leadership inknowledge creation. Therefore, demonstrate high levels of confidencewhen communicating and setting tasks that inspire others. School Headsare required to consistently make tough, firm but fair decisions and to leadwith authority.

People-orientedleadership

Foster a team culture by involving others in decision-making. Schoolleaders are expected to show care for team members and to empathiseappropriately. Duties of a school leader involve coaching, mentoring andmotivating others and making them feel that they add value to the integralteam succes.

Emotional Stability Exercise effective control and regulation over personal leadershipbehaviours before demanding for the same from subordinates. Leadershipat school level should be tolerant of any frustrations that may induce stressat the workplace environment. An effective School Head will achieve thisby being proactive and strategizing to cope with changes in theenvironment without allowing for intense emotional reaction to issues.


1.1.5.3 Collaborative style

The collaborative leadership style aims ataddressing both personal needs of the staff and theschool organisation’s demands within givensituations/contexts. For example, when delegatingwork assignments, collaborative leaders considerthe professional needs and abilities of the individualsubordinates as well as the goals of theorganisation. This style satisfies individual needswhile at the same time allowing set tasks to beaccomplished through team-work and effort. Inother words, put simply, for Zimbabwean schools,the collaborative leadership style is the type ofleadership that is needed to ensure effective andefficient results across internal or external schoolboundaries. As a collaborative leader, the SchoolHead invests time into building strong workplacerelationships by handling conflicts in constructiveways and allowing others to share control of howrelationships at various levels are cultivated andnurtured for the benefit of the school as a whole.

Behaviours that collaborative School Heads mayexhibit include the following among many others:

a. Establishing a clear vision and goals for theschool through collaboration;

b. Working with staff (collaboration) to establishconsensus about the vision and goals amongstaff.

c. Modelling and fostering the desired workplacebehaviours that help to successfully establishclear and consistent social expectations; and

d. Creating safe and supportive schoolenvironments for staff and learners to blossomand achieve goals.

1.1.5.4 Democratic style

When leading through the democratic leadershipstyle at school level, the School Head should allowstaff members to participate in the decision- makingprocesses by encouraging them to makesuggestions that help to improve the school. TheSchool Head is expected to be actively involved in

making consultations. This way, school leadershipwill serve as a facilitator who refrains from makingcriticisms; but in turn helps to keep the morale oftheir subordinates high.

Some of the characteristics that may bedemonstrated by a democratic School Head inorder to benefit the school include:

a. Allowing staff to participate in creating theleadership of the school;

b. Sharing the leadership of some of the activitiesto allow staff in the school to assume anincreased participative role in the decision-making processes; and

c. Accepting criticism from staff members andallowing those with innovative ideas to build andimprove the school.

1.1.5.5 Transformational leadership style

Zimbabwe as a nation is operating at a hightransformational mode to enhance the economythrough its education system. All transformationalbehaviours and efforts in other governmentdepartments depend on how the education sectorperforms. School leadership is the first level thatdetermines how the whole education system ofnational transformation succeeds or fails; andSchool Heads are tasked with the oversight andsuccess of this assignment. Transformationaleducational leaders who show idealized influencein education are those who a. perform as role models1 for their followersbecause they engage in high standards ofethical behaviours that breathe success in theirsubordinates.

b. demonstrate intellectual stimulation for their staffto the extent that they in particular challengetheir own assumptions.

c. take risks to reach high levels and also solicit fortheir followers' ideas to enrich the performancelevels of others.

1 Show their followers what needs to be done, how itshould be done and when it should be done—they are themain actors of educational standards of performance.


d. act as educational leaders guided by atransformational agenda to improve schools,hence they need to also show idealized orperfect influence for their followers to emulatebecause they want them to engage in highstandards of ethical or moral behaviour. Theseand many other key transformation behavioursact as indicators of performance at the schoolwhere transformational leadership is practised.

1.1.5.6 Transactional leadership styleContrasted with the transformational leadership,transactional leadership style involves schoolleaders achieving compliance of subordinates byoffering both rewards and punishments (sanctions).Through the rewards and punishments system, thetransactional school leaders are able to maintaintheir subordinates’ motivation high although this isusually for short periods of time. As transactionalleaders, School Heads need to value clear orderand structure in the school. Such school leaders attimes combine this leadership style with thecoercive power base to achieve desired results asthey manage projects. Therefore, transactionalleaders are viewed as a weak link for leadingorganisations like schools where the communityvalues creative and innovative ideas.

Transactional leadership is often contrasted withthe transformational leadership style. Transactionalleadership style depends on self-motivated peoplewho work well in structured and directedenvironments like schools. By contrast,transformational leadership seeks to motivate andinspire workers, rather than direct others. Some ofthe identified characteristics of transactionalleaders include the following:

l focused on achieving short-term goals;

l bent on favouring the application of structuredpolicies and procedures in order to achievegoals;

l able to succeed when they use clear rules andcarrying out tasks accurately;

l contented to work in environments wheresubordinates show efficiency;

l known as people who are not flexible in theirdecision-making processes; and

l conservative about change.

Because of the above characteristics, thetransactional leadership style may provide schoolleadership with the following advantages:

l It operates well in schools because structure ishighly valued and important;

l It (Transactional leadership) only rewardssubordinates who show intrinsic motivation toadhere to structured rules and instructions in theschool;

l It is very clear on how the school structureshould operate as a system that requiresrepetitive tasks and produce desired outcomes;

l The use of transactional leadership helps toachieve short-term goals timeously; and,

l The transactional rewards and penalties arecollaboratively identified and defined for thesubordinates before engagement.

It is therefore advisable to apply this leadershipstyle taking cognisance of the followingdisadvantages that come with its use.

l Transactional leadership is not the right fit fororganizations where initiative and creativity areencouraged.

l It only rewards the subordinates after they haveachieved a given task and that is done on apractical level only. Zimbabwean schools do nothave sufficient resources to empower the schoolleaders.

l It limits creativity because the goals andobjectives to be achieved in education arealready identified; and

l It does not reward personal initiatives among thesubordinates.


1.1.5.8 Charismatic leadership style

Leading through the charismatic leadership styleinspires others to aim to achieve high educationstandards and goals. Through the charismaticleadership style, the School Head stimulatesenthusiasm among team members and it energisesor motivates the subordinates. When leading aschool while guided by the charismatic leadershipstyle, the standards, traits and behaviours that areexpected of a school leader should be acted out forothers to emulate. These should encourage thedevelopment of particular followership behavioursamong the school staff. Therefore, the School Headshould demonstrate charismatic leadership throughthe following behaviours that are associated with it: a. Motivating staff: The leader does this to gettasks done and completed.

b. Being honest: Charismatic leaders establish anhonest connection with his or her peers.

c. Delegating duties to inspire others.d. Using clear communication: the leaderdemonstrates the ability to communicateeffectively.

e. Being humorous: Quality of life at a school isdemonstrated by the levels of happiness in theschool. A sad environment creates weakstandards.

f. Inspiring confidence in others.

g. Showing positive attitude levels of commitmentto duty.

h. Being creative, this is a mark of successfulleaders—the competence-based schoolcurriculum (CBC) in Zimbabwe highly dependson it.

i. Demonstrating progressive behaviours tocontinuously improve the way certain things aredone—this means improving methods ofachieving goals.

j. Showing dedication to work by ensuring that theschool environment communicates the missionand vision of the MoPSE.

k. Showing empathy to those who struggle andempowering them to succeed.

l. Demonstrating school improvement ideas: Theleaders bring to the table a variety of ideas thatimprove the school gradually and showexpertise in how to operationalize those ideas.

1.1.6 Emotional intelligence (EI)It is the school leader’s ability to understand andmanage personal emotions including those ofpeople around the school leader. Behaviours thatare expected of emotionally intelligent leadersinclude but may not be limited to the following:

Emotional Intelligence Leadership Traits

Emotion

11 A Self-awareness:This refers to emational

self-awareness, accurate self-assessment and

self-confidence

elligence

22 Self-management: This refers to self-control,

trustworthiness, conscientiousness, adaptability,

achievement orientation and initiative

33 Social awareness: This refers to empathy,

organisational awareness, and service orientation.

44 Social Skills: This refers to a visionary

leadership, influence, develop-ment of other, communication,

change catalyst, conflict management, building bonds,

and team work & collaboration.

Figure 3: Emotional intelligence leadership traits


1.1.6.1 Strategies for improving yourEmotional Intelligence LeadershipGeneral intelligence is essential in any individual.However, emotional intelligence is a criticalcomponent for purposes of ensuring successfulleadership in a school especially now that theCompetence-based School Curriculum demandsleadership creativity related to leadership ability torelate with others in the school. When dealing withothers—teachers, ancillary staff, parents, schoolchildren and other stakeholders, school leadersshould honestly strive to place themselves in thesituation of the others (empathy). This may help theSchool Head to choose and use the best methodsto solve any problems that may threaten successin the school, hence it may set the school toachieve identified goals. Emotional Intelligence isseen through some of these leadership behavioursthat leaders may adopt, they

l Slow down whenever they are experiencinganger or strong emotions, and examine whythey are having such experiences.

l Practise calmness. It allows them to evaluate thesituation.

l Always re-examine why they are doing the job—so that they do not need to lose sight of thedesired educational goals.

l Are always optimistic or positive and see thepositive things in what others do.

l Are empathetic.

l Develop strong conflict resolution strategies.

l Ensure improved communication skills.

l Identify and know their values and spend timeexamining their personal ‘code of ethics.’

l Hold themselves accountable; that is, they showcommitment to recognize and admit their ownmistakes and they have the courage to face theconsequences.

l Determine and demonstrate personal motivationlevels and energy to lead.

l Celebrate the successes of others, for example,they may do so by praising others.

l Pay attention to body language, for exampleactive listeners as a leader is imperative.

l Respond to the feelings of others.

1.1.7 Social Intelligence Social Intelligence (SI) is the ability by the schoolhead to be able to successfully build workplacerelationships that help to promote successfulexecution of work assignments. Social intelligencemay be defined as manipulating people or even theability to understanding them so as to help them toachieve certain goals. This means that thebehaviours of people interacting together toachieve what they want can be considered associal intelligence. In this handbook, we define SIas inter-cultural communication, or human relationscompetence in terms of the person’s effective andappropriate behaviours towards others. A sociallyintelligent school leader is able to foster thenavigation of the school social environmentincluding the external contexts. The Zimbabweansociety generally values education. Consequently,most people place emphasis on their children’ssuccess in school work. School heads who aresocially intelligent are particular about howrelationships affect learners and teachers inachieving educational goals. Social intelligence ismade up of three key components each of which ismade up of several sub-categories. These areSocial awareness: which includes

l primal empathy—meaning that the leader or anyother individual for that matter should be awareof cultural aspects that connect that individual tothe rest of the community in which they areoperating. These cultural values should berespected and celebrated. Therefore, if theindividuals are not able to embrace the culturalvalues of those in their working community, theywill always be in violation of the other individual’sways of thinking and doing things. In general,primal2 empathy refers to the issues around howto be able to communicate, cooperate andcoexist with other people which may result in

2 Original


those from diverse backgrounds feelingcomfortable to be around their leader or anyother person. This may present problems forleaders especially in the 21st Century schoolwhere multi-cultural school has become theorder of the day.

l Attunement3 —this is about the ability of a leaderto adjust his/her personality so as to fit into thesocial context where the ways of knowing andor doing things differ from those that one mayalready be accustomed to. For example, schoolleaders in Zimbabwe are being promoted andallowed to lead schools in various provinces ofthe country. A socially intelligent leader who isable to attune to a context will adjust his/herbehaviours and learn to participate in socialactivities that are practised within the culturalguidelines of a community which is served bythe school. In short, the school leader should beable to adjust to a social context and fitseamlessly.

l empathetic accuracy— Empathy is feeling forthe other person and understanding what thatindividual is going through. This is also calledsocial empathy or social understanding. This isthe leadership ability to reward humaninteractions or encounters through non-verbalcommunication and emotions for purposes ofmutually rewarding the inter-culturalcommunication that is accepted and recognized.

Social cognition (SC) – SC is a sub-topic of socialintelligence in the area of leadership psychology. Itfocuses on how people in general, and in this caseSchool Heads process, store, and apply any typeof information regarding other people. In the schoolcontext it involves all the people who have interestsin the school as a social institution. Practising socialcognitivists focus on the role that the humancognitive processes play in workplace socialinteractions. The school leaders want to avoidfailing to socially interact with their subordinates,hence it is critical to be aware of this aspect ofschool leadership.

SC as a branch of Social Intelligence involves:l seeing other people and the processes of howpeople acquaint themselves with the peoplearound them;

l the mental processes of perceiving,remembering, thinking about, and attending toother people;

l showing interest in certain information; this isimportant about the school community as awhole;

l keeping information about other people inmemory and then use that information toinfluence how others perform their duties;

l understanding the attitudes, perceptions ofothers, evaluating others, stereotyping,persuasion and decision-making.

1.1.7 Managing changeChange is inevitable, and it is clear in the currentdevelopments in Zimbabwe as a country. Itthreatens people and unprepared organisationalleadership with ‘future shock’ which occurs whenthe nature, types and speed of change overpowertheir capacity and ability of school organisations toadapt to and adopt new ideas. School leaders areexpected to initiate change or improve the schoolsto operate in line with external changes. From thisperspective, school leaders need to approachchange from a strategic management angle. Forthe school leaders, it is prudent to adopt thefollowing leadership behaviours:

l Revise the environment of the school to ensureit supports school goals,

l Assess how the socio-economic environmentaffects operations in the school institution and itsability to generate revenue and adjust to matchthe new standards,

l Show an understanding of the political situation.Examples include, but are not limited to these;(a) change of government, (b) changes inlegislation and (c) changes in regulations etc.3 Adjustment


l Assess the social trends, that is, changes inpopulation or demographic tendencies,expenditure patterns, and migration patterns,introduction of new laws to match the demandsof schooling; and

l Evaluating the technological developments suchas the information communication technology(ICTs).

1.1.7.1 The process of plannedchangeThere is an English adage that says, ‘To live in thefuture, you must plan for and create it.’ Schoolleader’s planning function should help the school tocommit to continuous school improvement by usingplanned change as a strategy for not failing toinitiate change. Therefore, a leader is expected tocreate a user-friendly platform for introducinglogical step-by-step methods that should lead to theeffective accomplishment of the schoolimprovement programme and changed objectives.

Planned change requires the school leader to

follow designed step-by-step processes that lead tosuccessful implementation of the plans asillustrated in Figure 4 below. The word ‘collaborate’is used repeatedly to remind those who leadschools to involve others when introducing change.School leaders should therefore set targetstogether with their staff, agree on implementationpolicies and the use of appropriate steps forpreparing them and their departments for theimpact that the change will bring in theirprofessional and personal lives.

It is important to note that staff in the schools willnot always respond to the introduction of changewith enthusiasm. This means that school leadersneed to understand that for any announcement ofchange or even a small incremental improvement,there will be some form of resistance. It is becausethe school staff members prefer to live and work ina stable environment which they may refer to astheir zone of comfort as compared to an ever-changing environment in their professional lives.School Heads should be guided by the processillustrated in Figure 4 when introducing change ina school.

Collaborate in Diagnosing the possible

change strategies

Select the lead change agent(s) from the school

Collaborate to select the best strategy

for intervention

Re-develop incremental goals for

improved change

Collaborate in Developing a plan for executing the change

Collaborate in planning for the actual

implementationImplement that developed plan at school-wide level

Make follow-ups and evaluate the

implementation process

Identify the need for incremental - change

Figure 4: The process model ofmanaging change in educationalinstitutions


1.1.7.2 Resistance to change

Any change is not necessarily readily accepted,including in schools. It is important for the schoolleader to appreciate that staff as individuals mayresist change whether the change is minor or major,such as restructuring the whole school. The idea ofeffective leadership in schools is to prepare anapproach for managing the introduction of anyuseful change in the school. Leadership is thuscalled upon to:

a. prepare for the introduction and themanagement of the change right from theinception level. Leaders manage resistance tochange by planning and anticipating effectivechange management strategies right from thevery beginning.

b. know, expect and prepare for the resistance tochange (RTC).

c. understand and believe in the change first andbe able to articulate it to their subordinatesincluding (i) the expected results, (ii) the possiblehurdles and (iii) the intended outcomes. Theyshould never be unsure or hesitant whenimplementing change as uncertainty on the partof the leadership attracts resistance.

d. strategise for the management of the resistanceto that change.

e. ask personal questions regarding what may bethe origins or causes of resistance among someof the subordinates or staff, including reluctanceto fit into the new model introduced by thechange. The origins of resistance to change,when addressed by management may then beused to ensure the smooth introduction ofchange.

f. identify from among staff, a team that will helpto manage the change and prepare them aheadof the change. In Figure 4 above we refer to thisteam as the change agents that a school leadermay appoint. Once the change processes begin,the leader may now employ the strategies forovercoming resistance to change assummarised in the next section.

1.1.7.3 Strategies for overcomingresistance to change

Change is a constant variable in any socialorganization like a school, although the humanresources in the workplace may oppose the changeor the introduction of school improvements as weprefer to call it in this handbook. Several differentreasons why employees resist changes have beenheavily studied but, the primary reason why somechange fails is the weak management of change inschools. Irrespective of how well a school leadermay introduce and then manage a school-widechange, they will still encounter some degree orlevels of resistance to the change processes.Therefore, the leader may need to be calm andflexible as one of school leadership’s importantsocial tools when managing resistance to change.Figure 5 below shows processes for managingresistance to change.

1.1.8 Conflict managementSchool leaders will need command of the basicforms of conflict management techniques that aSchool Head may use to deal with any forms ofconflict that may arise in the school before suchconflicts escalate beyond undesirable levels. Asyou may already know, conflict is unavoidable,hence, school leaders will need to develop effectiveskills for handling conflict whenever it arises. First,there is need to be in control of informationregarding (a) origins and or sources of conflict; (b)the processes to handle conflict as well as; (c) themethods that could be applied to overcomeconflicts.

1.1.8.1 Causes of conflict in schools

A number of issues that may trigger conflicts mayinclude but are not limited to the following:

i. Collection of levies and fees, only if it is not clearwho is responsible for which task (role conflict);

ii. Procurement of school items that are either notsanctioned by the procurement committee orthat are viewed as not essential by the users;


Education and communicationImproved communication of all

forms. This may involve the use of technology

A School Leader’s Strategies for Managing Resistance to Change

ParticipationPromote participation in decision making by your

subordinates

Facilitation and SupportAs a leader you facilitate skills

development and aim to reduce anxiety among the staff. That

prepares staff to hit the ground running in the middle of change

NegotiationThis involves you as a leader making

trade offs between the resisting parties and the school administration. You will be representing the MoPSE

in all stages of the negotiations.

Figure 5: School leadership strate-gies for managing resistance tochange

A School Leader’s Strategies for Conflict

Management

One: AccommodatingThe accommodating strategy essentially entails giving the opposing side what it wants. The use

of accommodation often occurs when one of the parties wishes to keep the peace or

perceives the issue as minor

Two: AvoidingThe avoidance strategy seeks to put off conflict

indefinitely. Delay by ignoring the conflict, so that the problem resolves itself without a confrontation. This may imply low-confidence in the leader. The

hiring of a moe productive replacement for the position soothes much of the conflict.

Five: CompetingYou may allow the parties tp compete since

competition brings out the best and motivates School Improvement. Depending on the personali-

ties conflicting parties prefer competition as a conflict managemnt and resolution strategy.

Usually this works well in emergency and crisis situations hence the decsions that generate

weak results will fall away naturally.

Three: CollaboratingIntegrate ideas from many members of your

staff. This leads to creative solutions that may be acceptable to conflicting. Collaborate though useful calls for a significant time commitment to

duty instead of conflicts

Four: CompromisingBy compromising you invite conflicting parties in

a conflict to surrender some aspects of their conflicts so as to establish a neutrally accept-

able, if not agreeable solution. Compromising as a strategy normally succeeds in conflict

resolution if the parties have quivalent power.

Figure 6: Strategies for managingconflict at school level


iii. Development at the school if it is not plannedfor;

iv. Inequitable distribution of resources;

v. Ineffective communication;

vi. Introduction of new instructional methods thatimplementers do not understand;

vii. Handling of social issues such as weddings anddeaths;

viii.Allocation of classes/teaching loads and/ orresponsibilities;

ix. Sharing of duties; and

x. Favouritism.

1.2 SupervisionSupervision in schools involves the art and/orfunction of giving guidance and direction tomembers to ensure professional growth anddevelopment. It can also act as a control measure.In a school set-up, the School Head performssupervision; but does not always have the formaltitle of supervisor. The School head’s role as asupervisor is to ensure that the school operatesefficiently, effectively and within the legal and policyframework of the MoPSE. From this view, theSchool Head’s key task is to make sure thatteachers and all the other staff members of theschool do what they are supposed to do and thatthey do it efficiently and professionally on time. Thismeans the school supervisor needs to possesssupervisory knowledge and skills of effectivesupervision to achieve school goals.

1. ScientificSupervision

l The leader as a supervisor focuses on teacher ratings, objectivemeasurement in teaching, use of standardised tests, scientificmethods of teaching as well as relying heavily on examinations todetermine outputs.

l Leaders base their supervision on the notion that there is oneperceived best method of performing the job and that there should bedivision of labour.

l Supervisors must be open-minded and be receptive to differentways/approaches of executing/carrying out tasks.

2. ArtisticSupervision

l An artistic supervisor bases his/her supervision on classroom needsand why they happen in the way they occur.

l The artistic supervisor’s assumptions are that, there is a lot thathappens in the teaching process that is not measurable; and

l They use intuition, video tapes and teacher-student interviews.

1.2.1 Types of supervisionThis section summarises four examples of commonly used models of supervision as illustrated below.


Supervisory models operate in environments thatfavour their implementation; and they tend to beperson and situation specific. The School Head’ssupervision practices in the school focus on schooloperations that should aim to achieve the MoPSE’sand the school goals and objectives without fail. To

be an effective school supervisor, the School Headneeds to strive to respond to the flowing questionthat helps to initiate strategic supervisory practicesthat produce outstanding results—How do I helpthe teacher to improve his/her teaching? The restof the questions are illustrated in the next section.

3. ClinicalSupervision

l Clinical supervision focuses on improvement of instruction by meansof systematic cycles of planning, observing and analysis of actualteaching performance in order to modify the teaching.

l Supervisors emphasise continuous change of behaviour amongteachers so as to match the current needs of the school.

l Supervisors using the Clinical supervision model gather data fromdirect observation of actual teaching and learning processes for themto be able to effectively coach and mentor their staff/ subordinates.

4. Developmentalsupervision

l The underlying philosophy of the developmental model of supervisionis the notion that teachers, as adult learners each are supposed to becontinuously developing/growing professionally.

l Adult learners grow in fits, starts, and patterns, hence the school leaderas a developmental supervisor needs to employ individualised modelsfor supervising specific teachers.

l The teachers are placed in a professional growth continuum thatclassifies teachers as belonging to performance related groups rangingfrom low to moderate to high performers—described in a developmentalmodel with three levels of supervisees that may also be described asbeginning, intermediate, and advanced; and

l The human resources developmental focus of the school leader andsupervisor is to help novice staff members to grow professionally fromlow to intermediate performance levels until they reach the advancedperformance levels of professional development.


1.2.2 Illustrated guiding keyquestions for effectivesupervisionThese question words (interrogatives) create amodel that points at the subject position of theschool hierarchy; and is about the something thatcauses certain things to happen in the school fromthose (teachers and ancillary staff) managed bythe School Head and then in a ripple effect, thatcauses students to behave and achieve certainlearning outcomes. Figure 7 below gives someillustration.

Schools fail or succeed because of the type andquality of leadership and supervision in the

respective schools. This means that the finalevaluation of the school means a lot to the type ofleadership and supervision that the School Headprovides in their respective school. To ensure thatsupervision is consistently serving the nationalvision and mission the School Heads need toensure that their leadership behaviours are directedat the individual needs of their staff. Therefore, theschool leaders will need to be guided by thepreceding important question indicators to be ableto develop effective strategies for supervising staffin the schools. Staff should be supervised with aneye to help them grow professionally and for theachievement of quality instructional strategies asguided in the Table 3.

Who?

What?

Where?When?

Which?

How?With who?

Why?

In this SchoolPeople

Management

Figure 7: The key questions guiding effectivesupervision at school level


Low or beginner staffmember characteristics

Moderatelyexperienced staff

membercharacteristics

Highly experienced staffmember characteristics

l Such workers areprofessionally dependenton experienced supervisorsfor them to be productive.

l They are highly vulnerablein professional terms—theycan break down easily inthe face of challenges.

l They experience anxiousmoments and are not sureof what to do in the face ofa new problem.

l They are fragile in theirself-confidence—thismeans they withdraw in theface of people including thelearners that they teach.

Moderatelyexperiencedteachers:

l They know whatneeds to be done.

l They are notconfused but aremotivated to improveon their workstandards.

l Such teachers caneasily emulate therequired workstandards if they aregiven hints andscaffolds where theymay lose it.

Experienced teachers arel More confident—this group is madeup of highly experienced teachersand other staff. They know what is tobe done, when it is to be done andhow to do it.

l Experience drives their confidence.l Authentic in approach to schoolwork—their confidence makes thisgroup to be dependable. This is thegroup which will be used in manysituations to improve the lessconfident one and even to introducechange.

Low or beginner staffmember professional

needs

Moderatelyexperienced staff

membercharacteristics

Experienced staff memberprofessional needs

This kind of teacher needs to be helped to: l Establish professionalautonomy;

l Take professional riskswhere need be;

l Produce a structuralapproach to work;

l Directed when doing theirwork—this is because theyhave little or no confidence;and

l Instructed or told to dowork.

This group of teachersrequires the overallapproach where theSchool Head as asupervisorcollaborates with thembecause the leader’ssupervisorybehaviours will helpthem develop moreconfidence.

They are good to go, and they onlyneed their space to be creative, hencethey need to be encouraged to takemore risks. They needl Less structure; l Non-directive ways of supervision;l More focus on theory since they arepragmatic; and

l To be allowed to invite thesupervisor so as to know whensupervision is necessary—usually to confirm or reject their ownhypotheses.

4 Professional independence


i. Who supervises who?

In a school, supervisors include the Deputy Head,TICs and HODs with the Head as the overallsupervisor. They supervise teachers, learners andother workers in the school. These groups requirespecial skills that relate to how they are supervised.School leaders/supervisors will encountersituations when their supervisory behaviours arepractised/effected differently in front of the variousmembers of staff because they are different andperform at different levels of expectations.

ii. When do School Heads and other leaderssupervise?

They supervise following a planned itinerary orwhenever necessary. This requires them to plan forthis activity as it cannot be done haphazardly.School heads need to plan according to theguidelines provided in Table 3 that explains thelevels of experience and development that may befound among the school staff. Inexperienced andvulnerable teachers need close supervision in orderto increase their growth and confidence ascompared to moderately and highly experiencedteacher and worker groups. This could be donedaily, weekly, monthly, quarterly and termly alldepending on where the teacher or worker is interms of their professional growth levels.

Supervision should be done at every moment of theworking day because there are different other areas(not only human) and other aspects of the schoolthat happen around the leader. These requireimmediate responses to ensure that they alsosupport the school’s improvement agenda. It is notprofessional to chase only the number of schoolsupervision reports that are expected by the higheroffices, but is critical to ensure that staff in theschool really benefit from the supervisionprocesses. Today, the CBC requires tangibleoutcomes of performance measured consistentlyover a period of time.

iii. Why do school leaders supervise?

For quality of education. This aspect addresses the

quality issues and assures stakeholders that goalsare being met in progressive ways. As an effectiveand goal-oriented quality control supervisor, theschool leaders’ concern for quality should focus on:

l continuous professional development ofteachers—there is a direct relationship betweenquality and professional growth of schoolpersonnel;

l promotion of effective teaching and learningprocesses—this gives motivation to learners andgoals are achieved through motivating teachingmethods;

l fulfilment of stakeholders’ expectations—this isthe reason for establishing a school; and,

l the creation of equal opportunities for learners—it is a response to issues of gender equality,access to education, participation by learners ineducation, caring for the vulnerable groups andaddressing equity issues.

Access to education. In terms of access toeducation school leaders:

l supervise to assure the improvement of thewelfare of teachers and learners;

l provide supportive environments for learningthat motivate others to participate in the effectiveeducation of the learners;

l identify outstanding performers and reward bothstaff and learners to ensure commitment towork; and also they

l create opportunities for advancement andgrowth as well as involving staff in decision-making so that they may own their successes.

iv. The how to of supervision

In this handbook, and according to the constitutionof Zimbabwe, the purposes of providing educationto the nation is for ensuring that schools create andmaintain a common national brand of the educationmodel including within the region. School headsneed to be conversant with the published


Zimbabwean Teacher Professional Standards(TPS); and the supervision instruments that areused on the supervision of Teacher, TIC, HOD andHead. Appropriate tools for inspection, monitoringand evaluation are available in all Schools DistrictOffices. School leaders as supervisors of standardsshould avoid using only the school-basedsupervision tools since these do not necessarilyaddress the common national standards ofsupervision in education.

1.2.3 Writing supervision reportsReports give information and accounts of whatwould have transpired during supervision.Informative reports must be written timeously,objectively and must be error free. It is thereforeimperative for the school head as the overallsupervisor to read reports produced by othersupervisors in the school. The MoPSE authoritiesuse these findings in these reports to assess theSchool heads’ effectiveness. Reports that areinformative and error free will help to acquit schoolsupervisors as effective leaders. The opposite isvery true. School leaders should provide feedbackto the supervisee within two weeks from the date ofsupervision to ensure professional growth on thepart of the supervisee. However, the sooner thebetter. The supervisor should use reported speechin the recent past when writing supervision reports.

1.3 Syllabus interpretationA syllabus is a key document which guides whatteachers are expected to teach for a particularlearning area at each grade or form level. The typesof syllabi that school leaders should know and useare National Syllabus and School syllabus. Schoolleaders should consistently carry out professionaldevelopment on how these documents areinterpreted.

1.3.1 National syllabus School leaders need to understand that theNational syllabus is a breakdown of the curriculum,

comprising such features as the syllabus aims,objectives, content, methodology, examinationforms and assessment modes.

The school leader is expected to be familiar withwhat the aims, objectives, methodologies,assessment objectives and procedures as well asexamination formats entail and how best these canbe utilised to achieve maximum learning outcomesby the learners. They key reason for leading aschool is to achieve school objectives. This processof conceptualising and breaking down the syllabuscontent into small teachable units is called syllabusinterpretation.

In view of the critical importance of syllabusinterpretation processes, school leaders shouldtherefore understand every aspect of each learningarea of the syllabus, considering that they are thecore player for effective service delivery and qualityassurance of educational outcomes in the school.

Through regular staff development engagements,School Heads orient their subordinates on eachsyllabus component as expressed in the followingsyllabus aspects:

i. Aims—refer to the steering wheel which givesschool leadership the direction and guideteachers on the key long term skills,competencies and exit profiles that should beacquired.

ii. Objectives—are those indicators of behaviourchange after learning or covering a section of thesyllabus. In this vein, focus must be onsupervising for achieving them.

iii. Assessment Objectives—remember that,assessment objectives are examination orientedindicators that guide subordinates on what istested mainly for the summative assessment.

iv. Methodology—School Heads shouldemphasise on contemporary 21st centuryapproaches that recommend child centred,participatory, inclusive and adaptive for learnerswith diverse needs. Leadership focus should be


placed on instructional methods that enhancecritical thinking skills, creativity, project-basedlearning, research, problem solving, discovery ofnew knowledge and innovativeness.

v. Examination format—the examination formatindicates how learners will be assessed, hencethe need for School Heads to continuously andconsistently encourage subordinates tofrequently refer to them as they undertake theirteaching endeavours. These may also bereferred to as standards of achievement in termsof how teachers provide instruction to thelearners.

1.3.2 School CurriculumIn a bid to effectively implement the nationalcurriculum, School Heads as instructional leadersshould facilitate the development of a school-basedcurriculum by their staff. In the process of draftingthe school-based syllabus, school leaders need toconsider how the following factors influence andrelate to their product:

i. Level of learner performance—that is theknowledge they already have;

ii. School facilities and available funding;

iii. Time allocation in the official syllabus – meaningthe need to comply to the minimum timeallocation standards;

iv. Available teaching and learning resources suchas textbooks and applicable teaching methods;

v. Educational technology;

vi. The local environment – resources andcommunity.

1.4 Scheme-cum lessonplansA scheme-cum-lesson plan defines work to be donein the classroom and is drawn from the syllabus,broken down into small teachable pieces of work tobe taught per given short time frame. The role ofthe school leader is to ensure the accomplishmentof these goals by doing the following;

i. making sure that every teacher has scheme-cum-planned for all lessons for all the learningareas offered weekly at the school.

ii. checking on the thrust given on pertinentcomponents such as the week- ending dates,topics/content, lesson objectives, skills/competencies, source.

iii. of matter, media, activities (for both teacher andlearners) as well as on the evaluation of thescheme-cum-plan.

1.4.1 Components of thescheme-cum-planThe figure above simply highlights the need forschool leaders to understand that the layout isusually landscape and should include the keyaspects that are indicated in each section of thescheme-cum-plan.

Week-Ending

Date

Topic/Content

Objectives Skills/Compe-tencies

Methods/Activities

Source/Ref/

Media

Evaluation


1.5 Record-keepingProfessional teachers’ records contain informationabout the teaching and learning processes:

i. As school leadership, ensure that criticalprogress and administrative records arecarefully updated; and should contain relevantinformation that facilitates decision-makingabout how to help learners.

ii. It is an activity of organising, managing andsafely storing documents in relation tocurriculum delivery and effective schoolmanagement.

iii. Keeping of records about the teaching andlearning processes is critical, hence it can helppromote efficiency and effectiveness in theevaluation of teaching-learning processes in theschool; and

iv. School records should contain information anddata on what is happening in the school. Theyshould be kept safely and must be made readilyavailable at all times for quality control purposes.

School leaders should note that their leadership;

i. should place special emphasis on the planning for the development of competencies as enshrinedin the competence-based curriculum;

ii. ensure selection of appropriate facilitation instructional methodology should be emphasised toensure learner-centred instruction that motivates discovery of competences and related knowledgeas compared to memorisation. This is the major approach to curriculum implementation throughteaching under the CBC;

iii. should influence teachers to use appropriate concrete teaching and learning media that motivatelearners to discover knowledge through the provision of reality in every learning area.

1.6 Curriculum delivery

Defining school curriculum

1.6.1 The definition of curriculumplanningIt is the process of unpacking academic learningareas and experiences in consultation with expertteachers in a school.

1.6.2 Importance of curriculumplanningThe school leaders should note that curriculumplanning:i. helps in understanding selected learning areasin the school;

ii. assists in complying with dictates of curriculumframework;

iii. enables the school to mobilise resources suchas human, material and finance in order toachieve the curriculum goals.

Table 4: Components of the scheme-cum-plan


1.6.3 The purpose of curriculumplanningIt helps the School Heads and their staff tounderstand the school’s preparedness incurriculum implementation in relation to theinfluences of environment, infrastructure andsocietal needs all depending on the dictates of thecompetence-based curriculum (CBC) framework.

1.6.4 Requirements for effectivecurriculum planningThe school leadership needs to acquire criticalmaterials that include:

i. Adequate copies of curriculum framework

ii. Relevant teaching and learning materials

iii. Relevant copies of syllabi/syllabuses.

1.7 TimetablingIt is a process of scheduling the times that teaching-learning processes have to take place or foreducational activities to take place at a particularperiod. As a leader, there are so many areas andsituations that will need timetabling, planning andprogramming in advance, considering thattimetabling gives order and direction to activitiestaking place in the schools.

1.7.1 Areas that requiretimetablingThe School Head should know that there are manyissues that need to be diarised and timetabled forease of remembering and these include amongothers:i. Teaching timetable on a class-by-class basisand this forms the school master timetable.

ii. Head’s supervision schedule indicating cleartime frames and areas of supervision.

iii. Important dates schedule for special

programmes which can be on daily, weekly,monthly, termly or yearly basis.

iv. Examination dates for school, cluster, district,provincial and national levels.

v. Annual science, sports arts festivals at school,cluster, district, provincial and national levels.

vi. Educational tours’ schedules.

1.7.2 Learning area allocationSchool Heads need to understand the learningareas per grade and or form levels which at Primaryschool level cover ECD A to Grade 2 and Grade 3to 7. In the Secondary school levels they includeForm 1 to 4 and ‘A’ Level Forms 5 to 6. It isimperative that school leaders show a full grasp ofthe learning areas and their time allocationespecially in cases where there are doublesessions at a school. Time allocation standardsshould be compliant with national goals andemphasis should be placed on assisting teachersto utilise times available for the benefit of thelearner.

Important points to note and include:

i. The times given in the syllabus per learningareas are just a minimum requirement, SchoolHeads can find creative ways for doing better.

ii. Double session schools: Such schools requirethinking outside the box as the teaching day isshorter because of the double session.

iii. Homework extends the learning time and makesparents partners in the teaching-learningprocess, hence school leadership shouldremember to give appropriate guidance. Schoolleadership need to ensure that learners fullybenefit from the collaborations between homeand school —meaning parental involvement inschool matters.

iv. Leaders will need to consider factors that affectlearning, including topics that require practicalapproaches, the state of learner-physical,mental and psychological readiness to learn,considering in some cases long distances


travelled by learners and maximum resourceutilisation in the school.

1.7.3 Critical timetablingguidelinesWhen considering a school timetable, the SchoolHead needs to be guided by:

i. the teacher establishment at the school, that is,teacher-to-learner ratio.

ii. teacher qualification and experience of teachers;

iii. the number of classroom and specialist roomsin the school. Specialist rooms include ICTs’rooms, agricultural rooms and practical subjectsrooms/workshops;

iv. nature of learning area; and

v. seasons of the year.

1.8 Assessment It is the process of collecting and analysinginformation from a variety of and diverse sources inorder to come up with a deep understanding ofwhat learners know, understand and can do withtheir knowledge as a result of their learningexperiences in education. The results of theassessment place the learners at someachievement milestones; that is creating a clearunderstanding of how to personalise learnerprogrammes for each student. Learner assessmentis a vital instructional component of student learningbecause it helps students to acquire ideas relatedto how their learning is progressing. Once learnersare able to internalise how their learning processesare progressing in a class, they becomeempowered to be able to determine what in thosereports should be addressed, including if they arenot understanding the learning area material. Thiswill motivate them to ask relevant questions so thatthey may update their understanding of the learningarea and strategize to close those learning gaps.The School Head’s assessment of students’learning goes a long way to help motivate learners.Similarly, just as the assessment of students’ work

helps them, teacher evaluation and supervisionalso helps motivate the teachers to make up for anyyawning instructional gaps.

1.8.1 The purpose ofassessmentThis handbook is designed to guide School Headsto be able to help the academic units to developand or improve the processes of assessing thelearning processes at school levels. Therefore,leaders should be appraised that there arefundamentally two (2) reasons why their schoolsneed to conduct assessment of the students’learning processes in relation to teachersupervision:

1. Assessment is needed for improving learningoutcomes and for school improvement;

2. It is used for improving teacher performance;and

3. Finally, assessment also enhancescommunication between the school andguardians/stakeholders on learner performance.

The purpose of assessment is to gather and collaterelevant information about learner performance andinterests in order to make them worthy of spendingtime participating in the learning processes that areoffered at the school. Assessment further seeks tofind ways to improve learning and teachingprocesses as both the learner and teacher respondto the information assessment provides.

1.8.2 Types of assessmentThere are so many types of assessment but SchoolHeads need to be well- versed with these three;i. Formative assessment—which focuses on bothformal and informal tests and tasks taken duringthe learning processes to improve learner’sperformance and achievements. This type ofassessment is used to adjust teachingprogrammes to ensure that learners are assistedeffectively. This also allows the School Head to


initiate effective supervision of teaching methodsso that learners may fully benefit.

ii. Summative assessment—which refers to theassessment at the end of a programme forlearners and focuses at the final outcome suchas midyear, final year, Grade 7, O’ and A’ levelexaminations. The School Heads usesummative assessment to fine tune the schoolprogrammes and to prepare for the new schoolcycle. The Head thinks and plans for thenecessary adjustments that need to be made toimprove school practice.

iii. Diagnostic assessment—which involvesestablishing causes of learning disorders andweak performance by workers and teachers withan eye to correct them. The School Leadershipneeds to identify these especially for teachers tobe able to update their teaching methodology. Inother words, this may be used as aninstructional improvement strategy.

Figure 8 summarises these three forms ofevaluation;

Learner profiling entails details about learnerattributes. To get more details on this type ofassessment please refer to the AssessmentFramework 2015 – 2022.

1.8.3 When to conductassessmentThe School Leaders need to conduct learningassessments at several levels and stages in orderto strengthen learner and staff performances. Majorexamples include:i. assessing the progress as teachers perform theteaching and learning processes daily in classand sporting fields.

ii. Weekly assesment, meaning to say that asteachers assign learners tasks to assess

Its used for tracking learning growth over timeDone through observation of studentsHomeworkReflection journalsDiscussionsStudent teacher conferencesPeer reviewsInformal presentation

Dra�

It is useful for assessing mastery of content taughtDone through standardised testsMultiple choice testsPortfoliosPerformancesRubricsTeacher created tests essaysProjects

Diagnostic Evaluation

SummativeEvaluation

FormativeEvaluation

Involves pre and post testsUses self-assessmentsInterviewsUses observationsMay use polling strategies

Figure 8: Types ofevaluation sum-marised


progress on learnt concepts in various learningareas their reports should also inform schoolleadership regarding progress.

iii. Monthly assesment, done as teachers applytests on learners and the School Heads writereports on staff and enrolment issues.

iv. Quarterly assesment, whereby the assessmentsby School Heads track on IRBM tasks with staffmembers.

v. Termly assesment, whereby the schooladministers tests on learners and producelearner profile reports on learned concepts; andthen

vi. Yearly assesment, when reports for schoolprogress, learners’ progress and staff providefinal ratings on IRBM.

1.9 Non-Formal Education National Non-Formal Education Policy ofZimbabwe (2015) page 9 establishes the school asa centre for the provision of Non-Formal Education(NFE). On page 12 the same policy states that:

The School Head of every primary or secondaryschool shall be responsible for the establishment,administration and management of NFEprogrammes. School development committee shallsupport the School/Head in mobilising and utilisingresources to promote the useful implementation ofthe NFE programmes. (2015, p. 12)

NFE lessons should be timetabled, monitored andsupervised by the School Head. Similarly, theDistrict, Provincial and Head Office’s PSNEdepartment supervise all MoPSE programmesincluding NFE.

1.9.1 Non-formal educationprogrammes They include:i. Basic Literacy beginners;ii. Zimbabwe Adult Basic Education Course(ZABEC);

iii. Part Time and Continuing Education (PTCE);and

iv. Functional Literacy (Projects and acquisition ofskills).

SummaryThis unit demonstrated that School Heads are acritical cog in determining the success of the schoolprogrammes. The definition of leadership waspresented in addition to the dimensions ofleadership as they relate to leadership habits.Seven leadership styles that may be used with staffto ensure compliance under different contexts werediscussed in this unit. The unit also showed thatthese styles may be used in relation to two types ofleadership intelligence—emotional and socialintelligence; and how leaders may introduce andmanage change. Issues related to supervision,types of supervision and guiding teachers onsyllabus interpretation and types of planning werealso discussed. Finally the unit looked at leadershipin relation to record-keeping, curriculum delivery,timetabling and the types of assessment both in thecontext of formal and non-formal education. Inconclusion, it should be noted that the focus ofschool leadership behaviours and their role assupervisors of school activities is to achievecompliance on effective curriculum planning andimplementation. School leaders need to have aclear grasp of issues related to how they too caninfluence others to be compliant. If school leadersfail to demonstrate these leadership behaviours,their schools may struggle, and the result cannotbe placed on the teachers’ desks, but on the schoolleader. This unit guides school leaders on how toperform their duties effectively and efficiently.

UNIT

02 UNDERSTANDING THE CURRICULUM

Introduction It is important for the School Heads to have an appreciation thatthe competence-based curriculum (CBC)’s aims to move thesystem away from a largely academic and examination-orientedapproach to a more applied and skills-based approach. Thisapproach emphasizes values, applied knowledge, skills andincreases emphasis on practical learning areas and ICT. It alsogives emphasis on continuous assessment. Unit two (2) discussesthe main features of the CBC, ICT and Curriculum implementation,Teaching and instructional approaches; record-keeping, teachingand learning materials and resource mobilisation.

By the end of this unit School Leaders should be able toassist teachers to:l identify the main features of the competence-based curriculum (CBC) in the context of the philosophy ofUnhu/Ubuntu/Vumunhu;

l explain the role of ICT in a school context as a resource,as part of learning and as a management tool;

l select the most appropriate learner-centred methods for lesson delivery;

lmaintain critical documents for record-keeping; andl identify, as well as source teaching and learning materials.

objective


2.1 Main features of thecompetence-basedcurriculum

2.1.1 Aims of the competence-based curriculumSchool administrators should appreciate that thecompetence-based curriculum aims to producelearners with problem solving skills, innovativeskills, leadership skills and self-managementcapacities, which are key to national development.There is need for leadership to acquaintthemselves with the following instructional aims asexpressed in the new Curriculum Framework forPrimary and Secondary Education 2015-2022,(MoPSE: 2016: 6-8).

2.1.2 Principles of the newcurriculumThe Ministry of Primary and Secondary Educationcherishes the following principles:

These principles should be reflected on the day-to-day running of a school, and in particular in theteaching and learning processes.

2.1.3 Pillars of the newcurriculumThe curriculum reform process in Primary andSecondary Education is premised on the five keypillars which should inform school leadership andinstructional behaviours to raise some awarenessof how to strengthen teaching and learningactivities and make them relevant to theZimbabwean context. The five pillars of educationhave the potential to enhance the educationprocesses to produce learners who are innovative,creative and research-oriented thereby assuringhigh quality education. School leaders shouldensure that these pillars of education are infusedinto all teaching-learning processes. Further, schoolleadership could help to achieve this by providingquality professional development and instructionalsupport. Teachers are critical determinants of thequality of education that needs to be supportedthrough provision of relevant media that enhancethe implementation of the recently introducedcurriculum and ensure development of creativeskills among learners. For example, to achievequality education one needs to ensure thatteachers use information and communicationtechnology by embracing the power of the internetand modern technology. The five pillars of

1. Inclusivity;

2. responsiveness;

3. life-long learning;

4. balance;

5. equity and fairness;

6. diversity;

7. gender sensitivity;

8. transparency;

9. respect (Ubuntu/Unhu/Vumunhu); and

10. accountability

Table 5: Principles of the new curriculum


Source: Curriculum Framework for Primary and Secondary Education 2015-2022: pp. 5-16


education to guide school leadership are shown in Table 6.

2.1.4 Learner exit profilesOne of the key components of the Curriculum is theLearner Exit Profile which the leader will need tofocus on. Learner exit profiles describe the acquiredknowledge, skills, values, attitudes and attributesthat a learner should possess and be able todemonstrate as a result of his/her learningexperiences at a particular grade level. It refers to

what the learner is equipped with at any time whenshe/he exits the school system at any given level;helping the learner to face the real world of work,or the next grade level of participating in furtherstudies and post-school life with determination. TheSchool Head should constantly remind teachersthat, teaching and learning methods are critical toattain the expected learner exit profile.

Source: Curriculum Framework for Primary and Secondary Education 2015-2022: pages: 65-66

i. Legal and Regulatory Framework

ii. Teacher Capacity Development

iii. Teacher Professional Standards

iv. Infrastructure Development

v. Centre for Education Research, Innovationand Development (CERID)

Table 6: Pillars of the curriculum framework


Skills l Critical thinking.l Problem-solving. l Leadership. l Communication andteam- building.

l Technological skills. l Enterprise skills.l Self-managementskills.

l Management skills.and

l Learning andinnovation skills.

Values l Discipline.l Integrity.l Honesty, and l Unhu/Ubuntu/Vumunhu

National identityl Exhibits pride in theZimbabwean identity inevery respect of their life.

l Manifests patriotism.l Recognizes and valuesnational symbol and

l Voluntarily engages inparticipatory citizenship

Attitudes and dispositionsl Self-initiative andenterprising, self-starting.

l Creative, innovative and self-managing.

l Setting targets and workthem through with little or with no supervision.

l Ability to plan and organise.l Ability to know when to dowhat and why; and

l How to execute the plannedactivities, costing andprioritising.

Table 7: Learner exit profiles


All School Heads need to ensure that these learnerexit profiles permeate through all the learning areasand that the teaching and learning approachesshould help learners to achieve them. This meansthey focus on teacher development in order toequip them with skills, knowledge and methods thathelp them to achieve the exit profiles with learners.

2.1.5 The philosophy ofUnhu/Ubuntu/VumunhuIt is important for the School Head as the leadteacher to understand that educational philosophyexpresses societal ideals and practices and itclarifies thinking about the curriculum. This guidesthe preparation of learners for appropriate roles insociety. Always remind teachers that theZimbabwean education is anchored on thephilosophy of Unhu/ Ubuntu/ Vumunhu.Zimbabwean beliefs and values underpinning thecurriculum include: sovereignty, inter-dependence,mutual support, mutual respect, discipline, andreadiness to help others. Further, moral uprightnessand pride in Zimbabwean identity and heritageshould permeate the curriculum. Effective SchoolLeaders, when guided by the philosophy ofUnhu/Ubuntu/Vumunhu help teachers to reflectconsistently on the content and instructionalbehaviours that foster this philosophy during lessondelivery and in any other school activities.

2.2 Learning areas andthe school structure MoPSE has come up with the Primary andSecondary Schools structures. The Primary Schoolcomprises of the Infant school, including ECD A,ECD B, Grade 1 and Grade 2) and Junior School(including Grade 3-7). The Secondary Schoolcomprises of Forms 1-4 and Form 5 and 6. SchoolHeads should take cognisance of the fact thatwhatever the teacher does at each level, orhandling has a bearing on the next grade because

of the spiral nature of the syllabi. Each school levelhas a set of expected learning areas that should becovered. School Heads should make carefulchoices regarding the packages they offer at theirschools. The following are the learning areasoffered per school level:

2.2.1 Infant school (ECD A-Grade 2)The medium of instruction at this level shall be theIndigenous language which is commonly used orspoken in the area served by the school as outlinedin the Constitution of Zimbabwe. The infant schoolconsists of the following learning areas:i. Languages ii. Visual and Performing Artsi. Physical Educationii. Mass Displaysi. Mathematics and Scienceii. Heritage Studies (Social Studies)vii.Information and Communication Technology (ICT).

All these learning areas are presented to teacherstogether with the syllabi documents that clearlyspell out what teachers should cover (See SyllabusInterpretation).

2.2.2 Junior school (Grades 3 to 7)While all grades are important, the Grade 3teachers should be made to understand that theyhave a critical role in the seamless movement fromECD to Junior school levels. This is so becauseGrade 3 is a transitional grade which requiresspecial teaching skills. The following are learningareas at Junior School:


2.2.3 Secondary schoolThe secondary school curriculum offers learnersfrom Forms 1 to 4 with a broad based curriculumfrom which they acquire the necessarycompetences from different Learning Areas to caterfor their diverse talents, interests, aptitudes andabilities. The choice of Learning Areas at this levelguides learners on progression to various careerpaths or further studies and should be guided bythe MoPSE emphasis on STEAM/STEM, Visualand Performing Arts, Humanities and Languages,Design and Technology and Commercials. LearnerProfile reports/certificates should also informlearner choice of the necessary elective LearningAreas at forms 1-4 and pathway at ‘A’ Level. SchoolHeads in Zimbabwe are expected to ensure thateach learner participates in at least ten (10)learning areas, seven (7) of which will becompulsory and three (3) to five (5) others will benecessary electives.

The necessary electives indicate a choice ofPathway by the learner at Forms 5 and 6. Thegrouping of the Secondary school learning areasas indicated in the Secretary’s Circular number 2 of2017 should also be used as a guide in the choiceof necessary electives. Therefore, the SchoolHead, teachers and parents/ guardians/stakeholders should assist learners to makemeaningful choices of necessary elective learningareas. The Heads should also remember that the

available resources at their schools have a bearingon the package that the learners may take or whatthe school will offer to learners as a school. To bebetter informed, School Heads may need to referto the Secretary’s 2 of 2017 on CurriculumImplementation Modalities.

2.2.4 Guidelines for learningarea selectionSchools encounter challenges on what package tooffer at school. This is more common in secondaryschools than junior and infant schools. However,School Heads should take guidance from theSecretary Circular 2 of 2017 on the curriculumimplementation modalities. While there are nooptions on learning areas selection at primaryschool, the situation is different at secondary schoollevel. School leaders need to consider the followingwhen helping learners to choose learning areas(LAs) at secondary school level:

a) The Ministry has clearly outlined cross-cutting/compulsory LAs; seven were identifiedand those need to be offered to every learner.

b) The 3-5 necessary elective LAs should bechosen based on the following:

i. the emphasis placed by MoPSE onSTEM/STEAM and Design and Technology;

i. Languages

ii. Mathematics

iii. Heritage and Life-skills OrientationProgramme

iv. Science and Technology

v. Agriculture

vi. Information and CommunicationTechnology

vii. Visual and Performing Arts

viii. Family, Religion and Moral Education

ix. Physical Education, Sport and MassDisplays.

Table 8: Learning areas at junior school level


ii. career paths or line of further studies of thelearner;

iii. the available resources at school to supportthe LA requirements;

iv. the abilities of the learner;

v. the profile report/certificate which reflects thekey competencies of the learner; and

vi. the philosophy of the education system.

At ‘A’ Level, while all that influences the choice ofLAs at ‘O’ Level applies, the learner’s needs are tobe given preference in LAs allocation. Learners willnot be restricted to a number of LAs to take, buttheir choice is influenced by factors in (a) and (b)above. LAs are grouped into pathways, but it is notcompulsory that learners should only take LAs ofone particular pathway, they have room to cross toother pathways, and for example, the following arepossible combinations:

Next, Table 9 shows the possible learning areacombinations at ‘A’ level.

However, learners may take any combination with3 or more learning areas.

2.3 School AnnualScience, Sport and ArtsFestivals The school heads are advised that the SchoolAnnual Science, Sport and Arts Festivals are acritical component of the learning and teachingprocesses. They will need to plan for a time andschool structures shall plan and organise thesefestivals at all levels as part of an assessmentstrategy to gauge or measure the levels ofachievement that learners have acquired. Thesefestivals should provide opportunities and space forteachers, learners and their communities toappreciate the general performance of learnersagainst the goals of the Curriculum. The festival isa public performance which should embraceSports, Arts and Science exhibitions and should bedone on annual basis. Every learning area shouldfind something to exhibit at these festivals—butthere needs to be evidence that the learners haveput up those exhibitions since in most casesteachers end up doing these for the learners.

Possible Combination l Additional mathematics, Chemistry,Geography, technical graphics, PESMD

l Art, ICT, Physics, Business Enterprise

l Literature in English, French, History, Film

l Design and Technology, Design and FoodScience and Technology, Textile, BusinessStudies

Pathways covered l STEM (Pure mathematics, Chemistry, Geography)and Design and Technology (technical graphics)

l Visual & Performing Arts (Art)/STEAM /STEM (ICT,Music)/Commercials (Business Enterprise)

l Humanities & Languages (Literature in English,History, Geography, Divinity, Economic History) andVisual & Performing Arts (film )

l Design and Technology (Design and Technology,Design and Food Science and Technology), STEM(Chemistry); and Commercials (Business Studies)

Table 9: Possible advanced level combinations


2.3.1 Levels of School AnnualScience, Sport and ArtsFestivalsThey will be done in the following levels:

a. School Annual Science, Sport and Arts Festival(SASSAF)

b. Cluster Annual Science, Sport and Arts Festival(CASSAF)

c. District Annual Science, Sport and Arts Festival(DASSAF)

d. Provincial Annual Science, Sport and ArtsFestival (PASSAF)

e. National Annual Science, Sport and Arts Festival(NASSAF)

2.3.2 Calendar for SchoolAnnual Science, Sport and ArtsFestivalsHeads of schools should ensure that the schoolcalendar for all school events is set up, whichincludes the school festivals. The School AnnualScience, Sport and Arts Festival dates can bedetermined by Schools, Clusters, Districts,Provincial and National organising committees.

2.3.3 Organisation of SchoolAnnual Science, Sport and ArtsFestivalsAt school level, the School Head should involve theteaching staff to champion these events. It isadvisable to co-opt parents, through the SDC andother supporting partners. Heads need to take thefestival opportunity to invite key stakeholders totheir schools.

At cluster level, the cluster chair will co-ordinate theevent, working together with the committee ofcluster School Heads or teachers. They can alsoco-opt SDC members of cluster schools andsupporting partners. At District level the DSI and a

committee should organise the festival. The samepattern from the Province to the National level isfollowed. At every level, an organising committeethat includes the involvement of the SDCs shouldbe involved. Therefore, although not prescriptive, itwill be advisable to create a committee whichcomprises:

i. School Head(s).

ii. Teachers.

iii. SDCs.

iv. Responsible Authorities.

v. Key partners from organisations such asLearning Area Associations and Teacherorganisations; and

vi. Private partners.

For further guidance, please refer to SecretaryCircular number 17 of 2018.

2.3.4 The National School PledgeThe Government of Zimbabwe has recommendedthat the education system, should help citizens todevelop a sense of commitment to their country.The National Pledge is key to that purpose. Schoolleaders should pay attention to how childreninternalize and learn the national pledge. The visiondevelops in the learners an understanding of thefounding principles and aspirations of our nationand these are expressed through the NationalConstitution. The Constitution is the bedrock of anation’s values and defines the national philosophy,development aspirations and national commitmentsof the citizenry. It is therefore the duty of everycitizen, government, national organisation orinstitution to uphold and inculcate the nationalvalues in the learners. The mandate of MoPSE isanchored on a set of fundamental national valuessuch as Commitment, Integrity, Honesty, Dignity ofhard work, Transparency, Empathy and TeamWork. These values are clearly outlined in ourNational Constitution and they include, for examplein the Preamble; honesty, hard work, commitmentand spirituality.


The MoPSE has a constitutional obligation to teachabout the National Constitution. It is this NationalConstitution which is the basis of the NationalSchool Pledge. The key words of the NationalSchool Pledge are derived from the Preamble ofthe National Constitution. Besides using the pledgeto teach about the Constitution, it is also a platformfor learners to commit themselves to do good totheir nation. The pledge does not replace schoolassembly activities such as prayer and singing, butmust be done to complement the school assemblyactivities. It is not a religious activity. All learners areexpected to participate by reciting the version of thepledge for their level.

2.4 ICT and curriculumimplementation ICT is mainstreamed in the curriculum both as atool for learning and as a learning area. Thesyllabus is intended to equip learners with thegeneral understanding of how information systemsare designed to enhance particular applications andhow such systems work. The ICT syllabus isintended to be infused into all the other learningareas in the school curriculum. Besides taking it asa Learning Area, ICT should be used as a cross-cutting theme. School leadership shouldunderstand the role of ICT in the teaching andlearning processes. Every School Head shouldappreciate the need to use computer-basedteaching, learning and management where thecomputer is used as a resource for teaching andlearning; and a tool for school administration.

2.4.1 Roles of ICTICT is an umbrella term that includes anycommunication device or application,encompassing: radio, television, mobile phones,calculators and computers. It is expected of theSchool Heads to take advantage of the existingtechnologies to facilitate teaching and learning aswell as to improve administration at their schools.Like any other teaching tools, teachers are

expected to promote and be sensitive to issues ofinclusivity and promoting effectiveness. The Schoolleadership should ensure that teachers do not justuse ICT tools because they are available, but to usethem when necessary. The following are some ofthe uses of ICT in teaching and learning as well asin administration.

l Teaching media;

l Research tools and media;

l Creating documentation such as scheming,planning, record-keeping, time-tabling, reportwriting and keeping, information transfer andschool administration;

l Promoting e-learning;

l Management tool like Biometric systems, CCTV,clock cards, accounting packages, on-lineprofiling;

l Accessing MoPSE website for current updates,and

l Communication.

2.4.2 Management of ICT atschool While ICT tools such as computers may be housedin the hands of ICT teachers, the school leadershipshould ensure that other teachers and learnershave access to the tools and avoid a situationwhereby only the ICT teacher has a monopoly ofaccessing and using the ICT tools. For example,where there is Wi-Fi access, let it be beneficial tolearners and teachers to support the learning andteaching processes. The School Heads should notmonopolise access to Wi-Fi, but should control it sothat there is responsible use of the facility. The useof ICT tools should be strictly controlled to avoidabuse by both teachers and ancillary staffmembers. This may be achieved by engaging ICTspecialists with competencies to block access toundesirable sites. Remember to have properinventory for all the ICT gadgets that the schoolhas.


2.5 Teaching approachesThe CBC advocates for the development ofcreative and active learner-centred participatorylearning approaches. This means that learnersshould learn through the hands-on and minds–onapproach. Thus, this section provides teaching andlearning methods that enable the learners toachieve the learning outcomes in the CurriculumFramework.

2.5.1 Teaching methodsIt is important for the School Head to ensure thatthe teachers use a variety of teaching and learningmethods such as problem-solving and learner-centred approaches. The teacher’s role during thislearning process is that of a facilitator of knowledgediscovery and demonstration of skills.

The thrust of the curriculum on teaching-learningmethods or approaches is on learner participation.This includes development of hands–on and minds-on approaches. These include among others:

a. learning through doing;

b. problem-solving;

c. discovery methods; and

d. critical thinking.

The teaching methods or approaches may begrouped under three main categories. SchoolHeads must ensure that all these are catered forwhen conducting supervision as listed below;

l Cognitive development methods which addressthe learner’s brain and their ways of knowing.This means learning is culturally based;

l Affective development methods which methodsappeal to the heart and emotions; and

l The psychomotor development methods whichpromote the doing part of it with their hands.

The School Heads will need to constantly refer tothe Curriculum Framework Chapter 5 (pages 40-49). The methods as characterised above arecategorized as learner-centred and are notexhaustive.

2.6 Teaching andlearning materials2.6.1 Resource mobilisationand distributionThe School Head should be resourceful andinnovative in the production and sourcing ofrelevant teaching and learning materials for theirschool. The Competence-based School Curriculumdemands the use of a whole range of teachingresources and these may include:i. human resources, which include the provision ofteachers for the various learning areas providedfor in the New Curriculum and ancillary staffsuch as clerks, general hands and laboratorytechnicians.

ii. material resources, which include infrastructure,stationery, textbooks and other support learningmaterials and

iii. Time, a principal resource.

2.6.2 Resource MobilisationStrategies/Strategies ofmobilising resourcesWith the increased number of learners in schools,limited infrastructure has led to some schoolsresorting to hot-sitting, the CBC has also placed agreat demand on the School Heads to mobiliseadequate resources for the effectiveimplementation of the curriculum.

The School Head should therefore be able to:a. identify the resource demands of the curriculumand come up with local strategies to mobilise theresources.

b. take the initiative to mobilise resources in orderto safeguard the quality of educational outcomesin their schools.

c. adopt different methods of fundraising andresource mobilisation as a means of addressingthe funding gaps and challenges in schools.

d. engage in fundraising activities such as civviesdays, agricultural projects, tuck-shops andaccommodation-hire and provision of eventsthat guarantee hiring/renting out premises.


Overall, the school should create a SchoolDevelopment Plan (SDP) that has potential tosupport the leadership’s ability to mobilise andutilise resources in the school. The parents andSDAs and SDCs need to be involved as teamplayers in resource mobilisation.

Summary Unit Two (2) discusses the main features of theCompetence Based Curriculum (CBC) and thepillars that support its implementation. Theemphasis on the exit learner profiles shows thatleaders need to be heavily involved inunderstanding the various implementationprocedures to achieve success. Unit Two alsoclarified the role of school leadership in structuringthe learning areas, meeting deadlines of the annualschool calendar as it relates to festivals. ICT andcurriculum implementation are emphasisedthroughout the unit, but it is key to note that ICTshould run through all the learning areas and theteaching themes. It is critical for school leaders tokeep abreast with new developments in theeducation system in Zimbabwe; and those from theother parts of the outside world since they influencethe way Zimbabwe interacts with the internationalcommunity.

03 HUMAN RESOURCE MANAGEMENT

IntroductionAll school leaders are human resource managers because theydeal and work with people. The School Heads, Deputy Heads andor TICs/HODs, need to lead and manage both teaching and non-teaching staff, hence they should be conversant with variousHuman Resources (HR) management functions to enable them toachieve the goals and objectives of their schools through their staff.This unit focuses on some human resources qualities and activitiesthat will be expected to be exhibited by School Heads, likeunderstanding the job descriptions for the school leaders, teachingand non-teaching staff. The unit also covers employee resourcing,conditions of service, continuous professional development,performance management, change management, conflictresolution as well as emotional intelligence.

By the end of this unit, the school leaders should be able to;l Identify the duties and responsibilities of the School Head,Deputy Head, Head of Department, Teacher in Charge,Senior Master/Lady, Teacher, and non-teaching staff.

l Summarise the areas of induction and their importance.l Facilitate the payment of various allowances payable tothe members of Public Service.

l Identify the staff performance gaps and facilitate theimplementation of continuous professional developmentactivities at school level.

l Identify the causes of resistance to change and suggestsolutions to overcome them for the benefit of the school.

objective


l conduct frequent classroom observations toanalyse instruction and collaborate with staff toensure continuous improvement in teaching-learning.

l prepare annual budget proposals for the school.

l manage fundraising efforts by articulating thegoals for which funds are being raised.

l serve as an ex-officio member of the SchoolDevelopment Committee.

l Oversee the implementation of all governmentpolicies.

l Chair the Finance Committee.

l Be signatory to all school accounts.

l develop the school calendar in consultation withteaching staff and in partnership withstakeholders.

l ensure the accurate interpretation andimplementation of curricula and syllabi at schoollevel;

l determine the standards and take appropriatesteps to measure and maintain reasonableperformance and professional growth ofsubordinates.

3.1 Job descriptions forschool leaders School leadership should understand their jobdescription and that of teaching and non-teachingstaff to enable them to supervise them effectively.This section covers the job descriptions for theSchool Head, Deputy Head, teaching and non-teaching staff.

3.1.1 School Head’s duties andresponsibilitiesSchool Heads should;l assume the ultimate responsibility for the overallmanagement and operation of the school inaccordance with the Education Act,Administrative Code and School policies andregulations;

l develop, refine and propagate the vision,mission and goals of the school in line with thecurrent Education Act of Zimbabwe;

l maintain personal contact with all school staffmembers, fostering outstanding public relations,promoting high morale and identifying personnelproblems as early as possible.

l Explain the employee resourcing procedures like theappointment of Teachers and non-Teaching staff.

l Identify and explain the conditions of service issues.l Facilitate the processing of different kinds of leave to themembers of the Public Service.

l Assist in the implementation of the performancemanagement scheme at school.

l Identify the strategies for improving emotional intelligence and mental health.


l develop and implement procedures andstrategies for tracking student progress andintervening early when concerns are identified.

l manage and efficiently, utilise the availablehuman and material resources in the school.

l encourage meaningful alumni, parent and pastparent participation in events that aid support tothe goals of the school.

l maintain accurate personnel, enrolment, financialand other records.

l establish a collegial environment that honoursand encourages students and staff’s continuouslearning.

l Initiate the development and implementation ofschool disaster management plan.

l develop the school timetable in consultation withthe teaching staff; records.

3.1.2 Deputy Head’s duties andresponsibilities

A Deputy Head’s duties include;

l taking charge of the school in the absence of theSchool Head.

l implementing performance management system.

l drawing up termly programmes and organisingschool functions.

l monitoring production units.

l conducting induction and orientation of newpupils and teachers.

l organising and monitoring co-curricular activities.

l monitoring the development and maintenance ofschool grounds.

l informing the School Head on matters/issuesaffecting the school.

l planning and conducting in-service courses forteachers.

l ensuring that official records are kept up-to-date.

l nurturing and fostering student and staffdiscipline, team spirit and business ethics; and

l attending to disciplinary matters of pupils andstaff; and chairing the Disciplinary Committeeand reporting recommendations to the SchoolHead.

l drawing up the school timetable in consultationwith the School Head.

l procuring and distributing teaching materials inconsultation with School Head, TICs/HODs andTeachers.

l supervising schemes, plans and all classrecords.

l monitoring and assisting in the education- with-production activities.

l ensuring that the school buildings, furniture,equipment and other facilities are maintained indesirable state of repair.

l assessing teachers’ performance regularly andwriting reports as may be required by the SchoolHead.

l introducing and maintaining systematic andcomprehensive methods and records ofassessing pupils’ performance.

l supervising the non-Teaching staff and reportingon their performance to the School Head as maybe required; and

l delegating some duties.

3.1.3 Head of Department(HOD)’s duties andresponsibilities

Head of Department (HOD) should;

l formulate the departmental aims, objectives andpolicies.


l draw the departmental syllabi from thecurriculum in consultation with other membersof the department.

l Inspect the department’s learner exercise booksto establish the quantity and quality of writtenwork and write book inspection reports.

l offer professional guidance to the teachers in thedepartment on drawing schemes of work,teaching records and lesson delivery andevaluation in line with the departmental policy.

l keep an inventory of the departments’ assetslike textbooks, furniture, equipment, etc.

l organise subject clubs and attend to subjectpanels to keep abreast of curriculumdevelopments.

l identify training gaps and resource persons toprepare training content, materials and conductstaff development programmes for the teachersin the department.

l assist learners to choose the right learning areacombinations.

l co-ordinate the departmental analysis of results.

l conduct talent identification amongst staff in thedepartment

l attend the workshops organised for the HODs topromote effective teaching-learning.

l plan for the departmental co-curricular activities

l mobilise, distribute and manage resources forthe teachers and learners in the Department.

l promote effective teaching-learning bysupervising the teachers and conducting lessonobservations at departmental level andproducing reports.

l Inspect the schemes of work and teachingrecords written by the department’s teachers toestablish quality delivery and write reports.

l conduct and chair the department staff meetingsand keep minutes for such proceedings.

l keep and update the departmental filescontaining timetables, staff details, learning areaenrolment statistics, analysis of results,departmental policies, syllabi, curriculumlearning areas, minutes of departmentalmeetings, supervision reports, etc.

l induct newly appointed teachers and newlyenrolled learners on departmental requirements,practices and procedures.

l set, mark and administer internal departmentaland external tests.

l take care of the welfare of the learners in thedepartment in terms of health and safety.

l appraise the performance of the departments’teachers using the right performance appraisaltools.

l act as link person between the department andthe school administration; and

3.1.4 Teacher-in-Charge’sduties and responsibilities

The School Head needs to ensure that the Teacher-in-Charge (TIC) carries out the following duties asindicated in the relevant statutory instrument:

l leads and supervises the Infant Section atschool level.

l mobilises and manages resources for the InfantSection.

l inspects the infant learners’ exercise book toestablish the quantity and quality of written work.

l identifies non-readers in collaboration with infantteachers and draw a non-readers programme(Early Reading Initiative)

l analyses the test results at infant level.

l identifies training gaps and resource persons toprepare training content, materials and conductstaff development programmes for the infantteachers.


l draws an inventory of the Infant Section’s assetsthat include textbooks, furniture, and equipment.

l draws the menu for the school feedingprogramme at infant level and supervises mealpreparations and the entire feeding process.

l draws-up the Parents Consultation Days’calendar for the Infant Division.

l offers advice, guidance and counselling to thelearners, teachers and parents/guardians.

l draws the timetable for the infant grades (ECDA, ECD B and Grades 1 to 2) in consultation withthe Head/Deputy Head.

l Promotes effective teaching-learning byconducting lesson observations at infant leveland producing reports.

l inspects the schemes of work and teachingrecords written by infant teachers to establishquality delivery.

l sets dates for the end of term tests (timetable)at infant level and administer such tests.

l selects high performers at infant level incollaboration with infant teachers for ASSAF.

l conducts and chairs the staff meetings held atinfant level and keeps minutes for suchmeetings.

l attends the workshops organised for the TICs.

l performs any other duty assigned by the SchoolHead;

l becomes a member of the ProcurementCommittee at school level.

l identifies talents amongst staff in the InfantDepartment.

3.1.5 Senior Master’s/Lady’sduties and responsibilities

The Senior Master/Lady the leadership of theSchool Head should:

l offer guidance and counselling services toboys/girls and keep records of the counsellingsessions in strict confidence.

l supervise the learners’ personal cleanliness andappearance.

l supervise the maintenance of school groundsand ensure the general cleanliness of the schoolpremises.

l assist the School Head and Deputy Head toconduct school assemblies.

l assist the School leader to co-ordinate schoolfunctions like speech, prize-giving and parentsconsultation days.

l perform any other assigned duties by the SchoolHead and Deputy Head.

l Attend Finance Committee meetings.

l attend to the learners’ welfare in terms of healthand safety at school.

l participate in the administration of examinationsat school level.

l draw up the duty rosters and various timetablesin collaboration with the Deputy Head.

l assist the School leader in the selection ofprefects.

l take care of the school property like keys,materials and equipment.

l becomes a member of the School DisciplinaryCommittee that attends to the learners’ disciplineand punctuality.

3.1.6 Teacher’s duties andresponsibilities

The teacher’s duties are described in the relevantsection of the related instrument. The Head of theschool will need to ensure that these duties areconducted in relation to the other discussed dutiesin the school as follows: The teacher,


l reports to the School Head through theirimmediate supervisors.

l prepares the schemes of work, lesson plans andteaching media to guide and facilitate theteaching-learning processes.

l marks the learners’ written exercises and testsassigned to the learners to assess the learner’sperformance and progress.

l offers remedial and extension work to learnerswith different learning styles and levels.

l offers counselling services to the learners inhis/her class.

l keeps and maintains the class inventory offurniture, textbooks and other teaching-learningmaterials.

l is responsible for profiling learners; and

l draws the class timetable in consultation with theDeputy Head of the school.

l delivers lessons, facilitates class discussionsand activities, assigns oral, written exercises,practical activities and evaluates the efficiencyand effectiveness of teaching/learningprocesses.

l assesses the learners’ performance inacademic, practical, sporting and other activities.

l prepares, maintains and updates variousteaching records including the class register.

l promotes learner discipline

l participates in co-curricular activities throughcoaching and supervising the learners.

l initiates and develops a classroom disaster riskmanagement plan.

l liaises with the parents/guardians on issuesconcerning the learner.

3.1.7 Accounting Assistant’sduties and responsibilities

The Accounting Assistant at school level reports tothe School Head by conducting these duties thatdefine the officer’s terms and conditions of service:

i. issues out receipts for funds received ordeposited into the school accounts.

ii. prepares payment vouchers in respect ofexpenditure against the general purpose fund.

iii. enters figures in the cashbook/sub collectorsschedule.

iv. prepares monthly bank reconciliationstatements.

v. prepares the final accounts in respect of SchoolServices Fund (SSF) account and GeneralPurpose Fund (GPF) account.

vi. keeps and maintains up to date school feesledgers, record of exam fees and industrial feesreceived and those outstanding.

vii. physically checks the school’s assets.

viii. makes payments for authorised expenditure.

ix. acts as the secretary to the School FinanceCommittee.

x. ensures that requisitioning procedures arefollowed in terms of regulations; and

xi. compiles responses to audit queries/observations on behalf of the School Head.

3.1.8 Hostel Matron/BoardingMaster duties andresponsibilities

The duties for the school matron/boarding masterinclude the following:

i. compiling and submitting reports to the SchoolHead

ii. maintaining cleanliness of the school hostels.

iii. supervising hostel staff.

iv. maintaining and updating the Hostel Registerssuch as Asset, Roll-Call and Duty Rosters.

v. taking care of learners’ welfare in hostels,ensuring order and safety among the learners;


vi. giving parental advice on matters affecting thelearners; and

vii. offering guidance and counselling services tolearners.

3.1.9 Cook’s duties andresponsibilities

For schools that offer food services to learners andstaff, the cook is expected to perform the followingduties:

i. preparing healthy menus for the learners inconsultation with the relevant authorities.

ii. ensuring proper ordering, receipting, storing andissuing of foodstuffs.

iii. making sure that the learners’ foodstuffs arehandled hygienically; and

iv. ensuring good house-keeping of kitchen anddining equipment and premises.

3.1.10 Driver’s duties andresponsibilities

The schools where the school runs a schooltransportation system may require to do thefollowing through the school driver, including thosewho may be hired to provide transport services:

i. Performing daily pre-trip and post-trip vehicleinspections.

ii. Cleaning the vehicles before use by learnersand staff.

iii. Performing minor vehicle maintenance taskswhen necessary.

iv. Preparing trip, accident and incident reportsand submit them to the School Head.

v. Reporting the periodic scheduled vehiclemaintenance; and

vi. Driving vehicles to authorised destinationssafely.

3.1.11 Science LaboratoryAssistant’s duties andresponsibilities

The Science Laboratory Assistant’s duties willinclude the following:

i. Ensuring that laboratories are clean inreadiness for the teaching/ learning purposes.

ii. Keeping the laboratory equipment andchemicals safely and orderly.

iii. Setting up apparatus for demonstrations andexperiments in Science laboratory; and

iv. Carrying out any other duties assigned by theHOD/Science Teacher; and

v. Advising the HOD on stock levels.

3.1.12 Watchman/SecurityGuard’s duties andresponsibilities

i. Patrolling and guarding the premises during theday and at night.

ii. Checking that all gates, taps, doors, lights andwindows are closed and locked at appropriatetimes as scheduled by the school leadership.

iii. Reporting all incidents that occur during thewatchman’s tour of duty.

iv. Summoning for assistance either by blowingwhistle or flashing a torch, or both.

v. Alerting authorities on any dangers that may bethreatening at the school; and

vi. Controlling movement of traffic and assets inand out of the school premises.


3.1.13 General Hand’s duties andresponsibilities include:

i. maintaining school grounds such as weeding,grass cutting, mowing, hedge trimming andlandscaping.

ii. keeping records.

iii. issuing tools.

iv. cleaning toilets and school premises.

v. helping with safe movement of assets,including school furniture; and

vi. carrying out any other related duties asassigned by the school leadership.

3.1.14 Office Assistant’s dutiesand responsibilities

i. Cleaning offices and surrounding spaces.

ii. Sorting and collecting files, delivering files, mailand other documents.

iii. Collecting and dispatching mail as well asdistributing newspapers.

iv. Providing catering services to the teachingstaff; and

v. Any other duties as assigned by the schoolleadership.

3.2 Employee resourcingMoPSE expects School Heads to beknowledgeable of these listed activities ofemployee resourcing:

3.2.1 Appointment procedures School Heads should be guided by the relevantlegal instrument to perform their school leadershipduties in order to professionally guide the school onappointment procedures. Section 6 of the Statutory

Instrument 1 of 2000, as amended guides that, theSchool Head’s responsibilities under thesecircumstances are to:

i. declare timeously all vacancies that arise dueto a member’s transfer, resignation, retirement,discharge, or expiry of a teacher’s contract aswell as increase in enrolment;

ii. report overstaffing to the District SchoolsInspector (DSI);

iii. ensure that teaching and non-teaching staffdeployed at the school have filled assumptionof duty forms; and to

iv. ensure that a teacher should teach for whathe/she is trained for and not for what they canteach; that is, personnel should be properlyplaced.

3.2.2 Induction of newlyappointed staff

Induction is the process of introducing newemployees to the school organisational culture,system, processes, conditions of service, staff,his/her duties and responsibilities with the aim ofmaking them feel socially comfortable and awareof their professional responsibilities. It is therefore,the responsibility of the school leaders to ensurethat all newly appointed staff at their stations areinducted into the school system for them to hit theground running.

3.2.3 Benefits of inductionprogrammes

School leaders should ensure that the inductionprocess results in;

i. increased staff retention;

ii. improved staff morale;

iii. increased productivity;

iv. increased sense of acceptance into theorganisation; and finally

v. improved workplace safety.


3.2.4 Aspects of an inductionprogramme

School leaders should use these standard aspectsof the induction procedure to;

i. introduce the school’s vision, clients charter,values, policies and procedures to the new staff;

ii. tour of the workplace, pointing out all importantfacilities;

iii. explain the safety and emergency procedures;

iv. introduce the school code of conduct;

v. go through the job descriptions;

vi. introduce other school staff members; and

vii.explain the school structure and the functions ofdepartments.

3.3 Conditions of service Part II of the Statutory Instrument 1 of 2000, asamended guides the School Heads’ understandingof the conditions of service for the employed staffmembers in their schools. The school leadersshould be conversant with the Public ServiceRegulations of 2000 and related circulars that thePublic Service Commission and the Ministryproduce that deal with various aspects of thefollowing conditions of service as follows;

3.3.1 Re-grading: This refers to the movement of a member from onecategory or group of functions to a higher grade.After re-grading the member needs to serveprobation for not less than one year. See Section 9of the Statutory Instrument 1 of 2000, as amended.

3.3.2 Advancement:It is a movement of a member within the samesalary grade or from one grade to another aftersatisfying laid down advancement procedures and

subject to satisfactory performance appraisal. Thisprocedure is guided by Section 10 of the StatutoryInstrument 1 of 2000, as amended. Heads shouldbe guided by the contents of that legal instrument.

3.3.3 Promotions: A promotion occurs when a member is beingappointed to a vacant post of greater responsibilityand a higher salary through an interview and otherselection procedures. The guidelines of thePromotions Act are laid down in Section 11 of theStatutory Instrument 1 of 2000, as amended.According to this instrument, the onus is on SchoolHeads to:

i. ensure that schools receive every VacancyCircular of the advertised posts;

ii. display prominently and in good time thevacancy circulars for the benefit of the schoolstaff; and to

iii. check and forward application documents ofschool staff to the District Office.

3.3.4 Transfers: These refer to the movement of a Civil Servant fromone Ministry to another or within the same Ministry.Read the Section 13 of the Statutory Instrument 1of 2000, as amended and be guided by its contents.The school leaders should note that:

i. a member may be transferred with or withouthis/her consent.

ii. every transfer should be planned to avoiddiscomfort of the member and his/her family.

iii. a member should be notified in time and beprovided with all necessary information; and

iv. transfers shall not be used as a punitivemeasure except where it is a disciplinarydetermination.


3.3.5 Secondment:Is when a member may at any time, with his/herconsent be seconded by the Public ServiceCommission or the Ministry to a post in anapproved service. Secondment will not be for aperiod exceeding three years. This is guided bySection 14 of the Statutory Instrument 1 of 2000,as amended. The school leaders should note that;

i. The member will still be part of the PublicService.

ii. The member retains his/her post and pensionrights.

iii. The member retains the right to apply forpromotion; and

iv. The member remains subject to the PublicService Regulations of 2000.

3.3.6 Allowances: is money paid to a Civil Servant for performingduties in a higher grade or as a reimbursement forexpenses incurred on duty. Payment of allowancesis guided by Section 21 of the Statutory Instrument1 of 2000, as amended. It is the School leaders’responsibility to facilitate the payment of varioustypes of allowances to deserving staff as discussedbelow.

3.3.6.1 Travel and Subsistence allowance(T & S): allowance paid to a member when he/she is awayfrom home station to cover for travel expenses,meals and accommodation costs (Section 24 of theStatutory Instrument 1 of 2000, as amended).

3.3.6.2 Acting allowance: this is an allowance paid to a teacher who isundertaking the duties of a post in the next highergrade that is in his/her direct line of promotionwhere the post is vacant or the incumbent is on

leave. For example, a Senior Teacher may be givenduties of Deputy Head. School leaders should beguided by Section 27 of the Statutory Instrument 1of 2000, as amended.

3.3.6.3 Responsibility allowance:

this is an allowance paid to a member who isundertaking work that involves specialresponsibilities. For example, a Senior Teacherbeing given responsibilities for Head; or a DeputyHead being given responsibilities of a SchoolsInspector. The School Head’s leadership practicesare referred to in Section 28 of the StatutoryInstrument 1 of 2000, as amended for guidance.

3.3.6.4 Sixth Form allowance:

is that allowance paid to Teachers who teach theSix Form classes.

3.3.7 Types of leaveLeave is a period of time that a member is awayfrom his/her primary job, while maintaining statusof employee as stated in Part VII of the StatutoryInstrument 1 of 2000, as amended. School leadersshould ensure that teaching and non-teaching staffare:

i. not abusing sick leave;

ii. comply with the requirements of each type ofleave;

iii. granted the type of leave they deserve.

iv. completing the necessary forms beforeproceeding on leave.

v. the medical board is initiated where necessaryon the 59th day of sick leave.

The types of leave that school leaders should beacquainted with include;


3.3.7.1 Vacation leave:

is the leave granted to a member to afford him/herthe opportunity to take one long period of rest. SeeSection 36 of the Statutory Instrument 1 of 2000,as amended.

3.3.7.2 Annual leave:

is that leave granted to a member during thecalendar year in which it has accrued to enablehim/her to take short breaks from work to attend topersonal matters. This is provided for in Section 37of the Statutory Instrument 1 of 2000, as amended).Annual leave is only applicable to non-teachingstaff.

3.3.7.3 Sick leave:

is that leave granted to a member who is unable toattend to his/her duties because of illness or injuryor is undergoing medical treatment not occasionedby his/her failure to take reasonable precautions.The School Head should be guided by Section 38of the Statutory Instrument 1 of 2000, as amendedto implement this type of leave.

3.3.7.4 Maternity leave:

is that leave granted to pregnant women who haveserved for at least one year. This is acceptable onlyupon production of a medical certificate from aMedical Officer as stated in Section 39 of theStatutory Instrument 1 of 2000, as amended.

Therefore, to supervise and implement thisregulation school leaders should be aware of thefollowing;

i. Maternity leave is granted to a woman whowould have served for at least one year inservice;

ii. Ninety (90) of the days is granted on full pay;

iii. Maternity leave is granted only once during anyperiod of twenty-four months;

iv. No sick leave shall be granted once maternityleave has commenced;

v. A maximum of three (3) periods of maternity isgranted;

vi. On the fourth or further periods of maternity, amember may utilise her accrued vacationleave, annual leave, and vacation leave withoutpay or request for unpaid maternity leave.

3.3.7.5 Manpower Development Leave(MDL):

is a type of leave granted to a member to engagein studies or training for the purpose of enhancingtheir knowledge, efficiency, effectiveness andmotivation of such members. The decision tofacilitate the successful approval of such leave areaccounted for through Section 40 of StatutoryInstrument 1 of 2000, as amended read inconjunction with Section 40 (3) (a) of the ThirdSchedule.

To facilitate MDL, school leaders are guided by thefollowing legal procedures:

i. the member should have served for more thantwo years in the Public Service;

ii. the MDL programme must be relevant to themember’s current duties or to projectedresponsibilities in the Public Service;

iii. MDL can be granted for;

l work exchange programmes;

l work attachments;

l short courses;

l professional training;

l academic courses and examinations abovethe secondary level of education; and

l training and development seminars,workshops and conferences.


3.3.7.6 Special leave:

is that leave that is granted to a member; to takecare of personal matters, or for health, social andcompassionate reasons. See Section 41 ofStatutory Instrument 1 of 2000, as amended forguidance.

For the school leaders, the purposes for facilitatingspecial leave may include purposes to allow theapplicant to;

i. prepare for and sit for examination;

ii. be quarantined;

iii. respond accordingly when subpoenaed toattend court as a witness;

iv. attend any approved conference organised bya recognised association as a delegate or officebearer;

v. attend a funeral following the death of aspouse, parent, child or legal dependant;

vi. attend to any issues on justifiablecompassionate grounds; and

vii. allow the applicant to fulfil conditions for beingdetained for questioning by police or any otherlawful state agents;

3.4 Termination ofemploymentIt is a process of ending a member’s employmentas guided by Part III of Statutory Instrument 1 of2000, as amended. The termination can bevoluntarily initiated by the member, or mandatorilyinitiated by the employer.

Part III of Statutory Instrument 1 of 2000, asamended guides the School Heads to know thatthey should:

l Initiate the cessation of salaries for theterminated members; and

l Ensure that vacancies arising from suchresignations, retirements, deaths and abolition

of office are declared to the District Office so thatthey are filled in officially by the employer.

The thirteen (13) legal forms used for terminationof employment that are included as appendices tothis leadership handbook include;

i. Resignation: is a formal and voluntary act ofending one’s employment. (Section 15 ofStatutory Instrument 1 of 2000, as amended).

ii. Expiry of employment contract: is that endingof employment through expiry of a contract(Section 16 (2) of Statutory Instrument 1 of2000, as amended).

iii. Normal retirement: is the ending ofemployment after reaching pensionable age.(Section 17 (1) (a) of Statutory Instrument 1 of2000, as amended).

iv. Early retirement: is the ending of employmentafter reaching the age of fifty five years.(Section 18 (1) of Statutory Instrument 1 of2000, as amended).

v. Medical retirement: is the ending ofemployment due to a severe medical conditionmaking a member incapable of performinghis/her duties. (Section 18 (3) of StatutoryInstrument 1 of 2000, as amended).

vi. Abolition of office: is the ending of employmentdue to restructuring exercise. (Section 18 (4) ofStatutory Instrument 1 of 2000, as amended).

vii. Discharge: is the termination of employmentdue to act of misconduct in terms of Section 50(1) (a) of Statutory Instrument 1 of 2000, asamended.

viii. Death: loss of life terminates the employmentcontract.

3.5 ContinuousProfessional DevelopmentThis section focuses on Continuous ProfessionalDevelopment (CPD) and PerformanceManagement (PM) in the school system.Continuous Professional Development is a means


for teachers to maintain and acquire new andupdated levels of knowledge, skills and attitudesthat will benefit their professional practice and thatof others. In turn, the CPD and PM will enhanceand promote professional integrity among teachers,thus ensuring that teachers are up-to-date with thelatest pedagogical and technological advances ineducation.

CPDs support school improvement by focusing onprofessional learning and development. If desiredfor learners to become independent, the SchoolHeads need to empower all those working inschools to become effective professionals. Schoolleaders should offer:

l An inspiring and relevant programme and socialnetworks that respond directly to the needs ofschool professionals (school leaders, teachersand support staff)

l Appropriate personal development and careerprogression, advice and guidance;

l Opportunities for collaboration for schools in andout of the station.

3.5.1 Benefits of the continuousprofession development

CPD brings a number of benefits to the schoolleader, and these include;

l Developing new skills andgaining a competitiveedge;

l Building your confidence— the School Head canverify their progression;

l Allowing the head toshowcase achievements;

l Equipping the SchoolHead with tools to copepositively with change;

l Encouraging reflection on the School Head’slearning experiences; and

l Achieving multiplier effect in relation to allteachers in the school.

3.5.2 Significance of continuousprofessional development(CPD)

School Heads should foster the behaviours thatindicate the importance of CPD that includepromoting:

i. critical reflection related to teaching-learningoutcomes;

ii. individual and collaborative planning;

iii. action research and staff development;

iv. personal, professional and staff development;

v. democratic decision-making in the school withthe involvement and active participation ofteachers; and

vi. inquiry /action research.

The following CPD cycle is designed to help theSchool Head to identify and act on both the head’sand the others’ professional development needs asillustrated in Figure 9 below.

Dra� 3Reflect on your

learning

4Apply your

learning

5Share your

learning

1Identify and

plan

2Learning and

activities

Figure 9: The continuousprofessional developmentcycle


The process of CPD is designed to help the schoolleadership to identify and act on their owndevelopment needs. Heads of schools should beable to;

i. Identify staff needs through planning

The number of ways through which heads may useto strategise for the identification of staffdevelopment needs include;

l conducting broad skills audit;

l receiving continuous feedback from othercolleagues;

l revising the content of the supervision reportssuch as the Zimbabwe Teacher ProfessionalStandards (TPS) and the school-based self-assessment tools; and

l Performance appraisals.

ii. Conducting continuous staff developmentactivities at the school

For Continuous Professional Development (CPD),the School Head may use the formal learningprocedures such as training courses or particularqualifications or the informal learning such as side-by-side learning, video training, shadowing,mentoring, and teacher coaching. Some of thebenefits of conducting continuous staffdevelopment for teachers include that it

l encourages scaffolding of professionalknowledge;

l encourages classroom leaning facilitators toexchange knowledge and ideas amongthemselves in school;

l improves communication systems within andamong schools in the same district. Teachersmeet colleagues from other schools and cross-pollinate professional ideas;

l promotes flexibility during practical lessons;

l improves the career patterns and opportunitiesfor teachers;

l improves staff confidence and teamwork; and

l is viewed as a product of effective schoolleadership.

iii. Reflecting on leadership learning

When leaders take the time to reflect about theirown leadership practice, it is viewed as one of themost effective ways to ensure school-wide schoolimprovement; and also as a way teachers provideinstruction in the classroom. We view reflection asa deliberate and structured thinking about one’sprofessional choices in education. It is vital for theSchool Head to reflect on what they would havelearnt from their day-to-day activities. A self-reflective teacher is an asset to a school, but theycan only achieve that if the leadershipdemonstrates and fosters reflectiveprofessionalism.

Therefore, a reflective school leader has thepotential to provide a number of advantages bothfor the teachers and the learners. If teachers areable to identify the weaknesses of their teachingmethods, and how these impact on the learners’activities, it will help them to improve how theydevelop their teaching practice. However, for someit may be difficult for them to accept it and changetheir own instructional styles since some old habitsdie hard. For purposes of improving leadershippractice, this handbook provides a few tips on howto develop the self-reflecting practice both by theSchool Head and their teachers:

Developing a habit of self-reflecting will lead to anatural process of self-evaluation. In short, duringself-reflection, practitioners will look clearly at theirsuccesses and struggles; and then considervarious options for improving their facilitation oflearning so as to improve practice, and that willgreatly impact learning outcomes.


l Develop a rationale for practice.l Identify one’s own delivery and

presentation strengths; and areas forimprovement.

l Assess pacing of the class lessons andamount of student engagement.

l Identify the degree to which the teachers’instructional goals and objectives were met.

l Identify strengths and weaknesses in alesson plan.

l Take informed actions about what is being

done in the classroom and why it is beingdone.

l Obtain information about learners’ classparticipation and their responses.

l Observe on-task behaviour of students.l Assess how effectively the teacher is

performing.l Assess student learning and understanding

of taught concepts.

Table 10: The self-reflective process model for school leadership practice

Learn adapt Change

Identify thechallenge

Welcome allthat arises

Include yourself in what

you create

Build what you can act on

Ask insightfulquestions

Engage inreflectivelistening

Figure 10: Leadership self-reflectivemodel for adapting to change


i. Applying your learning

Going on and participating in training courses orwatching training videos is only the beginning. Theleaders of schools should apply what they wouldhave learned to their own job, and show their staffmembers how certain things need to be done. Thiswill help to add value to the leadership charismaand the teachers will find reason to emulate theirleaders and to be motivated to take risks that leadto high level benefits to the learners. This will alsomotivate the teachers to become creative andinnovative, an aspect that the CBC standardsexpect.

ii. Sharing learned concepts with others

The School Head should be able to teach others tobecome outstanding professionals. It is certainlytrue that being able to articulate and share ideasabout professional learning is an important art ofmaking sure that the individual has fully internalisedthe new information. School Heads are expected toconduct professional development with theirteachers and this involves:

l seeking internal talents among teachers andallowing the talented staff to develop others intheir areas of expertise,

l using their expert knowledge as a source ofsharing skills; and

l inviting external professional developmentexperts for teachers and adding value to theprofessional growth of others.

3.5.3 Methodologies ofcontinuous professionaldevelopment (CPD)Some of the CPD strategies at the disposal ofSchool Heads as legitimate leaders include amongmany others:

i. mentoring and coaching staff.

ii. developing professional networks with forexample, nearby schools, colleges, universitiesand non-governmental organisations likeUNICEF.

iii. encouraging staff to read and write professionalarticles.

iv. allowing staff to attend conferences.

v. performing work shadowing strategies.

vi. conducting staff meetings.

vii. attaining recognised leadership qualifications;and

viii. participating in exchange programmes.

3.6 PerformancemanagementOne of the functions of a school manager is toconduct Performance Management as a leadershiprole; and this should be viewed through theprocesses which continuously identifies, measuresand develops the performance of the teachers ashuman resources within the school system. WhenSchool Heads manage human resources, theirperformance is measured against the achieved

School leaders need to encourage teachers to dothe following exercises to develop a habit ofreflection

Teach

Consider

Practise Self -assess

Reflectivecycle

Figure 11: A model for teacher reflection exercises


outputs and outcomes of their schools. The schoolleader plays supportive roles of mentoring,coaching and focusing on the continuousimprovement of the school as opposed to judging.

The School Head’s Performance Managementroles include:

i. planning for work and setting performancegoals;

ii. monitoring staff performance;

iii. developing human resources capacity for thebenefit of the learners;

iv. reviewing performance;

v. rewarding outstanding performance.

3.6.1 Approaches toperformance managementAlthough it has an international outlook, theIntegrated Results Based Management system(IRBM) in Zimbabwe and MoPSE is guided by theGeneral Letter No. 6 of 2005 issued to all PublicService Ministries. It involves the Integration of allmajor performance components which include:

i. development planning;

ii. budgeting;

iii. personnel management;

iv. monitoring and evaluation (M&E); and

v. decision-making.

3.6.2 Benefits of performancemanagementPerformance management and or appraisal allowsthe School Head to provide constructive feedbackon teacher performance as well as identifying areasthat require improvement for the benefit of both theteacher and the learners. Through performancemanagement, educational employees have theopportunity to discuss and even create

individualised professional developmental planswith the school leader. This helps to improve theteachers’ skills so as to benefit learners. It alsomotivates both the teachers and the learners ifsupported by an evaluation system that is merit-based in terms of the rewards. When implementingthe Performance Management system in theschool, it should;

i. lead to increased focus on driving schoolresults;

ii. deepen staff engagement by creating a cultureof shared accountability for their career growthand development;

iii. ensure that the teachers and staff members arereceiving guidance or direction to standardsachievement, feedback and motivation; and

iv. identify low and high performers then tracktheir growth patterns and evaluate theeffectiveness of employee developmentactivities.

3.6.3 Significance ofperformance managementOne duty that the School Head is expected toperform efficiently, is to conduct PerformanceManagement as a continuous process forimproving quality assurance for high educationstandards delivery and mechanism for:

i. improving teaching-learning processes;

ii. delivering quality education for learners inschools;

iii. constituting valuable professional developmentfor teachers;

iv. enabling the school leaders to assess teachers’performance;

v. aligning the teachers skills, knowledge andattitudes to their learning areas;

vi. assisting teachers to recognise and encourageimproved performance;

vii. re-grading, advancement and promotion; and


viii. identifying areas for development andimproving overall performance of teachers.

The role of the school leaders is to familiarisethemselves with the following IRBM guidelines andits supporting documents:

i. Ministerial Integrated Performance Agreement(MIPA)

ii. Departmental Integrated PerformanceAgreement (DIPA)

iii. Performance Monitoring and Evaluation Planiv. Individual Work Plan

The following performance management cyclesummarises the main aspects of performancemanagement:

3.6.4 Process of performancemanagement The School Head should be guided by the followingprocess of Performance Management:

i. setting of education targets.

ii. performing and monitoring the plan (accordingto assigned duties).

iii. development of individual work plans.

iv. quarterly reviews; and

v. final rating and validation.

School Goals and Values

PLAN

Performance management

cycle

TRACKTrack progress

Regular feedbackMi!gate obstacles

Coaching

ACTAchieve objec!ves

Carry out role Implement personal development plan

REVIEWReview achievements

Iden!fy learningsDiscuss carrier goals

Agree ac!ons

Set SMART objec!vesAgree personal development Plan

Update role profile

Figure 12: Performancemanagement cycle


SummaryUnit Three (3) focusses on the Human ResourcesManagement responsibilities of the School Head.The leadership roles and the expectedresponsibilities of all human resources gradeswithin the school system were outlined in order tobenefit the School Heads leadership approacheson how to strategise for the supervision of humanresources. The unit also outlined and explainedissues related to employee resourcing, inductionand related conditions of service in the educationsector of Zimbabwe. Employee resourcing as amanagement issue was outlined through all the

twenty-two (22) procedures ranging fromappointment of employees to special leaveprocessing procedures. Finally, the unit also guidesschool leaders on understanding how to processthe types of leave, termination of employmentprocedures, facilitation of continuous professionaldevelopment and performance management. It isalso important for school leaders to be aware ofthese government procedures when dealing withstaff matters and for effective management ofschools for the twenty-first century.

Traditional Performance Appraisal Focusl Number of lessons deliveredl Number of officials trainedl Number of workshops held

IRBM Performance Focusl Improved Pass Rate/learning competenciesl Increased productivity of officials trainedl Improved quality of services delivered

Table 11: The distinction between the traditional performance appraisal and IRBM

3.6.5 IRBM focus in the education system

UNIT

04 STAFF DISCIPLINE ANDGRIEVANCE HANDLINGPROCEDURES

Introduction Misconduct begins as suspicion that an act of misconduct hasbeen committed by a member of the educational service. Wherethere is such suspicion by the Head of Office, the Act, Section 44(1)of S.I of 2000, as amended, provides that the Disciplinary Authorityshall conduct or cause to be conducted such investigations as maybe necessary.

By the end of this unit school leaders should be able to: 1. discuss the disciplinary procedure from the investigationstage to the determination and penalty stages;

2. discuss summary dismissals;3. discuss the remedies available for everyone who isgrieved by the determination and penalty imposed against them; and

4. discuss the grievances and complaints handlingprocedures and the benefits of resolving grievances and complains.

objectives


4.0 Staff discipline andgrievance procedure

4.1 Staff discipline

4.1.1 The investigationprocedure

4.1.1.1 What is an investigation?

An investigation is a fact-finding exercise designedto collect all the relevant information relating tosuspected acts of misconduct in any organisation,and in this case a school as an organisation. Thepurpose of an investigation is to gather evidencefor the Head of Office to be able to decide on themost appropriate course of action to take, that iswhether to counsel and staff- develop or charge theindividual staff member concerned with allegedmisconduct depending on the gravity of the offence.

Incidentally, when the School Head suspects thatsome acts of misconduct have been committed, theHead will appoint an investigation team comprisingat least three confirmed members. During theappointment procedure, the investigation teamshould consider the following factors about thecomposition of the team:

l Establish if the prospective members are notpersonally involved in the matter to beinvestigated;

l Be sure the prospective investigation teammembers are not likely to be influenced by thepeople involved in the matter. the head does soby establishing their social patterns;

l It will be advantageous for leadership of theschool leader to have reasonable experience onhow to conduct investigations, to be able to giveexpert advice to the team;

l The Head needs to be sure that their senioritylevels may not cause conflict with the grade ofthe member under investigation.

l Ascertain if their appointment does not have thepotential to raise any conflict of interestconcerns;

l For purposes of their period of investigation, it iscritical to be sure they will not be involved in anysubsequent decision-making on the matter.Therefore, the leadership establishes if the teamhas sufficient knowledge on the matter at hand;

l Establish how efficient and effective in terms oftheir communication skills in writing and orally;and finally

It is also important to consider an appropriategender mixture when appointing the investigationteam members. The nature of the case willdetermine who can be appointed. However,whoever is appointed should act in a fair andobjective manner.

If the matter under investigation has some criminalelements, a report should also be made to the localpolice so that the administrative and criminalprocesses run concurrently.

4.1.1.2 Planning and preparing for theinvestigation

When the investigation team has been appointed,it is given the terms of reference (TORs). Terms ofreference guide the team on what to investigate.The team then comes together and agree on thetime frames within which the investigation shouldbe carried out. They also establish the places to bevisited and the possible witnesses to be contactedalthough some of the witnesses may only be knownduring the course of the investigation. The teamalso needs to establish and secure resources forthe investigation.

4.1.1.3 The role of the investigation teamThe investigation team gathers all the documentaryevidence relating to the alleged misconduct. Thesemay include receipts, vouchers, registers andrecords among many other forms of evidence. The


team also gathers oral evidence from all therelevant witnesses to the matter. When thewitnesses are being interviewed information mustbe solicited from them in friendly ways. Duressshould not be used to extract information fromwitnesses. Leading questions must also be avoidedas much as possible. Instead, the witness must beprobed so that they freely volunteer information.Witnesses may also need to be advised that theymay be requested to appear before a disciplinarycommittee to give more evidence relating to thematter.

As the interviews progress, an accurate recordmust be kept and every interviewee should berequested to produce a signed report on theirtestimony.

4.1.1.4 Attributes of the investigation teamThe investigation team must:

i. be objective and impartial. Prejudices must beavoided and interested parties must recusethemselves;

ii. be open-minded, fair and observe theprinciples of Natural Justice, that is, affordingthe member under investigation to freely statetheir case and be listened to;

iii. avoid being selective on what to record. Allevidence for and against the member must berecorded;

iv. be thorough, methodical and accurate;

v. be confidential and ensure that the memberand witnesses also observe confidentiality; and

vi. avoid openly showing that they either do notagree with the witness by shaking their headsor that they are in agreement by nodding theirheads.

After gathering all the documentary and oralevidence from all the possible witnesses includingthe member, the investigating team documents itsfindings in preparation for presenting them to theHead. The findings must address all the issuesraised in the terms of reference. The team also

makes its recommendations based on the findings,as well as on the course of action to be pursued bythe Head of Office.

Soon after completing the investigation the teamshould submit its report signed by all the membersof the team to the Head of Office so that othersubsequent proceedings, where necessary may beinstituted. Delay in producing the report maynegatively prejudice the case.

4.1.1.5 Common mistakes made duringinvestigation

i. Delaying to carry out the investigation.

ii. Not planning.

iii. Inappropriate investigators such as biased andincompetent investigators.

iv. Engaging biased investigators.

v. Failure to gather all the relevant evidence.

vi. Disclosing confidential information related tothe investigations; and

vii. Failing to come up with findings; and failing toproduce an investigation report.

4.1.2 The misconduct chargeThe School Head is the disciplinary authority forpurposes of investigating, charging and suspendinga member who may be suspected of havingcommitted an act of misconduct. The Head ofOffice also compiles the misconduct report asguided in the Fourth Schedule. However, for this tohappen without any complications, the Head ofOffice must be a person of integrity. It will bedifficult, if not impossible, for the Head to institutemisconduct proceedings against their subordinatesif they are also deviant. The School Head needs tolead by example. When it is time for the Head ofOffice to institute misconduct proceedings, they willbe able to do so without fear or favour.


According to the Public Service regulations,misconduct result either from commission; that is,acting in a manner which is prohibited or, byomission, meaning failing to do what is expected.There are twenty four (24) acts of misconductdefined in the First Schedule (Section 2) of S.I 1 of2000, as amended.

When an act of misconduct has been committed,the Head of Office should consider other remediesbefore misconduct proceedings are instituteddepending on the nature and gravity of the offence.

4.1.2.1 Issues to be borne in mind beforeinstituting misconduct proceedings

The following ideas should be used to guideleadership decision-making processes beforeinitiating misconduct proceedings.

i. Misconduct proceedings should not be used tosettle personal scores.

ii. No charge should be preferred without firstcarrying out thorough investigations;

iii. It is only the Head of Office who should decideto charge or not to charge after considering thepros and cons. This does not mean the Headof office can decide to sweep a matter underthe carpet;

iv. Members should not be charged for minoroffences, like for example, charged for stealing$1. Please note that the amount is notimportant but intent to steal must be proven forthis kind of charge to stick; and

v. Charges should not be split.

4.1.2.2 What is a charge of misconduct?

Section (44) (a) of the Public Service Regulations,2000, as amended provides that a member whohas committed an act of misconduct is informed inwriting on the nature of the allegations they arefacing. The charge letter should clearly define thenature of misconduct indicating what happened,when, where and how it happened. The chargeletter should indicate which of the 24 paragraphswas breached and details of how the breach wascommitted also need to come out clearly.

It is important to note that members cannot becharged with misconduct for rape or theft as theseare criminal offences. Misconduct charges of acriminal nature such as theft or rape are onlyinstituted after a conviction through a court of lawhas been decided or concluded. Otherwise, if thereis no conviction members who commit criminaloffences (rape or theft) are charged withmisconduct for indecorous or unbecomingbehaviour or failure to account for, respectively.

The Head of Office is also advised not to splitcharges. For example, a member charged withmisconduct for absence from duty without goodcause again be charged with misconduct for notmarking learners’ exercise books during the sameperiod of absence.

NB: In the case of a satellite school, the Head ofthe mother school should prefer the charge

Section 42 of S.I. 1 of 2000, as amended providesthat the Commission may determine that it shall bethe disciplinary authority in any particular case.

It is also important to note that the charge lettershould have the correct title and accurate details ofthe member being charged with misconduct. Thesubstantive post should be indicated together withthe grade in which they are acting.


4.1.2.4 Drafting the charge letterWhen drafting the charge letter, the Head of Officeis guided by a pro-forma designed by the PublicService Commission. Relevant details of themember being charged with misconduct areentered in the appropriate spaces provided.

The charge letter should be:

a. Sustainable - good charge should be water-tight.It should withstand any test even in a court oflaw;

b. Realistic - issues raised in a charge letter shouldnot be fictitious or exaggerated;

c. Time-framed - where a member should becharged with misconduct, this must be donewithin a reasonable time as provided for in theregulations. Allegations should not be allowed toaccumulate for use months or even years later.

The Head of station needs to ensure that relevantsections of the regulations have been cited. It isimportant to ensure that the paragraphs which havebeen breached have been indicated and accuratesupporting details provided. The Head of Officethen authenticates the charge letter by signing it.The designation of the Head of Office also needsto appear on the charge letter.

Important points to note include that:

i. a charge letter should not be signed by a proxy(acting person);

ii. those who sign charge letters in actingcapacities should have been appointed to act inwriting; and

iii. where the Head of Office is directly involved ina matter, they should recuse themselves. Forexample, they cannot charge a teacher who hasbeaten them since they are an interested party.

Once the charge letter has been signed, it is servedon the member before witnesses who are membersof staff. The member should acknowledge receiptof the charge letter. If the member refuses toacknowledge receipt of the charge, it should berecorded on the acknowledgement slip that themember refused to acknowledge receipt of thecharge.

All the evidence used against the member shouldbe attached to the charge letter. If some of theevidence cannot be attached, the member must beafforded sight of such evidence.

The member is then given 14 days within which torespond to the charges.

Gradel Senior grade members.l Director, equivalent grades and any other

grade above.l Middle grade members.l Deputy director, Head, deputy Head (and

all promotional grades below the Director).l Junior grade members (All grades below

the promotional grades) operatives.

Office responsiblel Head of Office or the Public Service

Commission.l Head of Office or Head of Ministry.l Head of Office or head of Department.l Head of Office or HOD.

Table 12: Offices responsible for preferring misconduct charge

4.1.2.3 Who should prefer the misconduct charge?

Secretary’s Circular No. 2 of 2011 defines the grades.


4.1.3 The suspension orderSection 48(1) of S.I. 1 of 2000, as amendedprovides for the suspension of members who aresuspected of misconduct. Where such an order hasbeen imposed, it shall state any one or more of thereasons provided in the aforementioned section. Itis important to note that a suspension order whichdoes not give reasons for its imposition is null andvoid.

A member who has been suspended from serviceno longer reports for duty and they no longerreceive a salary. They can however get anallowance equivalent to half of their gross salary ifthe case they are involved in does not involvefinancial prejudice to the state. If the case involvesfinancial prejudice the member is not entitled toanything.5

A suspension shall be in force for a period of threemonths from the date of its imposition. Forexample, if a member was suspended with effectfrom 01 May 2019, their suspension will expire on01 August 2019.

A suspension order can be cancelled anytime bythe disciplinary authority. However, it can also gobeyond the three months if it has been extended bythe Public Service Commission (PSC). Only thePublic Service Commission has the powers toextend a suspension order upon request by thedisciplinary authority. Specifically, a suspensionorder can only be extended before it expires. Onceit expires it can no longer be extended. Thefollowing important points must guide leadershipbehaviours in such situations:

l The suspension order should be served on themember before witnesses.

l The member should acknowledge receipt of thesuspension order.

l A member who refuses to acknowledge receiptof a suspension order and continues reportingfor duty commits another act of misconduct.

l A suspension order is imposed only when it isnecessary. Where suspension is not called for,the case should be processed while the memberis at work.

l There are also some cases where members arenot suspended when they deserve to besuspended, for example, a case involvingimproper association with minors or otherserious acts of misconduct. This type ofomission must be avoided.

4.1.4 Appointment of adisciplinary committee

The disciplinary authorities for the purpose ofappointing a disciplinary committee in terms ofSection 43 of S.I. 1 of 2000, as amended shall be:

i. The PSC for senior grade members;

ii. The Head of Ministry for middle grade members;

iii. The Head of Department for junior grademembers.

A disciplinary committee shall have three membersconsisting of a Chairperson and two otherconfirmed members. The services of a minute takermay have to be obtained.

The choice of a chairperson who will hear any caseis critical to the success of the disciplinary hearing.If the chairperson lacks an appreciation of thehearing process, it may prejudice the outcome ofthe case or lead to the hearing process beingchallenged. To avoid prejudice, it is critical for thechairperson and committee members to:

i. be impartial;

ii. have no prior knowledge of the case;

iii. have accurate knowledge of the hearingprocedure;

5 This is very important and the School Head as the StateRepresentative in his/her office should advise and act ac-cordingly. This is guided by an act of law and must not bebreached.


iv. be capable of taking down own notes during thehearing proceedings; and

v. be able to listen without showing some emotions.

4.1.4.1 Factors to consider when appointinga disciplinary committee

These include,

i. nature of the misconduct case;

ii. grade of the chairperson in relation to the gradeof the member to be heard;

iii. relevance to the case;

iv. specialist skills; and

v. gender mix.

The disciplinary committee members must beappointed in writing. Once appointed, thecommittee will have the task to organise for thehearing to be conducted.

4.1.5 The hearing processA member who has been charged with misconducthas a right to be heard. The member is given anopportunity to orally present their side of the story.It is at the hearing that the member will be able tocross-examine witnesses. The member also has aright to legal representation. It is at a disciplinaryhearing that a member can be legally represented.The following steps represent the expectedstandard process. Heads of Schools shouldacquaint themselves with the twelve-step processas follows;

1. The Disciplinary Committee which has beenappointed is given all the documentation relatingto the case to be heard so that they can acquaintthemselves with the case. It is from the analysisof the case that the Committee can identify thevenue and possible witnesses. So theCommittee will come together for a pre-hearingmeeting.

2. At the meeting, the Committee will identifypossible witnesses. The Committee also agrees

on how they are going to conduct the hearing,that is, the nature of their questioning and howthe hearing is going to be conducted generally.The Committee also agrees on the venue anddate when the hearing can be conducted. Thispre-hearing meeting is a prerequisite for asuccessful hearing.

3. Once the Committee has agreed on the basicmodalities, the chairperson invites the memberand witnesses to the hearing in writing. Theinvitation letters should indicate the venue andtime of the hearing. The letter to the membershould also indicate the composition of thecommittee members and the possiblewitnesses. The member should not be given lessthan 7 days’ notice to attend the hearing. It iswithin the notice period that the member canraise any objections.

4. The member or even the Disciplinary Committeecan request for postponement and this shouldbe granted if the request is justifiable. Section45 (4) of S.I. 1 of 2000, as amended, providesthat, if the member fails to attend the hearingafter they have been given adequate notice, thehearing can proceed in their absence.

5. At the hearing, a suitable arrangement shouldbe made so that there is no direct contactbetween the witnesses and the membercharged with misconduct. The sittingarrangement should create a conduciveenvironment for a successful hearing. Minorscoming to testify may be accompanied by anadult support person. The whole set-up must beVictim Friendly.

6. When the hearing is commencing thechairperson makes introductions. After theintroductions, it is the role of the chairperson tocreate a conducive atmosphere and diffuse anyhostility which may ensue. The member must bemade to appreciate the role of the Committee.The member is asked the language they arecomfortable to use in the hearing. A verbatimrecord of the proceedings is made by the minutesecretary although committee members mustalso write minutes if they are to contribute


meaningfully to the proceedings.

7. The charge letter is read and the member isasked to plead and then to give their defence.When the member is done, clarifications onissues which may be unclear or any questionswhich the Committee may have are asked.When they are through, the first witness isinvited. The witnesses give evidence one at atime in the presence of the member.

8. After the Disciplinary Committee interviews awitness, the member is given an opportunity tocross-examine the witness.

9. When all the witnesses invited by theDisciplinary Committee have been interviewed,the member is asked if they have anywitnesses of their own. If they do the witnessesare also called in to give evidence before theCommittee.

10. When all the witnesses have testified, theDisciplinary Committee will ask the member tomake any closing submissions. This usuallyhappens when the member is legallyrepresented. After the closing submissions themember is asked to say anything in mitigationin the event that they are found guilty by thedisciplinary authority. This will mark the end ofthe hearing and the member will be advisedthat a decision on their case will be made bythe disciplinary authority.

11. The Disciplinary Committee will now makerecommendations on whether the membershould be found guilty or not. If therecommendation is to find the member guilty, arecommendation is also made on the penalty.

12. A complete record of proceedings is thenproduced and submitted to the disciplinaryauthority.

4.1.6 Misconduct determination andimposition of penalties

Upon receipt of the record of proceedings of thehearing, the disciplinary authority considers all the

facts gathered on the case from the investigation tothe hearing. On the basis of his or her analysis andthe findings made by the disciplinary committeeand its recommendations the disciplinary authoritymakes a determination whether the member shouldbe found guilty or not. If the member is found guilty,the disciplinary authority also imposes anappropriate penalty.

The imposition of a penalty is determined by manyfactors which should include the gravity of theoffence, whether or not the member showedcontrition, whether it was the first offence or anyother mitigatory factors.

4.1.7 Request for review to thePublic Service Commissionand appeal to the LabourCourt

A member who is aggrieved by the determinationand penalty imposed against them has 21 days toeither request the Public Service Commission toreview their case or appeal to the Labour Court.Any challenge outside the 21 days may not beconsidered if no plausible excuse as to why it wasnot done within the prescribed time is given.

A request for review to the Commission usuallyfocuses on issues of procedure while an appeal tothe Labour Court focuses on issues of merit.However, where the procedure is defective, it ispointless to pursue issues of merit. Once theprocedure is defective it renders everything null andvoid.

A member cannot request for review and appeal tothe labour Court at the same time.

4.1.8 Summary dischargeWhen a member has committed an act ofmisconduct, they are deemed innocent until provenguilty. If a member is to be proven guilty, the aboveprocedures should have been followed. In otherwords, the member must be afforded all their rights.However, there are some instances when it is not


possible to afford members these rights becausethey either have been restricted, detained,imprisoned or have absconded. Under suchcircumstances, the disciplinary authority has nooption but to summarily discharge the member fromthe service. Section 63 of S.I 1 of 2000, asamended, provides for the summary dismissal ofsuch members, and this should also give youguidance.

The most common cases where members aresummarily dismissed involve members who areimprisoned for an effective period of three monthsor more and those who absent themselves fromduty for a continuous period in excess of thirty days.

Section 63 (d) of S.I. 1 of 2000, as amendedprovides for the summary discharge of memberswho are imprisoned in pursuance of a conviction ofa sentence of imprisonment for an effective term ofthree months or more. What is important to notehere is that for this section to be invoked, themember must serve their sentence for at least threemonths.

Section 63(e) of the same regulations provides forthe summary discharge6 of a member who hasbeen absent from duty for a continuous period inexcess of thirty days. When a member does notreport for duty, genuine efforts must be made to tryto establish their whereabouts. The member maybe in trouble or in a situation which requiresassistance from the office. It will be sad to discoverthat the member we had discharged from theservice is in fact deceased. The Head of Officemust make all efforts to get information from themember's spouse or next of kin.

The attempt to establish the member'swhereabouts should be done at least three timesbefore recommending summary discharge. TheHead of Office shall cause the member's salary tobe ceased after 14 days of continued absence. Ed92 (a) forms must be completed immediately after

14 days and after the member has been advisedthat their salary will be ceased.

Distribution of the Ed 92 (a) forms should be donein the normal way but noteworthy is the fact that theoriginal copy is submitted immediately by the Headof Office to the Salary Service Bureau. The secondcopy goes direct to the Secretary for Primary andSecondary Education.

If the member's whereabouts cannot be establishedafter a period of 30 continuous days, the member'sHead of Office should immediately notify the Headof Ministry and recommend summary dismissal interms of Section 63 (e) of S.I. 1 of 2000, asamended.

Members are also absconding from the servicefollowing:

4.1.8.1 Sick Leave

Steps must be taken to have the member appearbefore a medical board within a period of 45 to 60days. If the sick leave lapses after 90 days and themember does not report for duty, salary must beceased after 14 days from the day the sick leavelapsed. Thereafter, the normal processes forabsconding will apply.

4.1.8.2 Vacation Leave

This refers to failure to resume duty upon the expiryof vacation leave. Cessation of salary will be after14 days from the last day of vacation leave and thedate of discharge will be the last day of vacationleave.

4.1.8.3 Manpower Development Leave

Salary is ceased after 14 days from the last day ofManpower Development Leave and the sameprocess as indicated above is followed.6 Summary discharge refers to, refers to a report provided as

a conclusion or decision to dismiss a long absentee em-ployee who has been away from work without giving suffi-cient information.


4.1.9 Resumption of duty beforeSection 63(e) has been invokedIf a member reports for duty less than 30 days butafter salary has been ceased, the member isallowed to resume duty but charged withmisconduct. If the member reports for duty after 30days but before any procedure have been initiated,the member is allowed to resume duty, chargedwith misconduct and suspended from service.

It is important to note that where the memberreports for duty after recommendations forsummary discharge have been made, theSecretary must be made aware so that summarydismissal processes will be halted.

4.2 Grievance handlingprocedures

4.2.1 Definition of a grievanceSection 53 of S.I. 1 of 2000, as amended defines agrievance as any feeling of dissatisfaction or feelingof injustice on the part of a member which isconnected with the member's work or the member'scontact with other persons in the workplace.

Section 54 of the above cited regulations outlinesthe procedure to be followed when there is agrievance involving middle and junior grademembers. Section 55 outlines the procedure to befollowed when there is a grievance involving seniorgrade members.

The spirit of the grievance procedure is that it beresolved as close to the source of the grievance aspossible.

4.2.2 Causes of grievancesi. Work environment - poor physical environmentlike lack of classrooms, shortage of staffaccommodation, poor working conditions, lackof tools and equipment, unfair rules, etc.

ii. Supervision- objections to the general methodsof supervision, allegations of bias, favouritism,nepotism etc.

4.2.3 Importance of resolvinggrievancesi. Attractive working relations are maintainedbetween supervisors and supervisees;

ii. Prevents costly external dispute resolutions, forexample issues referred to the Labour Court;

iii. Subordinates will be more cooperative andproductive.

4.3 Complaints handlingprocedure

4.3.1 Definition of a complaintA complaint is an expression of dissatisfaction/discontent or unhappiness by one or moremembers of the public about the organisation'sactivities or lack of it or standard of service.

4.3.2 Causes of complaintsi. Failure to provide a service;

ii. Poor standard of service;

iii. Treatment of clients and attitude of staff;

iv. Disagreement with bureaucracy;

v. Failure to fulfil a promised action;

4.3.3 Common complaintsreceivedi. Rudeness;

ii. Delays in processing documents;

iii. Non-fulfilment of promises;


iv. Poor treatment;

v. Wrong advice given;

vi. Incompetence.

4.3.4 The importance ofcomplaints managementsystemComplaints are opportunities, not problems. Theypoint to service failure and the need for servicerecovery. Complaints serve as a useful source ofinformation and constructive ideas forimprovement. It is also an efficient way of improvingan organization's public image. Complaints serveas an efficient way of measuring and increasingclients’ satisfaction.

The system provides a means of communicationwith the public. The organization is also in a positionto review its performance, identify and addresssystem and service delivery related problems.

Therefore it is expected that every station (and inthis case schools as institutions) should appointtheir complaints focal persons and ensure that thecomplaints handling mechanisms are in place forreceiving and resolving complaints.

4.3.5 The Ministry's focus oncomplaintsi. Resolve complaints as close to the source as

possible.

ii. Identify learning points.

iii. Implement lessons learnt.

iv. Improve service delivery.

4.3.6 Outcomes of a well-managed complaints systemi. Satisfied clients.

ii. Support from stakeholders.

iii. Reduction on wastage of resource.

iv. Improved service delivery.

SummaryIn Unit Four the handbook outlines all the staffdiscipline and grievance handling procedures. Thevarious stages that should be followed when an actof misconduct has been committed by a member ofthe Public Service were outlined and explained.The steps that are involved for each of thedisciplinary requirements are discussed startingwith how school leaders should set up teams toconduct investigations. This stage is followed by theprocedures that are supposed to be followed inorder to charge the individual involved in the act ofmisconduct. The other key stage involves how theteam may initiate disciplinary hearing procedures,misconduct determination and finally the impositionof an appropriate penalty. Finally, the unit discusseshow summary dismissals are initiated, as well asgrievance and complaints handling procedures.

UNIT

05 FINANCE AND ADMINISTRATION

Introduction

The success of all operations in schools is dependent on soundfinancial management principles and practices. School leadershipplays a pivotal role in the administration of public funds. The broadtechnical areas covered in this unit are financial management,administration, procurement and business development.

By the end of the unit, readers should be able to:l ensure accountability and proper management of schoolfinancial resources as spelt out in the Public FinanceManagement Act Chapter 22.19 and other policy circularsand regulations governing school finances;

l outline the various processes involved in asset, stores,transport and security management at school level;

l conduct outline procurement processes and proceduresaccording to the Public Procurement and Disposal ofPublic Assets Chap 22:23 and S.I 5 of 2018 (ProcurementRegulations);

l identify enterprising projects for sustainable resourcemobilisation at school;

l govern the school in an ethical way by displaying valuesof responsibility, accountability, fairness andtransparency.

objectives


5.1 The legal frameworkTo administer finances, you will be guided by thefollowing legal frameworks:

i. Public Finance Management Act chapter 22.19

ii. The current Appropriation Act

iii. Treasury Instructions

iv. Accounting Officers’ Manual – Circular P70

v. Finance and Administration Circular No.6 of1994

vi. Accounting Procedures Manual

vii. Statutory instrument No. 87 of 1992

viii. Education Act Chapter 25:04

ix. Statutory Instrument 150 of 2015.

x. Government Standing Security Instructions1994

xi. Public Procurement and Disposal of PublicAssets Act Chapter22:23

xii. Statutory Instrument 5 of 2018

xiii. The Indigenization and Empowerment ActChapter 3

xiv. The Prevention of Corruption Act Chapter 9:16

xv. Customs and Excise Act Chapter 23:02

5.2 Public financePublic finance is the aggregate of economicrelationships arising from the creation and use ofcentralised and decentralised monetary resources.School Heads need to demonstrate leadership thatshows understanding that public finances areresources collected from the public for use bypublic entities.

5.2.1 Public funds and publicpropertyIt is the duty of school leadership to spend publicfunds on legally authorised purposes following

legally authorised amounts and to use publicproperty appropriately.

5.2.2 Public finance principlesSchool leadership will need to be guided by thefollowing public finance principles:

i. show transparency and accountability infinancial matters;

ii. that public finance management system mustbe directed towards national development;

iii. that the burdens and benefits of the use ofresources must be shared equitably betweenpresent and future generations;

iv. that public funds should only be expendedtransparently, prudently, economically andeffectively; and

v. that financial management must showresponsible and fiscal reporting in clearmanner.

5.2.3 Budgeting and budgetarycontrolA budget is an approved plan expressed inmonetary terms of expected revenue andexpenditure in an accounting period to meet theobjectives and goals of the institution. The schoolleader should be guided by the following budgetprocesses that will ensure operating within theGovernment of Zimbabwe’s legal framework.

5.2.3.1 The budget process

The standard budget process steps are as follows;i. prepare the School Development Plan; ii. identify and prioritise needs for the period;iii. verify budget compiled by the Finance

Committee;iv. present the budget to parents’ assembly for

authorisation;


v. apply to PED through the DSI for approval.

5.2.3.2 Commitments andbudget reviewsi. These include tools for regulating expenditure.The school leadership should always maintainan updated commitment register.

ii. The purpose of budget reviews is to analyse thebudget against the actual expenditure in orderto monitor its performance against the plan andto take corrective measures on unexpecteddevelopments. School Heads should carry outthis termly.

School leadership should be guided by thefollowing budget review process as illustratedbelow:

i. analyse budget against the actual expenditure;

ii. implement corrective measures on negativeoutcomes;

iii. make termly reviews.

Figure 13 illustrates the overview of the financialmanagement process that takes place in schools.School leadership needs to be guided by this modelas they conduct management of finances.

Dra�

Managementby school authorities and parent associations (SDCs) to agree on school development plans and

related financial support

1

PermissionsYour actions include seeking for

budget approval by the SDC

2

OperationalizationCollection of approved fees and levies invoicing receipting and mastering, cashbook recording

and banking

3

ReportingThe use of funds, conducting

finance meetings, procurement and processes

4

Trial Balanceand expenditure, statement;

Cashflow, Statement of Financial Position

6

AccountabilityAccounting for school finances,

cashbook recording, balancing and reconciliation. Custodian and

storage of school funds and assets

5

Figure 13: An overview offinancial management inschools


5.2.4 RevenueThe school leadership, composed of the Head,Deputy Head, TIC, HODs and Senior Teachers,should be aware that revenue in general means alltaxes, fees and other forms of income fromwhichever source. Examples of revenue at schoollevel include levies, tuition fees and boarding fees,building fees, grants, examination fees, sport fees,practical subject fees and donations. All suchrevenue collected on behalf of the school shall beaccounted for through the school fund account.

5.2.5 School bank accountThe authority to open at least a double signaturecurrent account shall be obtained from the Finance-Sub Committee by a resolution passed in thecommittee’s first meeting following approval of therespective fund by the Accounting Officer or his/ herdesignate.

i. A copy of the minutes containing this resolutionand its accompanying letter of approval shouldbe produced before the bank as proof thatauthority was granted to open the account.

ii. The bank should be authorized to only acceptthe signatures of specified signatories oncheques and RTGs against the School FundAccount or any other transaction thereof.

The signatories to the school bank account shall beas follows:

The following is the expected composition of theschool finance committee.

i. Head of the school (Chairing);

ii. Deputy School Head.

iii. SDC Chairperson

iv. SDC Vice-Chairperson; and

v. The bursar or clerk can be the secretary of theFinance Committee but with no voting powers

School leadership needs to acquaint themselveswith the duties of the Finance Committee:

i. Ensuring that proposals made by the SchoolDevelopment Committee in respect ofeducation facilities are pursued in light ofuncommitted funds available for the purpose.

ii. Authorising expenditure arising out of theseactivities and record such authority in theminutes.

iii. Assigning the Evaluation Committee to initiateprocurement processes (evaluation committeeto be chaired by the Deputy Head).

iv. Approving all payments from the fund bysigning the relevant documents.

v. Ensuring that all members of the committeesign the documents.

vi. Confirming in the minutes all expenditureincurred since the last meeting.

Account Signatories

SDC Head, Deputy Head, Chairperson and Vice Chairperson

SSF, GPF and SIG Head and Deputy Head/ Teacher in Charge/ Senior Teacher. In instanceswhere accounts are merged- Head, Deputy Head and two (2) parentsshould be signatories

SSF, GPF and SIGBSPZ7

DSI, Inspector, Chairperson and Vice chairperson of BSPZ ManagementCommittee,


vii. Keeping the bank account in credit.

viii. Holding monthly meetings (Decisions must betaken unanimously/or through a majority votewhere differences occur).

5.2.7 Accounting proceduresThese include the following and should beobserved at all times:

5.2.7.1 Invoicing

School leadership needs to know that an invoice isa document issued to detail fees and levies owedto the school on behalf of a learner for a particularterm.

All learners should be issued with invoices at theend of each term showing the amount owing anddue to be paid at beginning of the following term.

5.2.7.2 Receipting

School leadership should be aware of the followingstandard procedures on receipting:

i. it serves as acknowledgement of payment bythe service provider;

ii. all funds received must be receipted into anofficial receipt book;

iii. the amount, in figures and words on a receiptmust always be the same;

iv. the original receipt and its duplicate mustcontain the same information;

v. if an error has been made on a receipt, thereceipt must be cancelled and a new oneissued. The cancelled receipt and its duplicatemust be retained in the receipt book;

vi. RTGs are receipted after they reflect on thebank statements while swipe should beimmediately receipted.

vii. payments made through the biller code relatedto (a) OneMoney (b) EcoCash and (c)TeleCash are receipted as soon as they reflecton the bank statement.

5.2.7.3 Banking procedures

The following financial leadership behavioursrelated to banking must always be followedaccurately:

i. the School Head must ensure that all moniesreceived are banked into the official schoolaccount regularly as prescribed in order toreduce the risk of loss through other calamities;

ii. the total amount receipted must be equal to theactual/physical amounts to be banked; and

iii. all money receipted must be banked before theyare used for anything.

These procedures will help to ensure accountabilityof the school fund usage. The following is asummary of revenue to collect from authorities andreporting that you must practise and be aware of.

7 The BSPZ funds include funds raised through schools forcluster and district-based activities to which School Headsare members. .


5.2.8 Risk controlThe School leadership should take preventivemeasures against risks associated with cashhandling that include:

i. theft of cash;

ii. fraud;

iii. cash received not brought to account;

iv. falsified or amended accounting records thatallow unauthorised payments;

v. falsification or duplication of invoices in orderto generate a false payment;

vi. unauthorised use of cheques;

vii. the receipt books should be serialisedsequentially;

viii. money receipted must be mastered beforebanking and a banking register maintained;and

ix. theft of proceeds from sale of goods orservices.

The school leadership should institute the followingcontrols to minimise financial risks at their schools:

i. ensure that cash is secured at all times;

ii. establish controls over handling of safe keysand only issue them to authorised personnel;

iii. keep cash balances to a minimum;

iv. only one officer should be assigned to the taskof receipting cash;

v. receipt books and cashbooks should bechecked by the Head of Office;

vi. the individual who receives cash should not bethe one who banks the cash; and

vii. all receipt books should be recorded in aregister which should be checked by the Headof Office.

5.2.9 Expenditure on travel andsubsistence

Dra�

STEP ONEAuthorisation

STEP TWOInvoicing

STEP THREEReceipting

STEP FOURBanking

STEP SIXReporting

STEP FIVERecording

Figure 14: Summary ofrevenue collection steps


Expenditure refers to payment of cash or cashequivalents for goods or services, or a chargeagainst available funds in settlement of anobligation as evidenced by an invoice, receipt,voucher, or other such document. This is yourresponsibility as school leadership to ensureexpenditure is done according to MoPSEstandards.

The following guides how expenditure by schoolleadership on travelling and subsistence should beconducted:

l Travelling and subsistence payments aregoverned by Circular number 5 of 2019.

l However, school leadership through theFinance Committee must approve rates that donot exceed the stipulated rates in the PublicService Commission Circular as annexed.

l This claim is used when a person is away fromthe home station as per Public Service Circular.

5.2.9.1 The payment process

i. Ensure that no expenditure on public moneyshall be incurred on any service unless aprovision thereof has been made by or in terms

of this Act or any other related instruments.(PFMA Section 17.1.b).

ii. Ensure that no expenditure of any money in theschool fund account shall be incurred exceptas directed and approved by the FinanceCommittee.

The following steps and or levels of the paymentprocess will guide School Heads.

5.2.9.2 The payment voucher

i. The school leadership must be familiar with thefact that a payment voucher is used in alltransactions not covered by purchase order, thetravelling and subsistence (T&S) form and onsuch services as electricity, water, rates andtelephone bills.

ii. To ensure accuracy, complete the paymentvoucher, sign and confirm that it had not beenpreviously paid for.

iii. The Deputy Head/Chairperson or vicechairperson of the SDC should certify voucheras correct and check whether the charges arecorrect and that the expenditure is proper chargeagainst the vote or fund and is supported by

Steps/levels Process

Step 1 Authorisation-finance sub-committee.

Step 2 Original invoices certified not previously paid.

Step 3 Pay invoices, not statements.,

Step 4 Ensure invoices are not more than one month before they are processed.

Step 5 Check for Arithmetical accuracy.

Step 6 Stamp PAID on paid vouchers.

Table 14: Steps or levels of the payment process


finance committee or competent authority thatincludes two members of finance subcommitteemust certify by signing.

iv. The Head should confirm and pass the paymentvoucher for payment.

v. All supporting documents must be attached tothe payment voucher and these may include butnot limited to these: delivery notes, invoicesreceipts, quotations, comparative schedules allmarked supporting voucher only

vi. All processed payment vouchers must be filedaccording to the serialised document numbers.

5.2.9.3 Passing payment voucher forpayment

The school leadership passes for payment,ensures and checks for the following:

i. that expenditure is for purposes for which thebudget was approved;

ii. that charges raised are correct and accurate;and

iii. that the amount to be paid as shown on thevouchers is correct and agrees with the figureson the invoices attached.

NB: No payment should be made before delivery ofgoods and services

The following summary of the payment procedureis meant to guide the practice of School Heads andfinancial administrators.

5.2.9.4 Guidelines for processing travellingand subsistence allowances

The following should guide the school leadershipon processing travelling and subsistence:

Dra�

ProcessAuthorisation by the Finance

Sub-Committee

1

ProcessOriginal invoices certified not

previously paid

2

ProcessPay invoices, not statements

3

ProcessInvoices not more than one

month old

4

ProcessStamp PAID on all paid

vouchers

6

ProcessArithmetical accuracy

required

5

Steps or levels of the payment process


i. Travelling and subsistence (T&S) payments aregoverned by Circular No 1 of 2011 supersededby Circular Number 5 of 2019.

ii. However, school leadership through the financecommittee, must approve rates that do notexceed the stipulated rates in the Public ServiceCommission circular;

iii. The T&S claim is used when a person is workingaway from the home station as per PublicService Circular.

5.2.9.5 Internal controlsi. Ensure that all payments are independentlyauthorised before they are made.

ii. One who creates a payment voucher and theone who initiates and passes for paymentshould be separate individuals, and this is forpurposes of ensuring security against possiblelosses.

iii. There should be at least two signatories to thebank account.

5.2.10 The cashbook

School leadership:

i. need to be guided by the standard practice thatthe cashbook is the main book of accounts at theschool; and all transactions relating to moneyreceived, banked and paid out must be enteredin this book daily.

ii. need to keep an analysis cashbook with at least14 columns spread across two pages.

iii. should, on each last day of the month, ensurethat the cashbook must be balanced and ruledoff using blue/black ink for total receipts and redink for total payments.

iv. should ensure cashbook entries in respect ofmonies received, banked and paid out are bedone on a daily basis.

v. make entries in respect of receipts and depositsin blue or black ink and entries for paymentsmust be done in red ink.

vi. should not overwrite, use pencil or erase entries,and use tipex to make corrections on moneyentries. If an error is made when making entriesin the cashbook, cancel the entry by a singlestraight line and then insert the correct entryabove the cancelled one. Spoilt pages should bere-written and the spoilt one should be retainedin the cashbook; and

vii.should ensure receipts and payments/cheques(including those cancelled) are entered in thecashbook in numerical order using the serialnumbers on the receipts.

Preparation of the payment

voucher

Authorisation of payment

Passing for payment

Process the payment

Filing of receipts

Verification of invoices

Figure 15: Summary of thepayment procedure


5.2.10.1 Balancing the cashbook

On the last day of each month, the cashbook isbalanced and ruled off using blue/black ink for totalreceipts and red ink for total payments.

The School Head must personally check andensure that entries made in the cashbook arecorrect, including that:

i. receipts which were issued during the month areentered in the cashbook.

ii. receipts which were issued during the monthwere deposited. Receipts not deposited shouldappear on the bank reconciliation statement forthe month in question as cash on hand.

iii. payments which were made during the monthshould have been entered in the cashbook; and

iv. the cashbook balances for the month are correctand accurate.

5.2.11 Bank reconciliationThe following procedures should act as guidelinesin the preparation of bank reconciliation statementsin the school fund account:

i. Compare the entries in the cashbook (the bankcolumn and the total payment column) and thebank statement and ticking transactions thatappear in both.

ii. Make entries for items which appear on bankstatement but not in the cashbook, for examplebank charges, interest received.

iii. Investigate entries which appear in the bankstatement but do not appear in the cashbook.These may include direct deposit. Officially writeto the Bank Manager for transactions whoseorigin cannot be identified.

iv. Record the amount of the total receipts columnas the opening entry.

v. Add any cheques/RTGS or payments that havebeen issued but not appearing on the bankstatement, direct deposits and interests

(unpresented cheques) entering each chequenumber and amount separately.

vi. Deduct any:

l deposits shown in the main cashbook but notappearing in the bank statement;

l cheques referred to drawer in the bankstatement;

l petty cash on hand;

l cash on hand relating to unbanked moneyalso known as cash in transit; and

vii.The final figure in the bank reconciliationstatement must agree with the balance shown inthe bank statement.

When the main Cashbook has been reconciled andagrees with the bank statement, the head of stationmust further verify the entries for correctness of thetransactions. If he/she is in agreement, a certificatemust be signed to the effect that the transactionshave been ‘Certified as Correct.’ The Head mustappend his or her signature and date stamp thereview.

5.2.12 Internal checks andcontrolsSchool leadership should be conversant withinternal controls. Refer to the whole system ofcontrols, financial or otherwise established bymanagement in the conduct of institutionalbusiness in an orderly manner, to safeguard itsassets and maintain the accuracy and reliability ofits operations and records, enhance efficiency andeffectiveness and compliance with rules,regulations and procedures.

5.2.12.1 Internal checksInternal checks refer to a system under which thework relating to carrying out and recording oftransactions is arranged in such a manner that thework of one staff member is automatically checkedby another.


Heads should always be aware of the purposes ofinternal controls as listed below to ensure that:

i. records are valid, complete and accurate;

ii. recorded transactions are duly authorised;

iii. transactions are recorded at proper times;

iv. transactions/assets are properly classified andvalued; and

v. transactions are properly posted to the ledgeraccount.

5.2.13 Financial reportsSchool leadership needs to be conversant with thefollowing practices of maintaining financial reportsincluding;

i. that it is a statutory requirement of the PublicFinance Management Act Chapter 22.19 Part(iv) Section 32; 33 and 34 that monthly andquarterly financial statements must be preparedand submitted to the Accounting officer;

ii. that every institution is required to preparefinancial reports;

iii. that in schools, monthly, quarterly, termly andannual reports are expected; and

iv. that for details of the financial reports required,reference should be made to the FinancialManagement Manual for Non-FinanceEducation managers Chapter 6, andAdministration and Finance Circular number 6of 1994.

5.3 AdministrationAs school leadership, it is important to demonstraterelevant competences required in stores, asset andtransport management at school level. This isessential for effective and efficient resourceutilisation for the benefit of the learners.

5.3.1 Stores managementSchool leaders should know that storesmanagement is a process of ensuring that allactivities in storekeeping and stock control arecarried out effectively and economically. It isexpected that School Heads should be aware of thefollowing activities involved in stores management.

i. Ordering

ii. Receiving

iii. Inspection-physical verification by checking thequantity, quality and conditions of itemsreceived

iv. Produce goods received report

v. Storage/store keeping

vi. Dispatching/Issuance

vii. Record-keeping/registers

ivii. Stock-counting/Physical checking.

5.3.1.1 Stores registers

Effective School Heads check and sign thefollowing registers for different stores items asinternal control measures.

i. Provisions register;

ii. Stationery register;

iii. Computer consumables register;

iv. Airtime register; and

v. Uniforms and Protective clothing register.

Other documents used in stores include these:

i. Goods received note/report;

ii. Issue voucher; and

iii. Bin cards.


5.3.1.2 Duties of the person assigned totake charge of stores

As school leadership, you should ensure that theperson assigned responsibilities for controllingstocks does the following:

i. locks storerooms;

ii. keeps proper records for all stocks;

iii. maintains proper levels of stock and cost valueof the available stock; and

iv. uses first in first out (FIFO) principle rather thanlast in first out (LIFO) principle;

5.3.1.3 The stores management cycle

School leadership should be guided by the storesmanagement cycle whenever items are drawn fromstores. Figure 16 illustrates a diagrammatic modelof the cycle for easier reference

5.3.2 Asset management

A School Head needs to know that an asset is aresource with economic value that an individual,corporation, or country owns or controls with theexpectation that it will provide future benefit. School

Heads should be guided by the following Acts ofasset management for improved management ofthe school assets. Public Finance Management Actasserts that there are two types of assets in theform of non-current assets and current assets. TheTreasury Instructions assets comprise of;i. Equipment; ii. Livestock; andiii. All other government property (excluding

immovable property such as land andbuildings).

School Heads should be conversant with variousmethods of acquiring assets as outlined below.i. Purchase;ii. Manufacture;iii. Transfer;iv. Donation; andv. Compulsory expropriation.

5.3.2.1 Asset management registers

It is a prerequisite for School Heads to be familiarwith the registers maintained under assetmanagement register tools which should beregularly checked and signed for internal controlpurposes. These include the:

Requisition1

Approval3Issuance

4

Recordsupdating

5

Safekeeping 6

Recommendation2

Figure 16: The stores management cycle


i. Departmental asset register;ii. Master asset register;iii. Departmental losses and damages register;iv. Gifts and Donations register; and thev. Security Items register.

Other assets records include the;i. Goods Received Note (GRN); ii. Internal and external issue vouchers (these areobtained from Print flow);

iii. Door inventory; iv. Asset file;v. Asset Transfer form; and the vi. Handover takeover certificate.

5.3.3 Handover-takeoverprocedureSchool leadership as the key individual must valuethis process seriously, whenever need arises; anda certificate signed by both parties and witnessedby those present during the exercise should besubmitted to the Head Office. The District Officeshould be invited to witness the handover-takeoverprocesses.

5.3.3.1 Circumstances leading to handover-takeover

School leadership should know the circumstancesleading to handover-takeover which are as follows:i. Leave in excess of 29 days. ii. Transfer. iii. Resignation. iv. Retirement. v. Prolonged illness. vi. Secondment.vii. Abscondment or death. viii. Permanent closure of school.

5.3.4 Procedures for handlinglost or damaged schoolpropertySchool Heads should be conversant withprocedures related to handling losses anddamages to school property as provided in thefollowing Acts:

i. Treasury Instructions (TI 2300) which states thatany deficiencies in, damage to or destruction ofgovernment property shall be reported to AssetLeader immediately.

ii. Accounting officers/sub-accounting officersshould constitute an enquiry in terms of section12(7) of the PFMA into any deficiency, damageor destruction of state property reported to theschool leader.

For lost or damaged assets, a board of inquiryshould be instituted by the School Head to verify ifthere was any negligence on the part of officersresponsible. The outcome report should facilitatethe lost asset to be written off upon approval by theAccounting Officer.

5.3.5 Gifts and donationsAt every institution, it is the School Leadership thatis mandated to ensure that the followingprocedures are done when seeking authority foracceptance of donations. The receiving institutionshould always attach the following:

i. Application letter from the School Head;

ii. Letter from the donor;

iii. The applications must be supported by thedistrict and the province;

iv. All original documents must be attached; and

v. Monetary values of all donations should beclearly spelt out, for example, 75 textbooksvalued at US$2 500.


NB: All applications without monetary values will notbe processed.

5.3.6 Asset returnsOn an annual basis, school leaders are required toproduce the following annual asset returnsaccompanied by asset certificates signed by thesub-accounting officer confirming that all assetswere physically checked against the records:

i. Security items;

ii. Surpluses and deficiencies;

iii. Recovered or replaced;

iv. Loses and damages; and

v. Departmental assets.

5.3.6.1 Procedure on asset disposal

It is the role of school leadership to initiate theprocess by identifying and listing the unusableassets for submission to the chairperson of theDisposal Committee based at Ministry Head Office.At school level, the School Leadership must referto the Public Procurement and Disposal of PublicAsset Act (Chapter 22:23 and SI 5 of 2018) forguidance through these sections of the Chapter.

l Section 90- The Accounting Officer is the finalauthority for asset disposal.

No asset may be written off without the AccountingOfficer/Permanent Secretary authority in line withSection 90 of the Public Procurement and Disposalof Public Assets Act (Chapter 22.23 and StatutoryInstrument number 5 of 2018).

l Section 91- outlines how the disposalcommittee functions and recommends theappropriate disposal method to the Secretary.

l Section 92 (1)- The Officers responsible forcustody of Public Assets identify and submit alist of unusable assets to the Chairperson of theDisposal Committee at Head Office.

l Section 93- restricted disposal of assets toemployees or member of the board,

l Section 94- Any person can challenge theselected disposal method.

5.3.6.2 Ways of asset disposal

School Heads should be familiar with the processesfor the disposed of assets after authority has beengranted.

i. Donations/Free giving;

ii. Public auction;

iii. Transfers to other institutions;

iv. Burning; and

v. Breaking and burying.

For accounting purposes, school leadership mustensure revenue or proceeds generated from saleof assets are returned to the original source offunds from which the purchase was made.However, from time-to-time, Treasury directs wherethe money should be deposited.

5.3.7 Duty free certificateYou as school leaders must be conversant with theprocesses for accessing duty free certificates asoutlined below:

i. duty free certificates are issued to all schools forpurposes of clearing all imported educationalmaterials only.

ii. they are intended to support schools byexempting them from paying duty to ZIMRA.

iii. they are not issued in the name of individuals.

iv. they are only signed by the Accounting Officer,in this case the Permanent Secretary.


5.3.7.1 Requirements to obtain a duty freecertificate

To be able to obtain a duty free certificate on behalfof the school, School Heads should follow thesesteps that match the application prerequisites forSchool Heads

i. Submit an application letter directed to theDistrict/Provincial Office.

ii. Include an authorisation letter by the school’sresponsible authority supporting the purchase;

iii. Include a commercial invoice for the goodsinvolved indicating the value of the goods to beexempted;

iv. Secure a letter by the District/ Provincial officein support of the application;

v. In the case of the goods being donated, a letterof donation from the donor is needed;

vi. If the goods are being imported from overseas,an airway bill or a bill of lading is requireddepending on the mode of transportation forthe goods; and

vii. If goods are coming by sea, a list of all items inthe container (packing list).

viii. If goods are being purchased fromneighbouring countries e.g. South Africa, theremust be justification why goods could not bepurchased locally.

ix. At least 3 quotations to show that the goods arebeing obtained from the best competitivesupplier in terms of value for money.

x. If the purchase is a school initiative, minutes ofthe meeting in which the purchase was agreedsigned by the chairperson of SDC or Board ofDirectors.

xi. All original documents to be forwarded to HeadOffice as they are required by ZIMRA.

xii. If the purchase is being made using a speciallevy, e.g. bus levy, proof of authorization of thelevy by the Ministry required.

Be advised that Government at any time mayscrape some of the items from qualifying for duty-free through Statutory Instruments, for example theS. I 150 of December 2016 for buses.

5.3.8 InstitutionalaccommodationLeadership should ensure fair distribution ofinstitutional accommodation to all staff members;and ensure that they pay monthly rentals and utilitybills. Ensure maintenance and repairs are done.

5.3.9 Transport managementSchool Heads must know that vehicles acquired bythe school become property of the school and mustnot be treated as personal vehicles, but as poolvehicles. Since School Heads are the leaders attheir stations, they should be familiar with thedifferent classification and types of vehicles asoutlined below.

5.3.9.1 Pool vehicles

i. Their use is authorised on a daily basis;

ii. Log-books must be completed for usage;

iii. They should be parked at the workplace overnight; and

iv. They should not carry unauthorised passengers.

5.3.9.2 Official vehicles

i. Allocated to individuals for special tasks/merits.For example to Directors;

ii. Authorised by the Public Service Commission;and

iii. Restricted to carry authorized passengers only.


5.3.9.3 Project vehiclesi. Received for a specific project.

ii. Allocated to individual or group of people doingthe project.

iii. Restricted to carry unauthorised passengers.

iv. Usually the vehicles will be surrendered to themain system after the project has beencompleted.

5.3.10 Roles of the TransportOfficer in schoolsAs school leadership one should ensure theappointed Transport Officer does the followingduties including:

i. ensuring vehicles are serviced regularly;

ii. ensuring use of vehicles has been authorised;

iii. completing vehicle log books for each trip; and

iv. maintaining fuel and vehicle registers.

5.3.11 Vehicle managementi. It is the responsibility of the School leadership toensure that vehicles are properly registered andtheir registration books are kept under lock andkey;

ii. Drivers of school vehicles must have authorityto drive a certain type of vehicle from CMED.

iii. According to this Treasury Circular, log booksmust be allocated to all vehicles and theseshould be correctly and comprehensivelycompleted.

5.3.11.1 Vehicle documents

The following vehicle related documents should bekept up-to-date:

i. Fuel register—all fuel coupons and liquid fueldrawn direct from the garage should berecorded.

ii. Vehicle file—all documents relating to thatparticular Vehicle detailing the make, model,engine and chassis number and the running lifeof the vehicle.

iii. Vehicle accident and incident register—capturing accidents and incidences involvingstate vehicles.

iv. Vehicle maintenance register— allmaintenance and repairs performed on vehiclesmust be documented and retained for the life ofthe vehicle; and

v. Vehicle register—all acquired vehicles must berecorded by chassis, engine numbers and thedates of acquisition.

5.3.11.2 Procedure to follow when a vehicleis involved in accident

The following procedures must be known by schoolleadership when an institutional vehicle is involvedin an accident. The member involved in theaccident should;

i. report to Police within 24 hours;

ii. report to Transport Officer immediately after theoccurrence of an accident;

iii. fill in/complete the accident report form;

iv. Write a report explaining the causes orcircumstances leading to the accident; andthen

v. Submit the report to the Transport Officer.

Upon receipt of the above, the Transport Officershould ensure that:

i. a convening order is issued within 2 weeks;

ii. a board of inquiry is conducted within 5 weeks.The board of inquiry should be institutedaccording to the provisions of the PFMA, Section12.7;

iii. all drivers of Government vehicles areindemnified according to the provisions ofSection 30-34 of the SI 1 of 2000 as amended;and


iv. the driver should have obtained authority to drivefrom the Accounting Officer or CMED (Pvt) Ltdto be covered by the indemnity.

5.3.11.3 Vehicle returns

Complete the following documents that areprovided for as named in each instrument.

i. Vehicle/Fuel usage return;

ii. Accident and incident return.

iii. Vehicle maintenance return.

5.3.12 Security managementSchool leadership should know the areas whichrequire security and appoint a senior officer as thesecurity officer.

i. It entails the identification of the organisation’sinformation assets, (in this case the schoolwhere you lead) and the development,documentation and implementation of policies,standards, procedures and guidelines.

ii. Schools should protect their school propertysuch as vehicles, classrooms and houses bymeans of insurance policies.

5.3.12.1 Duties of the security officer

The Head should engage a security officer at theschool and their duties shall involve:

i. ensuring disaster awareness.

ii. ensuring that danger warning signs are in place.

iii. ensuring that staff/ learners are trained onprocedures for reacting to fire accidents.

iv. ensuring that areas that require maximumsecurity are identified, protected and labelled.

5.3.12.2 Areas and items of securityThese are the areas classified under securityspaces by law, and the school leaders need to pay

attention to these areas to avoid related accidents.

i. Buildings and people;

ii. Vehicles and movable assets;

iii. Information;

iv. Security items (receipt books, cash, issuevouchers).

v. Keys and security locks; and

vi. Safe keys.

5.3.12.3 Security records

Educational management involves school leaderspaying attention to the following records of securityand to ensure they are well managed:

i. Security items register;

ii. Visitors register; and

iii. Security incidents register.

These may be exposed to theft or burglary bothfrom internal and external persons/people.

5.3.13 Internal controlsSchool leadership really needs to put in place thecontrols that guide school operations in order toachieve efficient and effective internal controls asfollows:

i. Always ensure that written instructions arereadily available to all the staff members for theirreference and knowledge.

ii. Maintain a record of fixed assets and reconcilethe financial books.

iii. Ensure that authorisation is of critical importanceon and at the time of movement of assets.

iv. Leadership should check all school records andthis is done to minimise risks.


SummaryFinance and administration are critical issues in themanagement of every school. It is a highly sensitivearea in terms of educational management andleadership. Therefore, Unit Five (5) explains thelegal framework to guide school leaders in Financeand Administration. The Unit also explains publicfinance and property, revenue and expenditure,stores management, asset management, gifts anddonations, as well as transport management. It isimportant for school leaders to be skilled in financeand administration in order to be able to use publicfunds effectively and efficiently. The spirit of the thisUnit is to ensure that school leadership is fullycompliant in terms of the regulations and guidelinesfor accounting, invoicing, receipting and bankingprocedures regarding all that relate to school funds.The Unit also highlights issues to do school leadersand expenditures on travel, payment processes,handling the payment vouchers internal controlsusing the cashbook and making financial reports,all for the benefit of both officers and the school. Allthese lead to transparency and effective financialadministration procedures as discussed in sub-section 5.3.

06 PROCUREMENT AND BUSINESS DEVELOPMENT

Introduction Public procurement regulations and principles set the basicframework for managing public procurement requirements andprocedures within which procurement practitioners must operate.It is important for school leadership not only to show clearunderstanding of public procurement regulations, but to internalisethe regulations so that they serve as guiding principles duringdecision-making processes with an aim to satisfy the educationalneeds of learners for quality service delivery. By integrating theseprinciples into school leadership work ethics, School Headspromote positive outcomes of all decisions made in the school,thus ensuring they will be aligned to the public procurementprinciples.

By the end of this Unit, participants should be able to:l outline procurement processes according to the new regulations;

l describe the role and significance of the ProcurementManagement Unit and evaluation Committees in publicprocurement; and

l identify and explain the procurement methods as provided for by the new regulations

objectives


6.1 Public procurementAccording to the Public Procurement and Disposalof Public Assets Act Chapter 22:23, (hereinafterreferred to as the PPDPA Act or simply the Act),procurement refers to the acquisition by any meansof goods, construction works or services, includingthe disposal of any government or school asset.

Public procurement refers to the acquisition ofexternal resources needed by the centralgovernment, local governments and their entitiesunder their control using public funds, or any othersource of funding, such as grants and gifts. Assuch, schools are involved in public procurement.

6.1.1 The ProcurementRegulatory Authority ofZimbabwe (PRAZ)PRAZ (hereinafter referred to as the Authority) isthe new body that replaced the former StateProcurement Board (SPB).

6.1.1.1 Functions of the ProcurementRegulatory Authority (PRA) of

Zimbabwe

These are, among many other duties andresponsibilities:

i. To ensure public procurement is done in fair,honest, cost effective and competitive ways thatare in compliance with the Act.

ii. To monitor and supervise procurement entitiesand the Public procurement system in order tosecure compliance with the Act and Regulations.

iii. To issue technical guidelines and instructionsregarding the interpretation and implementationof the Act.

iv. To promote the training and professionaldevelopment of personnel.

v. On request for permission, the PRA will giveadvice and assistance to procuring entities.

vi. To prepare standard documents and templatesto be used in connection with publicprocurement and to enable PEs to maintainrecords and prepare reports.

6.1.2 Stages in publicprocurementWhen conducting public procurement schoolleadership should be guided by the five-step-process outlined below:

i. Need Assessment.

ii. Development of Specifications.

iii. Bidding Process.

iv. Evaluation of Bids; and

v. Contract Execution.

6.1.3 Planning for procurementThe school leader needs to plan for procurementwith a view to achieve maximum value for publicexpenditure. This will help the procurement to becarried out within available financial resources andother applicable limitations and specifically at themost favourable time. So far, as much as possibleschool leadership should aggregate theirprocurement requirements in order to achieveeconomies of scale.

Before commencing any procurement process,heads should investigate whether its requirementscan be met internally. For example, by the transferof goods from one department to another andensure that an accurate estimate has beenprepared of the cost of the procurement process. Itis also important that school leadership ensuresthat the estimated amount of the procurement hasbeen properly covered in the school budget for thecurrent financial year.


6.1.3.1 Preparation of annual and individualprocurement plans

The school leader should prepare and submit to theSecretary by the 31st of January every year, theirAnnual and Individual Procurement Plans detailingall procurement to be conducted in that financialyear. The formats are illustrated in the figuresshown below;

6.1.3.2 Annual procurement plan

For the annual procurements, the following formatshould be used;

For all procurements above, the Secretary’sthresholds are subject to scrutiny by the SpecialProcurement Oversight Committee (SPRC).

6.1.3.3 Individual procurement plan

In addition to the school’s annual procurement planprepared in terms of Section 22 of the Act, the Headshould also prepare an individual procurement planand, for each of the individual procurements thatare above the prescribed threshold values(Secretary’s Limits), as in the format illustrated onthe next page:

Ref Description ofrequirements Unit Price Annual

Quantity

Annualcost

(USD)UoM Procurement

MethodSPRC

(Yes/No)

1 Fuel forMonitoring

$3.11per litresubject tochange asdeterminedby marketforces.

6430 $20.000.00 Litres Request forquotations No

Table 15: Annual procurement plan format


Ind.

Pro

cPl

an R

ef.

No.

Annu

al Qt

y Uo

MDe

scrip

tion

Unit

Price

US$

Annu

al Co

stRa

te o

fPu

rcha

se

Cycle

Tim

ean

d Da

te o

fNo

tice

Preq

ual-

ifica

tion?

Exte

rnal

Lead

Tim

eSo

urce

s of

fund

sCo

mm

ents

No 1

01Each

45 Seater

bus

165 000

165 000

Once off

60 Days

No

60 Days

Levies

Table 15: Annual procurement plan format


6.1.4 Procurement thresholdsAccounting Officer’s limits (Secretary)

All procurements within the limits below are subjectto approval by the Accounting Officer.

Anything above these thresholds requiressubmission to PRAZ for further evaluation by theSpecial Procurement Oversight Committee.

6.1.5 Responsibility forprocurementEach Ministry, and in this case the MoPSE, is nowresponsible for managing procurements under itscontrol, within the Accounting Officer’s limits. Theresponsibility for ensuring that its procurementactivities are carried out in compliance with the Actshall depend upon:

i. The entity’s Accounting Officer; and

ii. Within their spheres of responsibility, themembers of the entities’ ProcurementManagement Unit and each entity’s employeesand agents who are involved in any way withprocurement.

6.1.6 The ProcurementManagement UnitThe Procurement ACT guides that each Ministryand in this case the MoPSE shall establish aProcurement Management Unit headed by theAccounting Officer, which shall be responsible for

Goods andservices Limit

Goods $100 000

Services $50 000

Construction works $200 000

Table 16: Procurement thresholds

Category Request forQuotations Competitive Bidding

Goods Below $10 000 Above $10000 to $100 000

Services Below $5000 Above $5000 to $50 000

Construction works Below $20 000 Above $20000 to $200 000

Please note, the above thresholds are subject to review from time to time

Table 17: Quotation and Competitive Bidding Thresholds


managing all the Ministry’s procurement activitiesin accordance with the Act. The Procurement Unit’sfunctions include the following:

i. planning its procurement activities;

ii. securing the adoption of the appropriate methodof procurement;

iii. preparing bidding documents in compliance withthe Act for the design of contract specificationsand the evaluation criteria;

iv. preparing bid notices and short-lists as well asmanaging bidding processes, including pre-bidmeetings, clarifications and the receipt andopening of bids.

The role of a school leadership is to follow thefunctions of the procurement guidelines within theMoPSE and to obtain/get the relevant documentsthat may be needed for conducting procurementactivities.

6.1.7 Evaluation committeesFor each procurement activity that was described,the prescribed standard threshold as discussedearlier, (see Section 10 of the regulations), theAccounting Officer who in this case is the schoolleadership shall appoint an Evaluation Committee.Therefore, there is need to know how to build anEvaluation Committee as discussed in the sectionthat follows.

6.1.7.1 Composition of EvaluationCommittee

i. One member of the PMU;

ii. At least three other members, including;

l The person responsible for preparing therequirements or alternatively, the technicalspecifications for the procurementconcerned, or a person with equivalenttechnical expertise;

l A financial officer; and

l One or more other members to providetechnical, legal, financial or commercialexpertise each as appropriate.

At school level, the School Head should create areplica of this committee, with the Deputy Head asthe Chairperson, the Bursar as the Finance Officer,HODs responsible for preparing their requirements,and another member who will be assigned tosource quotations; and then any other memberswho may be able to offer technical or commercialexpertise.

6.1.7.2 Functions of the EvaluationCommittee

School leadership should acquaint themselves withthe following functions of an Evaluation Committee: i. Evaluating bids and preparing the bid evaluationreport;

ii. Making recommendations for award of acontract;

iii. Submitting the committee’s evaluation reports tothe School Head;

6.1.8 Division of procurementSchool leadership is responsible for dividing aprocurement requirement which could be procuredin a single contract, into a package consisting ofseveral lots which may bid separately but worktogether as a unit, especially where it is anticipatedthat the award of several separate contracts mayresult in the best overall value for the school.However, School Heads should not divide aprocurement requirement in order to avoid financialthresholds prescribed for the purposes ofdetermining the appropriate procurement method.

6.1.9 Description of theprocurement subject matterIn the school bidding documents, Heads areexpected to ensure that they set out clear, full andappropriately detailed description of the


procurement requirements, without referring to anyparticular trademark or brand name; or to anypatent or design, or to any producer or serviceprovider.

6.1.10 Participation by biddersExcept as prescribed under the Act, bidders shallbe permitted to participate in the procurementproceedings without regard to nationality, providedthey meet some of the following criteria for eligibilityas the school considers appropriate and relevantso that:

i. they meet specified ethical standards;

ii. they have the legal capacity to enter into theprocurement contract;

iii. they are not insolvent, in liquidation or underjudicial management;

iv. their affairs are not being administered by acourt or a judicial officer;

v. their business activities have not beensuspended and they have no pending legalproceedings and;

vi. they pay all taxes, duties and rates for whichthey are liable in Zimbabwe, together with anycontributions or payments due under theNational Social Security Authority Act (Chapter17:04).

6.1.11 Procurement methodsSubject to the PPDPA Act, the school, under itsleadership shall employ the competitive advantagebidding method of procurement, except whereother methods may apply. The methods are brieflyexplained below.

6.1.11.1 Competitive bidding method(Section 31)The competitive bidding method of procuremententails a process in which school leaders do thefollowing:

i. Prepare a bidding document detailing theprocurement requirement;

ii. Publish the bidding document in at least onenational newspaper of wide enough circulationto attract potential bidders;

iii. Permit all eligible and qualified bidders withoutdiscrimination to submit their bids;

iv. Ensure that all bids from eligible and qualifiedbidders are assessed/evaluated according to thesame criteria; and

v. Award the contract to the lowest responsivebidder to specifications or the bidder offering themost economically advantageous bid.

6.1.11.2 Restricted bidding method(Section 32)

The restricted bidding method entails a process inwhich the bidders are limited to those selected orinvited by the school, when the time and cost ofconsidering a large number of bids isdisproportionate to the estimated value of theprocurement requirement.

i. Under the restricted bidding method, the schoolshall invite bids from a standing list of qualifiedbidders established and maintained by theschool in accordance with the prescribedprocedure;

ii. In all other respects, the procedures for thesingle stage competitive bidding method shall beemployed.

6.1.11.3 Direct procurement method(Section 33)

The direct procurement method is one where aschool procures its requirements from one bidderor supplier where no responsive bids have beensubmitted in response to a competitive biddingprocedure and in cases of extreme urgency notattributable to and/or unforeseen by the school, theprocurement requirement cannot be obtained in


time by means of competitive bidding procedures.For other conditions, procurement officers shouldrefer to section 33 of the PPDPA Act CAP 22:23.

6.1.11.4 Request for quotations method(Section 34)

The request for quotations method of procuremententails a process in which the school solicits at leastthree competitive quotations for its procurementrequirements from reputable suppliers, and theprocurement requirement is below the prescribedthreshold.

It is critical to note that when a method ofprocurement other than competitive bidding isused, the school shall include in the record of theprocurement proceedings as a written justificationof the decision to utilise the procurement method,including the grounds for taking that decision.

6.1.12 Standard biddingdocumentsFor the purposes of uniformity and easy evaluation,schools should use standard bidding documentsprescribed by the Procurement RegulatoryAuthority of Zimbabwe (PRAZ) and obtainable ontheir website www.praz.gov.zw

The bidding documents should be ready fordistribution before the publication of the invitationto bid and shall be provided to all potential biddersthat respond to the invitation to bid. A school shallnot charge more for bidding documents higher thanthe cost of printing and distributing them, and wherethey are delivered by electronic means they shallbe free of charge.

Bidding documents provide bidders with all theinformation they need in order to submit responsivebids. There is no need to explain the documents toanyone since that may be misconstrued.

6.1.12.1 Invitations to bid

The school leadership should invite bids throughthe publication of a bidding notice in theGovernment Gazette and in at least one nationalnewspaper of wide enough circulation to reachsufficient bidders to ensure effective competition.The invitation should contain;

i. the identity and address of the school and thecontact details of the person from whom furtherinformation can be obtained;

ii. a description of the procurement, including theplace of delivery of goods or services, thelocation of any construction works and the timewithin which the procurement requirement is tobe provided;

iii. how the bidding documents may be obtained;and

iv. the price, if any, that should be payable for them.

6.1.12.2 Bidding periods

The bidding period shall commence on the date onwhich the bidding document is published in theGovernment Gazette and shall end on the datespecified in that document.

The school, through its leadership needs to affordbidders a reasonable period for the preparationand submission of their bids, which period shallnot be less than;

i. twenty days, in the case of procurement by thecompetitive bidding method where bids aresolicited from national bidders; and

ii. forty days, in the case of procurement by thecompetitive bidding method where bids aresolicited from national and international bidders.

6.1.12.3 Clarification and modification ofbidding documents

The school leadership shall respond promptly andin writing to a written request from a bidder for


clarification of any bidding document, and theresponse shall be communicated simultaneously toall other bidders without identifying the bidder thatrequested the clarification, and in a manner thatdoes not disclose the identities of the other bidders.

The school, through its leadership may modify itsbidding documents at any time before the end ofthe bidding period, but the modification shall becommunicated simultaneously to all the biddersand, where necessary, the school shall extend thebidding period to allow bidders to alter their bids totake the modification into account.

6.1.12.4 Bid securityA school may require bidders to provide bid securityin order to deter irresponsible bids and encouragebidders to fulfil the conditions of their bids. Bidsecurity shall not exceed two (2) percent of theanticipated total tender value. Therefore all bidsecurity should be;

i. stated in the procurement bidding documents;and

ii. imposed equally on all potential bidders.

6.1.12.5 Amendment or withdrawal of bidsA bidder may amend or withdraw his or her bid bysubmitting a notice of amendment or withdrawal tothe school not later than the end of the biddingperiod.

Therefore, a hard-copy bid, shall be submitted in anenvelope identifying the invitation to bid and clearlylabelled, “Amendment of Bid or Proposal” or“Withdrawal of Bid or Proposal”, as the case maybe. On closing of the tender, the amended bidshould be considered and the original bid should bereturned to the bidder unopened.

6.1.13 Opening of bidsAt the end of the bidding period, or as soon aspossible thereafter, the school leadership shall, at

the time and place specified in the biddingdocuments, open all the bids they received.

The opening of bids shall be conducted in publicand the school shall invite bidders or theirrepresentatives to witness it.

At the opening of bids, an employee or agent of theschool shall read aloud and record the followingparticulars of each opened bid.

i. The name of the bidder;

ii. The total amount of the bid;

iii. Any discounts or alternatives offered by thebidder;

iv. Whether or not bid security has been given,where that is required; and

v. Any essential supporting documents.

A school shall ensure that a copy of the record ismade available to any bidder that requests it.

6.1.14 Evaluation of bidsHaving examined the opened bids in terms ofSection 47 and obtained any necessary clarificationin terms of Section 48 of the Evaluation of the BidsACT, the school shall proceed to evaluate thosebids that have not been rejected, in order to providea fair and equal standard basis for comparing them.

The evaluated price for bids shall be determined by;

i. the bid prices, as read out when the bids wereopened;

ii. the delivery time;

iii. operating costs, efficiency and compatibility ofequipment that constitutes or forms part of theprocurement requirement;

iv. availability of service and spare parts andrelated training; and

v. any other criteria that may be prescribed to aparticular procurement.


6.1.15 Ensuring confidentialityof bidsThe school leadership is expected to take allnecessary steps to ensure that information relatingto the content of bids, the examination, clarification,evaluation and comparison of bids is not disclosedto any other person who may not officially beinvolved in the process.

6.1.16 Special ProcurementOversight CommitteeThis is a committee that evaluates documents forthe proposed award of a procurement contract, toensure that;

i. all the processes, procedures and formalitiesrequired to be undertaken in terms of the Acthave been substantially complied with and havenot been omitted; and

ii. generally, the objectives of the Act in relation topublic procurement as outlined in Section 4(1)have, to the fullest possible extent, been takeninto account with reference to the proposedaward.

6.1.17 Contract awardHaving evaluated the bids, the school leadershipawards the procurement contract to the bidder that;

i. submitted the lowest bid that meets the priceand non-price criteria specified in the biddingdocuments; and

ii. offers the most economically advantageoustender.

Before the expiry of the period of bid validity, theschool shall notify;

i. the successful bidder of the proposed award andof the time within which the contract must besigned, subject to any intervening challenge filedin accordance with Part X of the Act; and

ii. the other bidders of the name and address of theproposed successful bidder and the price of thecontract. However, the contract shall not besigned until at least fourteen days have passedfollowing the giving of that notice.

6.1.18 Procurement contractWhere possible, a procurement contract shall bebased on the appropriate model contract set out orreferred to in standard bidding documentsdeveloped by the Authority. Procurement of goodsand services above the thresholds of $10 000.00requires contract signing between the school andthe supplier.

Securing a procurement contract involves;

i. setting out the complete names and addressesof the parties to the contract;

ii. stating the specifications of the procurementrequirement;

iii. specifying the place and time of delivery orcompletion of the procurement requirement andany conditions relating to its delivery orcompletion; and

iv. documenting any other general or specialconditions of contract.

6.1.19 Performance securityIn certain cases, the school through its leadershipmay require the successful bidder to provide aperformance security before signing theprocurement contract, provided that such arequirement is stated in the bidding documents andthe procurement contract. Upon presentation of aperformance security (bond) by the winning bidder,his/her bid security should be released.

6.1.20 Information to be givento rejected biddersThe school leadership is expected upon request, toinform a bidder, promptly and in writing, of the


reason for the rejection of their bid or quotation.Where a rejected bidder requests informationduring the fourteen-day period referred to in Section55(2), that period shall be extended until theinformation has been provided.

In responding to a request for information by arejected bidder, the school leadership shall informthe bidder of the stage at which their application,bid or quotation was rejected and provide details ofany material deviation, reservation or omissionleading to the rejection.

6.1.21 Procurement recordsMoPSE requires that the school leadership keepsseparate records for each procurement (alsoknown as the ‘procurement record’) which shall bemarked with a reference number for easyidentification.

The procurement record shall contain accuratecopies of all documents and communicationsrelated to the procurement concerned.

6.1.22 Conduct of procurementofficersEvery procurement officer shall, in the exercise ofhis or her responsibilities;

i. ensure that each decision is based on adequateinformation to the extent that it is available, andis made in good faith, for a proper purpose inaccordance with the Act, and in the best interestof the school;

ii. ensure fair competitive access by bidders toprocurement proceedings, including the awardof procurement contracts;

iii. avoid any conflict of interest;

iv. act with the utmost propriety/politeness andhonesty;

v. not to reveal confidential information, includingbidders’ proprietary information; and

vi. abide by the code of conduct referred to inSection 71 of the regulations.

*A procurement officer who fails to behave asprescribed shall be guilty of misconduct under PartV of the Public Service Act [Chapter 16:04], wherehe or she is a civil servant.

The procurement officer shall be liable todisciplinary action and any other sanctions orpunishment accordingly and where a contraventionor breach amounts to an offence under any law, theschool shall report it to the police for prosecution.

6.1.23 Conduct of bidders andcontractorsBidders and contractors are required to abide bytheir obligations under the Act and, whereapplicable, their procurement contracts. It is theschool leadership’s role to facilitate the bidders’performance of the contract.

Bidders shall not;

i. collude with each other, before or after theysubmit their bids, in order to deprive a school ofthe benefits of free and open competition.

ii. engage in dishonesty, corruption, obstruction ofjustice or a lack of honesty or business integrity;

iii. engage in anti-competitive practices, whether ornot involving collusion;

iv. neglect or fail without good cause to carry out amaterial provision of a contract, with the resultthat the other contracting party terminated thecontract and additionally, or alternatively,became entitled to liquidated damages or someother contractual remedy; and

v. offer to pay a bribe and other unethicalbehaviour.

The school leadership may reject the bidder’s effortto refuse to consider any bid he or she may submitif they obtain proof that the bidder engaged in actsthat are contrary to the Act.


6.1.24 Challenge toprocurement proceedingsThe school leadership should be aware that apotential or actual bidder in procurementproceedings who claims to have suffered, or islikely to suffer loss or injury due to a breach of aduty imposed on a procuring entity by or under theAct, may challenge the school’s procurementproceedings by lodging a written notice with theprocuring entity in accordance with Section 73 ofthe Act.

i. Where notice of the award of a contract has notyet been issued, a challenge may be lodged atany stage of the procurement proceedings up tothe date on which such notice is issued.

ii. Where notice of the award of a contract hasbeen issued, a challenge may be lodged onlywithin the fourteen-day period referred to inSection 55(2) of the Act.

A challenge shall not be entertained unless;

l in the written notice the bidder has identified thespecific act or omission alleged to constitute abreach of duty on the part of the procuring entity;

l when lodging the written notice, the bidderdeposits with the procuring entity a sum ofmoney in the prescribed amount by way ofsecurity for costs.

If the procuring entity concedes that it breached aduty as alleged in the challenge, it shall within fivedays,

l notify the bidder concerned and the Authority ofits concession;

l take whatever steps it considers necessary, oras the Authority may direct, to rectify the breach.

6.1.25 Procurement returnsAccording to the Public Procurement and Disposalof Public Assets Act Chapter 22:23, schools arerequired to submit through their leadership, the

following procurement returns using the formatprescribed by the Authority;

6.1.25.1 Monthly procurement returnThis return should detail all procurement activitiescarried out during a particular month to besubmitted to Head Office, by the 3rd of the followingmonth through the normal channel ofcommunication.

6.1.25.2 Quarterly procurement return

A consolidation of all procurements carried out in aparticular quarter to be submitted by the first weekof the fourth month.

6.1.25.3 Annual procurement returnThis return should also detail all procurementscarried out in a financial year to be submitted toHead Office by the 3rd of January of the followingyear, through the normal channel ofcommunication.

6.2 Project managementand resource mobilisationIn Zimbabwe, schools have been relying more onlevies and tuition fees as their only sources ofincome without considering a school as a potentialbusiness that could also raise funds for thedevelopment of the school. It is in this regard thatthe business development aspect has beenintroduced in the MoPSE to enable the educationalentities to develop strategies that would createincome-generation sources to augment alreadyexisting incomes in the development of the school.

Finances may come from business partners orprojects run at the school. Thus, a school maygenerate funds through investing its idle resourcesinto viable projects which could be in the short termor long term. These projects need to be managedto attain expected results.


6.2.1 Preparation of a projectproposalIn order to convince the financier that a schoolproject is viable, a project proposal is needed. Aproject proposal is a document that provides all theinformation required for project stakeholders todecide to initiate a project. Details of a projectproposal are presented in the next section.

The leader’s choice of a procurement methodshould be guided by the following thresholds.

6.2.2 Contents of a projectproposal

Executive Summary Very brief, approximately one/1 paragraph should be articulated toconvince the investor / decision-maker to support the project. Should summarise the parts of the project: cost, length of time it willtake, and the problem it will solve.*No surprises to be found in rest of the proposal.

Introduction Give an overview of the project and how the school team is going tosolve the problem.

Statement of the Problem Demonstrate the school leadership’s understanding of the problemand show how they will arrest the problem. Convince the reader thatthis is the problem to be solved.

Objectives Provide detail of how the school intends to solve the problem or howthey want to address the opportunity. Try to be as quantitative aspossible, for example percentage of increased sales /product.

Method/ Activities Address, ‘the what to do?’ questions to solve the problem, to meetthe objectives. There is need to develop about 3 alternatives fromwhich the school will select the best alternatives.

Resources Provide the Capital and Human resources needed. Also show the management structure.

Schedule A work breakdown structure and executive plan of work with time-lines for implementing the project.Provide the control tools for the project team.

Justification Inform the financer why this is the best solution to address theproblem

Budget/Cash Flow Plan

Establish a budget that reflects the real cost of the project. A cash flow statement is also needed to justify viability of the proposal.

Table 19: Contents of a project proposal


6.2.3 Project managementWhen a project has been identified, and projectproposal approved, the next step is that the projectshould be implemented and managed. Thistherefore means the next level of the projectmanagement sets in.

Project management is the practice of initiating,planning, executing, monitoring and controlling, andclosing the work of a team to achieve specific goalsand meet specific success criteria at the specifiedtime. A School Head therefore, should be aware ofthe processes of Project Management as definedabove.

6.2.4 Processes of projectmanagement The supervisor of the projects at a school is theSchool Head who is supposed to know theessential processes involved in projectmanagement that direct the operations towardsmeeting set targets. These are as given below inthe sub-sections that follow:

6.2.4.1 Project initiation

At this stage you aim to answer these questions,'What is this project trying to achieve and why?'

It consists of those processes performed toauthorise and define the scope of a new project,meaning those tasks that need to be done to delivera project such as documenting a list of specificproject goals, deliverables, features, functions,activities, deadlines, and ultimately, costs.

6.2.4.2 Project planning The School Head needs to know that failure to planmeans an automatic failure of the project. Planninghelps the school to develop an understanding ofhow the project will be executed and how the

required resources will be sourced. The SchoolHead also needs to continually adjust the projectplan to respond to new challenges and arisingopportunities. There is need to record each projectdetail and assign tasks.

6.2.4.3 Project execution

This process accomplishes the project'srequirements which involve coordinating peopleand resources, as well as integrating andperforming the activities of the project.

Most of the work is carried out in this phase,products and deliverables are built, assembled,constructed and created. It is also here thatprocurement and team development take place.

6.2.4.4 Monitoring and Evaluation

This is where the performance of the project ismeasured and action is taken based on an analysisof the data.

The results of the executing processes arecompared against the plan and where differencesexist, corrective action is taken either to change theplan itself or the way in which the plan is beingimplemented.

6.2.4.5 Project closure

This phase represents the formal completion of theproject deliverables and their transfer to the finalbeneficiaries - usually internal or externalcustomers.

Also included at this phase is 'administrativeclosure,' which is the termination of the activities ofthe project team, the completion of all projectdocumentation and a formal sign-off of anycontracts.


6.2.5 Benefits of project management planningAs the school leadership works on the project, they may realise that project management is indispensablefrom the successful implementation of the project. The following benefits need to be noted.

projects for effective teaching and learning. Theprocess of designing, launching and running schoolbusiness projects requires innovative and creativeideas from the school leadership. This is theconcept of educational entrepreneurship asencouraged by the ministry.

It is important for to be creative and introduce to theschool sustainable projects that promote discoveryand experiential learning amongst the learners inline with the requirements of the competence-based curriculum (CBC). These projects mayinclude poultry, piggery, fishery or marketgardening, depending on the available resources.All school projects should be done in consultationwith school authorities. The management ofproceeds from these projects should be guided bythe Public Finance Management Act. The projectsand proceeds should be carried out to supportschool operations as well as teaching and learning.

6.2.6 Resource mobilisationIt is important for the school leadership to beactively involved in securing new and additionalresources for your organisation. There is need tomake better use of, and maximize existingresources for organisational sustainability. This iscalled resource mobilisation. For school leadership,it is pivotal to secure financial, human and materialresources to advance the mission and vision of theschool. Gifts and donations received by the schoolin the process of resource mobilisation should behandled following the MoPSE procedures asoutlined in this handbook under the administrationunit.

6.2.7 Entrepreneurship ineducationSchool leadership should develop the ability andcapability to transform the school through viable

l More work is accomplished with less peopleas a result, less overall cost

l Profit increases in a project managementstructure.

l Increases in work quality and reduces powerstruggles in the school.

l It identifies the project management teamand stakeholders.

l It improves monitoring and control of projectactivities.

l It identifies existing resources and indicatesadditional requirements to complete theproject.

l More work is accomplished with less people asa result, less cost on the overall.

l It provides requirements of funds for variousphases of the project.

Table 20: Benefits of project management planningThese include, but may not be limited to these;


6.3 Corporate governanceCorporate Governance (CG) is the system by whichschools are directed and managed. CG influenceshow the objectives of the school are set andachieved, how risk is monitored and assessed, andhow performance is optimized. Effective schoolleaders create good governance structures thatencourage the creation of value while providingaccountability and control systems.

6.3.1 Purpose of corporategovernanceSchools need corporate governance for some ofthe following reasons:

i. cultivation of a democratic and responsivesystem of school management, including moreefficient utilisation of resources;

ii. encouraging greater participation of allstakeholders, (teachers, students, parents andschool management) in the development ofschool policies, rules, plans, and code ofconduct;

iii. maintaining greater transparency in all schoolactivities, including increased flow of informationamong all stakeholders about school plans,finances, rules and regulations, andprogrammes;

iv. strengthening accountability amongstakeholders to improve school management;

v. coordinating the various levels of formalgovernance. (e.g., the District SchoolsInspectors, Resource Centres, or other levels ofmanagement hierarchy);

vi. opening communication among stakeholdersabout how to manage schools.

6.3.2 Basic aspects of schoolgovernance6.3.2.1 Participatory organizations

School leadership need to initiate participationthrough:

i. Formation of the School DevelopmentCommittees through an election process.

ii. Formation of Children’s Club in school throughan election process.

iii. Formation of sub-committees as needed (suchas a Physical Construction or a TeachersSelection Committee) through inclusive parentmeetings.

6.3.2.2 Participatory planning, managementand monitoring

At school level, School Heads should be seen tofacilitate the following;

i. Meetings with stakeholders, local communities,resource centres, the District, Provincial andHead Office Education Directorate;

ii. Monthly meetings with School DevelopmentCommittee (SDC);

iii. Preparation and annual review of academicplans, SDC action plans, and financial plansthrough meetings with teachers, students,parents, and the school management andfinance committees;

iv. Encourage full participation of stakeholders ingenerating local resources for the school.

v. Participation of the School ManagementCommittees, students, teachers, parents, andthe DSI in the preparation of the SchoolDevelopment Plan (SDP).

vi. Democratic, consultative processes formeetings (e.g., the number of meetings,meeting agenda, fixed meeting time, anddecisions on agenda items); and

vii. A declaration by all stakeholders including localpolitical parties, and local leaders to make theschool a zone of peace.


6.3.2.3 Teacher and staff management

Teacher and staff management involves:

i. Making arrangements for induction training tonewly recruited teachers for their professionaldevelopment by the school within its availableresources;

ii. Conducting trainings in accordance with the newupdated/Competence-based Curriculum;

iii. Arranging seminars-cum-workshops to fosterteacher responsibility and accountability;

iv. Conducting teacher performance evaluationsbased on the RBM system; and

v. Providing feedback to teachers and staff forfurther improvement.

6.3.2.4 Resource management

School Heads are expected to manage resourcesthrough:

i. Generation of essential resources for theschool from local and other

sources through the active participation ofstakeholders.

ii. Disclosure of information on the resourcesgenerated at the school.

iii. Management and maintenance of all assetsand infrastructure such as buildings, toilets,drinking water, and furniture.

iv. Keeping updated asset registers of the school;and

v. Conducting income-generating activities.

6.3.2.5 Monitoring and Evaluation

Monitoring and evaluation include: i. the use and maintenance of all school assets

and infrastructure;ii. monitoring learner welfare;

iii. supervising staff attendance, performance andoverall curriculum implementation;

iv. influencing the effective and efficient executionof activities under the School DevelopmentPlan; and

v. guiding staff to ensure adherence to theguidelines of instrument S.I 1 of 2000 (PublicService Regulations).

6.3.2.6 Discipline and professionaldevelopment

School Heads are expected to maintain disciplineand promote professional development by:

i. conducting staff development on S.I 1 of 2000.

ii. applying the discipline system on errantteachers.

iii. availing and ensuring adherence to policies oncontinuous professional development ofteachers and organizing training.

iv. making available and maintaining a suggestionbox.

6.3.2.7 Correspondence and reporting

Correspondence and reporting includes:

i. keeping the Systems and Financial auditsreports up-to-date;

ii. maintaining general correspondence andcommunications to persons and organisationsfor information disclosure;

iii. reporting students’ performance and attendanceto parents’ inquiries;

iv. disclosing the school’s SDP at Annual GeneralMeetings.

v. processing of information to and from District,Provincial and Head Office;

vi. notifying relevant stakeholders of schoolprogrammes;


vii. communication of SDC meeting decisions; and

viii. displaying the accountability chart/organogram.

6.3.2.8 Accountability

Leadership accountability roles of a School Headensure that:

i. The School Development Committee (SDC) isaccountable to the school and community.

ii. SDC members are aware of and execute theirroles and responsibilities.

iii. The head and teachers are accountable toauthorities, SDC, parents and the students.

iv. The head and teachers are committed to andexecute their duties.

v. The School Head and teachers are disciplined.

vi. Learners are dedicated to their learning; and

vii. Learners are disciplined.

6.3.3 Benefits of good corporategovernance The effectiveness of the school corporategovernance performance should be seen throughthe following possible outcomes;

i. Improvement of accountability and transparency.

ii. The school’s ability to fight corruption and badgovernance.

iii. Providing the school with direction that is alignedto its overall vision, strategy and goals.

iv. Enabling the school to have structured reportingsystems for all its programmes and activities.

v. It improving project management capabilitiesthrough efficient use of resources as well ascommunication and engagement.

Summary This Unit explains the legal framework in publicprocurement, the procurement processes,procurement methods, project management,resource mobilisation, entrepreneurship andcorporate governance. Throughout, the unitemphasised that is important for school leaders tofollow standard and expected procurementprocedures that are in line with the PublicProcurement and Disposal of Assets Act Chapter22. 23.

07 COMMUNICATION ANDPUBLIC RELATIONS

IntroductionCommunication, whether in its written or oral form, is the basis ofany business activity. Apart from facilitating the process of sharinginformation and knowledge, it helps people to develop relationshipswith others. By virtue of their posts, school leaders are publicrelations officers. It is imperative for them to devise soundcommunication strategies for the benefit of the school. The presentUnit focuses on Communication and Public Relations in a schoolset-up. The Unit covers: effective communication and schoolleadership, clients’ charter, school leadership and public relationsand channels of communication.

By the end of this Unit, one should be able to:l communicate effectively with different stakeholders.l practise sound public relations with one’s internal andexternal publics

l use different channels of communicationl draft a client’s charter

objective


7.1 Effectivecommunication andschool leadershipEffective communication is significant for schoolleadership as it enables the leadership to performthe basic functions of management that includeplanning, organizing, leading and controlling. Theschool leader’s effective communication will enablehim/her to:i. increase awareness of the school’s role

through clear and coherent messages.ii. educate stakeholders and share information on

school activities to increase dialogue,participation and collaboration.

iii. engage the media to increase publicawareness of key education issues so as tomanage expectations and improve externalperceptions.

iv. facilitate information sharing within the schoolto improve work and interventions.

v. reduce conflicts between internal and externalstakeholders.

vi. enhance ownership of programmes for easyimplementation; and

vii. attract partnership and funding opportunitiesfor your school.

7.1.1 Benefits of effectivecommunication For a school leader, effective communication hasthe following benefits:

7.1.1.1 Team buildingEffective, honest communication has the potentialto bind subordinates together. If the staff are talkingto each other on the job, that is a major steptowards building a good team. A major basis forbuilding teams is when subordinates at school levellook forward to talking with their colleagues and aremore enthused about coming to work. If they knowthat they can communicate freely with schoolleadership about their problems, and thatleadership will listen, that will bind them together as

a school. Good communication builds teams andincreases loyalty.

7.1.1.2 Making things clear

Confusing instructions and unclear guidelines arebad for subordinates. When communicating withmembers of staff, leadership has to be clear aboutwhat they expect. Clarity helps to simplify the tasksthat subordinates are supposed to execute. Thisapplies to whether communication is throughmeetings, instructions, performance reviews oremployee handbooks. If they understand theinstructions or communication related to their dutiesand responsibilities, everything will flow smoothly.

7.1.1.3 Managing diversity in theworkforce

Effective and accurate communication is even moreimportant if the workforce is diverse. With a mix ofraces, nationalities, genders or faiths on the job, itis easy for people to offend each other. If‘promotion’ and employee rules are not clear, someworkers may feel they have been discriminatedagainst.

Rules, regulations and policies that clearly spell outhow the school applies rewards and penalties canclear things up. Clear guidelines telling members ofstaff how to treat each other helps avoid unwantedconflict.

7.1.1.4 Dealing with problems

Poor communication causes all sorts of problems.If subordinates receive conflicting instructions, theschool is likely to have serious problems.Therefore, effective communication skills canresolve the problems, or better yet, prevent themfrom developing in the first place.

7.1.1.5 Surviving difficult situations

Leadership should always remember that when thegoing gets tough, subordinates get nervous. It is notadvisable to duck discussions, because that may


kill the faith of the subordinates in the school.Talking honestly about the situations/conditions canstrengthen their trust. School leadership should notwait until disaster strikes to start communicating.

7.1.2 Channels ofcommunicationTo get the message out to different audiences whouse different communication channels, leadership

should make use of a complementary mix of onlineand offline media. Offline media includes radio andTV spots, newspaper coverage, pamphlets andnewsletters, and interpersonal exchanges. Onlinemedia include a technically sound website andintranet, social media, and electronic mailing lists.Below are some of the suggested channels ofcommunication:

Offline Channelsi. Reports and other internal information productsii. Electronic media (radio and television) –

l media releases l public affairs announcements/infomercialsl studio interview programs/talk shows/discussionsl paid spotsl documentaries

iii. Print media (newspapers and magazines) – l media releases l public affairs announcements/advertorialsl special features/seriesl columns and guest opinion pieces l paid advertisementsl supplementsl letters to the editor

iv. newsletters, bulletins and circulars.v. Brochures, pamphlets/leaflets, calendars.vi. Issue briefs/fact sheets and policy papers. vii. Reports and bookletsviii. Networking meetings, forums, seminars/symposia,

workshops, briefings, tours.ix. Public meetings using existing structures (e.g.,

community-level meetings, press club meetings).x. Stall displays & Information booths at exhibitions and

public events to network, and distribute material andinformation.

xi. Outdoor - Posters, banners, billboards, bus boards,stickers, Caps, t-shirts.

xii. Mass events – Road shows, live plays, and communitytheatre.

xiii. Competitions.

Online/Web-based Channelsi. Website and intranetii. Email newsletter/e-mail listiii. Social networking groups such

as WhatsApp, Facebook,Twitter, YouTube andInstagram.

iv. Banner advertising and crosslinking

v. SMS/texting (publicinformation bulk messaging)

Table 21: Offline and online media channels


7.2 School leadership andpublic relationsOne of the major roles that school leadership playsis to create favourable relations with both theinternal and external public. Internal public includesBoard Members and those who are employed atthe school. External public involves people outsidethe school organisation. There is need to identifyeach of these groups in order to:

i. create and maintain lasting favourable relationsbetween the school and the various publics;

ii. maintain an atmosphere of mutualunderstanding, belonging and respect betweenthe school and these groups;

iii. improve security of the school;

iv. access donations; and

v. create a favourable image for the school.

7.2.1 The publics of the schoolThe school has internal and external publics asillustrated below

7.2.2 Handling issues from thecommon publicsBelow are some suggestions on how to deal withsome of the common publics:

7.2.2.1 Members of staff

With staff members, there is need to do thefollowing:

l Create in them a sense of belonging and pridein the school.

l Keep them well informed about activities takingplace.

l Identify their strengths and weaknesses in orderto assign to them appropriate responsibilities formaximum productivity.

l To be sensitive and supportive to their needs atthe same time maintaining fairness.

Internal publicsl Teachersl Ancillary staff l Learnersl Head Office, Provincial and District

personnell Responsible Authorityl Parents and School Development

Committeel Zimbabwe School Examinations Council

(ZIMSEC)l Teachers Unions and Professional

Associations

External publicsl General publicl Private sector including publishing houses,

suppliers of goods and servicesl Sister Ministries to the MoPSEl Parliament and Policy Makersl Non- Governmental Organisations l Private Sector, including Publishing

Companiesl Media Houses

Table 22: Internal and external publics of the school


l Be a role model.

l Respect them.

l Create team spirit among staff.

l Engender a sense of commitment to their duties/responsibilities.

l Always respect all these groups.

l Involve all members in planning and decision-making.

l Guide and counsel them when they makemistakes.

l Be approachable and have an open-door policy.

l Be professional and accessible to members ofstaff.

l Make sure members’ confidential issues anddocuments are treated well.

7.2.2.2 Learners

This is a special group of our stakeholders andschool leadership needs to be sure the followingthings are done:

i. create a sense of belonging and pride to theschool in the learners.

ii. create professional relationship with learners.

iii. be accessible, sensitive, sympathetic, lovingand respectful but maintaining firmness andfairness.

iv. create programmes that are enjoyable,engaging, challenging and meaningful.

v. mete out appropriate and corrective punitivemeasures.

vi. call the learners by names, caring about theirneeds and solving their challenges.

vii. make rules that are simple, humane andrespect the rights and responsibilities of thechild.

viii. set realistic and attainable goals;

ix. give learners a listening ear; and

x. always communicate with them regularly.

7.2.2.3 School Development Committeeand Parent Community

This group comes from diverse backgrounds andthey hold different positions in society. Its diversityrequires the school leader to be sensitive to theirviews. It includes local business people, peasantand commercial farmers, church leaders,politicians, ordinary community members and civilservants. Here are a few suggested ways forattending to them:

i. be accessible to all of them;

ii. identify and recognise their potential that benefitthe school;

iii. invite and involve them in school functions;

Please note: School leaders should notcompromise professional ethics in order to pleasestakeholders.

7.2.2.4 Responsible authority

School leaders should always strive to win thesupport of the responsible authority. Without theirsupport, it is difficult to lead a school, hence theneed to know that:

i. every school belongs to a responsible authority.

ii. consulting them regularly on issues affecting theschool will minimize conflict

iii. it is important to involve them in planning anddecision-making;

iv. understand the policies of the responsibleauthorities;

v. invitation of NGOs must be in consultation withDistrict and Provincial Offices; and

vi. it is critical to invite them to school functions.


7.2.2.5 Non-Governmental Organisations(NGOs)

i. Create and maintain a positive link with NGOsso that they take an interest in the school.

ii. Show appreciation in writing to any donationsmade to the school.

iii. Keep proper records of donations.

iv. Be accommodative.

v. Invite them to school functions whereappropriate.

7.2.2.6 Head Office, Provincial and DistrictPersonnel

Cultivate and maintain positive working relationswith Head Office, Provincial and District Officepersonnel. They have key interest in what happensin the school. Leadership needs to enhancerelations with them through:

i. keeping them informed about developments atthe school;

ii. always be guided by policy;

iii. attending District and Provincial Meetings;

iv. acknowledging receipt of donations;

v. submitting accurate returns timeously; and

vi. inviting them to school functions.

7.2.2.7 Other Ministries/Departments

It is necessary for leadership to win the support ofother ministries and departments. Usually, theassistance provided by these departments is freebut the benefits are substantial. Some of theDepartments/Ministries that school leadership mayneed to approach include but are not limited to thefollowing:

i. Ministry of Health and Child Care on mattersconcerning hygiene, sanitation, safety andlearner welfare;

ii. Agritex for advice on agricultural activitiesespecially in relation to the implementation of theagricultural component of the curriculum;

iii. Zimbabwe Republic Police for securityconcerns;

iv. Social Welfare department for BEAM relatedissues and the needy learners.

7.2.2.8 Media relations

As a school leader, media personnel are likely tobe interested in what happens at your school. Areasthat are usually of interest to reporters/journalistsare:

i. performance indicators in national examinations;

ii. sporting activities;

iii. occurrence of natural disasters;

iv. and other issues of human interest.

The School Head should be prepared to interactwith them on local matters and information throughor in consultation with District Office. Policy issuesare dealt with at Head Office.

7.3 Client service charterSchool leadership is expected to creatively comeup with a client service charter. A client servicecharter is a written guiding principle thatcommunicates the school business commitmentwith others.

7.3.1 Components of theclients’ charterWhen writing a charter, there is need to:

i. define the purpose;

ii. scope; and

iii. standards of the school business’ commitmentto client service so that both the subordinatesand clients know what to expect.


7.3.1.1 State your purpose

Good customer service is something created by theschool leadership; and what they make of it is theirpurpose. It should be stated in clear and simpleterms such as, “We make it right, every call, andevery time.” When crafting the charter, it isadvisable to create details and stories thatdemonstrate the purpose. While it is probablyadvisable not to publish these in the actual charter,it helps the school staff to understand the purposeof the client service charter.

7.3.1.2 Define the scope

The school charter defines the full range of clientinteraction. School leaders communicate withclients in person. However, customers call and e-mail too. Another type of interaction is lessbusiness-related, but powerful nonetheless, andthat is social media. When writing the charter, it isadvisable to include how the school will respond tocustomer interaction, for example, on Facebook.Although the school administration might be theonly ones to respond online, it is still important tocommunicate the intended actions with allsubordinates.

7.3.1.3 Spell out standards

Standards are school commitments to doingbusiness with each customer, including the qualityand sourcing of products. The school chartershould spell out how you will do business withoutside partners; and the nature of the productsthat will be dealt with at each level. Other standardsinclude how clients are greeted in person or on thephone, how promptly a customer’s concern isresolved, or how a request is met. Leadershipshould write these standards as expectations fromthe staff.

7.3.2 Implementation of theclients charterWhen drafting the client service charter, schoolleadership should keep in mind how they plan toimplement it.

i. Some charters are one to two pages long andare used internally, published in the employeehandbook and are taught to new membersduring orientation.

ii. Other charters are a brief paragraphsummarised on the school website tocommunicate directly with clients/customers.

iii. Employee training to implement the chartercomes first. Once the charter is drafted,implement training before posting it onto theschool website or any other public place.

iv. There is need to give staff members consistenttraining and feedback so that the client servicecharter is upheld by all at the school.

SummaryUnit Seven 7 emphasises and explains theimportance of communication and public relationsin the school system. Effective communication hasits own benefits and it is the nerve-centre of team-building, managing an effective workforce andeffective problem solving in school settings. Schoolleadership depends on public relations, andeffective communication promotes relationsbetween the school and the outside community.The publics of the school have also been identifiedand explained in Unit 7. The Unit also guides schoolleaders on the development and implementation ofthe client service charter.

UNIT

08 MANAGING LEARNER-TEACHER FRIENDLYSCHOOL ENVIRONMENT

Introduction A rights-based child-friendly school is essential and has a numberof characteristics. It is learner-centred. School Heads and theirteachers are an important factor in creating an effective andinclusive school and classroom environment. Child-friendly schoolsaim to develop a learning environment in which children aremotivated and able to learn.

By the end of the unit the leadership should be able to:l create a positive school climate, tone and culture;l promote an inclusive school environment;l comply with the provisions of the school health package;l uphold school safety and protection; andl maintain discipline, guide and counsel learners.

objective


8.1 School climate, toneand culture8.1.1 School climateSchool climate refers to how the school influenceslearners, including how they learn; how theirdiversity is encouraged and managed; and therelationships among administrators, teachers,parents, and students. The school climate may bedescribed as either open or closed. Schoolleadership should strive to provide an open climatebecause it is conducive to higher productivity. It canbuild a healthy school climate by;

i. getting involved timely in solving challengesfaced by both teachers and learners;

ii. assuming a collegial stance with teachers inprofessional matters at the school;

iii. opening horizontal and vertical communicationchannels for staff, parents/guardians andlearners.

8.1.2 School toneSchool tone is a characteristic that indicates thestandards of a school which could be described ashigh or low. In order for school leadership tomaintain high standards in a school they shouldensure that:

i. the grounds are neat; and

ii. the environment is conducive to teaching-learning.

8.1.2.1 School policies

School policies should address the following:

i. dress code of teachers and learners.

ii. values related to Unhu/Ubuntu/Vumunhu.

iii. standards for the preparation of scheme-cumplans; and adherence to master timetable.

iv. quantity and quality of written work, assessmentand evaluation.

v. sporting activities, school clubs and educationaltours.

vi. development of cordial relations within theschool and the community.

vii.high achievement in academic, sporting, cultureand rewarding excellence.

viii. communication, work commitment and childfriendliness.

ix. food-handlers should have health certificates;and

x. staff meetings and school assemblies.

8.1.3 School culture8

A school culture therefore refers to the school'sinfluence on students, including teaching practices;diversity; and the relationships amongadministrators, teachers, parents and students.Additionally, school culture refers to the wayteachers and other staff members work together,including the set of beliefs, values, andassumptions they share. The quality and characterof school life is based on patterns of students',parents' and school personnel's experience with theway the School Head and his lieutenants shape thenorms, goals, values, interpersonal relationships,teaching and learning practices and schoolstructures.

The school leadership can cultivate a positiveschool culture by ensuring that the:

i. school members work collaboratively to achievethe goals and mission of the school;

8 Refers to the way teachers and other staff members work to-gether and the set of beliefs, values, and assumptions theyshare.


ii. philosophy of Unhu/Ubuntu/Vumunhu isinculcated in teachers, members of staff andlearners;

iii. school is child-friendly; and that the

iv. habits and rituals contribute to positive change;

8.2 Inclusive schoolOne of the principles underpinning the CBCframework is inclusivity. This entails enabling alllearners with diverse learning needs, access andinclusion within an educational structure. Fromthese views, the school leadership is required toembrace all aspects that enable a learner to accesseducation without discrimination based onconsiderations such as gender, disability, race,creed and vulnerability.

School leadership is supposed to:

i. adhere to Secretary Circular Policy No. 7 of2014 on early identification, screening,assessment and placement of learners withdiverse needs using the standard instrumentsand the establishment Remedial classes,Special classes and Resource Units;

ii. provide appropriate learner friendly educationalmaterials and assistive devices; and

iii. adapt infrastructure such as provision of ramps,rails, modification of Water Sanitation andHygiene (WASH) facilities to suit learners withdiverse needs;

iv. refer to the provided supplement that addressesSpecial Educational Needs at Infant and JuniorEducation Level in Literacy, Numeracy andInclusive education manual;

v. ensure that all special examination conditions forboth internal and external are adhered to(ZIMSEC Examination Handbook for Centre);

vi. consult the relevant Learner Welfare,Psychological Services and Special NeedsEducation department at district level forappropriate assessment and recommendation.

8.3 School healthstandards The provision of the Zimbabwe School HealthProgramme (ZSHP) is meant to operationalisecomprehensive school health educationprogramming from infant to secondary level.

8.3.1 School health packageSchool leadership should be conversant with theschool health package that includes;

8.3.1.1 Water Sanitation and Hygiene

Water, sanitation and hygiene (WASH) cover the;

i. provision of safe water;

ii. proper waste disposal;

iii. adequate and age appropriate ablution facilities;

iv. adequate hand-washing facilities;

v. provision of sanitary ware and incinerator shouldbe budgeted for all the times.

8.3.1.2 Nutrition services

This is an integral part of the school-feedingprogramme that should incorporate nutrition andupholding optimal food hygiene and safetystandards. Refer to Secretary Circular No. 5 of2019 on Operational Guidelines for theImplementation of the Home Grown School-Feeding Programme for all infant, Junior andSecondary learners. Its provisions are as follows:

i. storage and preparation of food;

ii. provision of balanced diet;

iii. school-Feeding Programme (HGSFP)resources;


iv. hygiene at all levels; ( learners, teachers, foodhandlers);

v. community participation and appreciation ofthe Home Grown; and

vi. diversified HGSFP projects to sustain theprogramme.

8.4 School safetystandardsSafety issues refer to a healthy, physical andemotional environment for school personnel andlearners. The school leadership should establish apositive supportive and safe environment toenhance learning. A safe school environmentshould have the following:

i. social and emotional security;

ii. safe play grounds;

iii. drill sessions on safety issues;

iv. supervision mechanisms for learners duringbreak times;

v. meteorological reports;

vi. environment awareness programmes;

vii. mitigation measures to reduce risk to life andproperty; and

viii. safe water.

8.5 Child protection issuesHandling of learner welfare issues is a concern inschools. School leadership is required to adhere tothe statutes such as Children’s Act Chapter 5.06and policy guidelines. Therefore, school leadershipis expected to be aware of the following issuesaffecting the learners:

i. all forms of child abuse; (sexual, physical,neglect and emotional)

ii. drug and substance abuse;

iii. early pregnancies and marriages;

iv. bullying including cyber bullying;

v. child trafficking;

vi. guidance and counselling;

vii. online safety (pornographic material); and

viii. behavioural inconsistencies.

8.5.1 Management strategies forchild-protectionA School Head should be sensitive and respond toissues of child-protection, particularly child abuse.The School Head can use the following strategies:

i. guidance and counselling sessions; (individualand group gender sessions);

ii. special assemblies at school;

iii. controlled school fellowship religious groups;

iv. peer education;

v. testimonies from survivors of substanceabuse; and

vi. awareness by multi-sectorial linkages such asVFU, ZNFPC and Health.

8.5.2 Family dynamic issuesThe school leadership should understand all thelearners and their needs and respond accordingly.For example:

i. child-headed families, that is children below theage of 18 heading and supporting the family;

ii. absentee parents family, a new constituencythat includes parents who live abroad/within butliving in different towns or villages with less orno communication;

iii. children in the streets, that is the begging,touting, or mugging groups;

iv. neglected children, this is a vulnerable group;


v. families of low and high socio-economic status;

vi. children with disabilities; and

vii. children of parents with disabilities.

8.5.3 Child rights andresponsibilitiesChild rights and responsibilities are moral valuesthat denote issues of unhu/ ubuntu and therefore,school leadership should ensure that learnersuphold their rights and responsibilities for them tobe responsible citizens. Some of the children’srights include:

i. equal access to all school facilities, nodiscrimination on any grounds;

ii. best interest of the child;

iii. right to life;

iv. right to survival and development; and

v. respect for the view of the child.

8.5.4 Disaster and riskmanagementWhat is disaster and risk management (DRM)?

l Disaster and risk management in general refersto the strategies used by School Heads toreduce disaster and risk damages usingavailable national and school level policies andstrategies. The management of disaster mustlead to a high level of prevention of any newdisaster that has similar characteristics to theones that may have happened before ordamage to property or valuable possessions andloss of life. This means that school leaders needto reduce severe effects possible and existingdisaster and risks through managing residualrisks thereby helping to enhance levels ofresilience and reducing losses.

l It can be described as a cyclic process wherethere are four quadrants, mainly; Preparednessfor a possible disaster; Mitigation of the disaster;Relief and Normalisation after the disaster asillustrated below.

4Normalisation

after the disaster

School Leader’s Strategies for Managing Resudual

Risks

1Preparedness for a possible disaster

2Mitigation of the impacts of

the disaster

3Relief

Figure 17: Steps or levels of the payment process


l Preparedness for a possible disaster entailstaking pro-active initiatives to be ready for theoccurrence of any disaster. The second stage,which is mitigation involves taking measures tocounter or reduce the negative effects of adisaster. The third stage involves instituting reliefmeasures to bring back stability to theorganisation and the last stage of normalisationis intended to re-activate normal initiatives andprocesses. These activities can be classifiedinto two broad management categories—namely; pro-active and re-active. Pro-active areactivities done before the occurrence of adisaster and re-active in response to a disaster.

School leadership should have key emergencyphone numbers for disaster management units ofleading mobile operators. These are 111, 114 forNetone and 112 for Econet. These Emergencyphone numbers should be on public display at theschool main entrance, exit points and in everyclassroom. Head and Deputy Head contacts arepart of emergency numbers.

8.5.4.1 Suggested disaster preparednessstrategies and activities

Schools should ensure that their physicalenvironments and facilities are safe for effectivelearning and teaching to take place. Some of themigratory measures to put in place to manage andreduce disasters include:

Signage:

l Where staff and learners should assemble inthe event of a disaster;

l Public entrance and exist for vehicles andpedestrians;

l Parking space and how to park; and

l School's map demonstrating hazard mapping.

Specific Emergency Assembly Points (EAP)

l Car park, play grounds, open space outsideadministration blocks and other key functionalareas designated by the school administration.

l Danger warning signs should be displayed at allhazardous points such as electrical distributionpoints, chemical storage points, as well aswhere there is heavy and dangerous machineryand swimming pools.

Display Key safety rules at special spaces such as:

l School pick-up and drop-off points;

l Technical and Vocational practical subjectareas;

l Sports and recreation areas (swimming poolsand gym);

l Science laboratories (label all flammable anddangerous chemicals); and

l Computer laboratory.

General school grounds and surroundings

All school grounds should be labelled with safetyrules and guidelines for safe usage. Emergencycontact numbers for help from specialist serviceproviders, instructions on how to get help, react,perform first aid and what not to do should clearlybe displayed. Information brochures on how toprevent and respond to fire outbreaks; how toprevent and respond to electrical shocks, and fromthe Traffic and Safety Board of Zimbabweespecially information on how to prevent andrespond to road accidents should also be madeavailable to both members of staff and learners.

School Disaster Management

As a measure to ensure adequate preparation forrisks and disasters, schools should observe thefollowing:

l establish a School Disaster Risk ManagementCommittee;

l develop a School Disaster Risk ManagementPlan;

l assess existing capacity for disastermanagement;


l participate in disaster management activities;

l engage the School Development Committeeand other local stakeholders in riskpreparedness, assessment, reduction, responseand avoidance of the recurrence of such;

l identify and train school-based DisasterManagement teams; and

l implement mitigatory measures and response-preparedness at school level.

Risk reduction and safety education

In order to enhance knowledge, attitudes and skillson disaster reduction in learners and the generalpublic, school leadership should develop a cultureof safety. The school leadership should put in placea school disaster management plan which shouldbe developed by all the stakeholders. The specificDRM activities include:

i. fire drills for the whole school that are wellplanned and evaluated;

ii. discouraging learners from crossing floodedrivers;

iii. providing first aid kits, sand buckets, blankets;

iv. adhering to the new school infrastructure plans;examples include construction of two-doorclassrooms structure and

v. blowing of a whistle/bell/siren using emergencycode agreed on at the school.

8.6 Managing learner disciplineTo promote or inculcate discipline school leadershipis expected to create conducive environments forsuccess as follows:

i. accomplishment of set goals and objectives;

ii. promotion of unity, peace and harmony; and

iii. building an effective friendly learningenvironment.

8.6.1 Maintenance of disciplinein a schoolIn order to have effective order in a school theleadership should ensure that;

i. every staff member participates in themaintenance of discipline;

ii. guidance and counselling is done effectively atall levels;

iii. there are well planned, educative, effectiveassemblies emphasising onUnhu/Vumunhu/Ubuntu;

iv. they hold consultation days;

v. they have minimum but robust rules for thesmooth running of the school;

vi. they have set recognised channels ofcommunication;

vii. they allocate a class teacher to every class;

viii. there is a functional prefects body; and

ix. leadership are role models.

8.7 Guidance andcounsellingThe school leadership should ensure that Guidanceand Counselling is implemented at the schoolthrough;

i. psycho-educational support services;

ii. career guidance sessions at the school;

iii. incident reporting;

iv. observing confidentiality of clients; and

v. utilisation of the subject panel meetings andworkshops at school and cluster levels.

The success of guidance and counselling sessionsrest on the support, supervision and monitoring ofthe programme provided by all stakeholders in theschool.


SummaryUnit Eight (8) discusses how school leaders shouldcreate and manage learner-teacher friendly schoolenvironments. The Unit also emphasises that theschool climate, tone and culture are criticalvariables leaders should use for promoting effectiveteaching and learning processes in the schools.The aspects that necessitate the need to createlearner-teacher friendly school environments arealso identified in this unit, and these include theneed for creating inclusive school contexts, schoolhealth contexts and safety. Child-protection,disaster risk management; learner discipline,guidance and counselling emerge as key pillars tomanaging learner and teacher friendlyenvironments.

09 SCHOOL PLANNING ANDDEVELOPMENT

IntroductionPlanning and Development play a pivotal role in the delivery ofquality education at school level. Educational Planning is theapplication of rational and systematic analysis of threats to theschool in order to understand the process of development with theaim of making education more effective and efficient whenresponding to the needs and goals of its learners and society. Onthe other hand, Education Development actions aim at enhancingteaching/learning that is key for ensuring institutional quality andsupporting institutional change. It is therefore critical that schoolleadership be familiar with the aspects of planning anddevelopment. This involves deciding beforehand, what is to bedone, when it should be done, how it is to be done and who isgoing to do it. As the School Head, one should understand theissues about school development. The school must improvevarious fronts such as infrastructure, provision of teaching andlearning materials and furniture as critical aspects of development.

By the end of this Unit school leadership should be able to:l assist teachers and SDCs to craft the SchoolDevelopment Plan (SDP);

l follow requirements for the provision of infrastructureand maintenance of the same;

l come up with solutions to challenges through ActionResearch within the school;

l collect accurate Education Management InformationSystem (EMIS) data and make timeous returns;

l meet the requirements and procedure followed on feesand levies applications.

objective


9.1 Crafting a SchoolDevelopment Plan The School Development Plan (SDP) is a strategicplan for improvement. It presents in a clear andsimple way, the school priorities, the main actionsthe school will take to raise standards, theresources needed or committed to implement theseactions, and the key outcomes and targets that areto be achieved.

At the crafting stage of the SDP, the School Headis expected to involve teachers and non-teachingstaff, SDC, parents, learners, and Educationpartners in reference to MoPSE Policies.

The SDP should encompass short, medium andlong term plans:

i. Short term plans can be referred to asoperational plans and usually are detailed. Theyinclude costs/budget such as stages inconstruction of classrooms/teachers’ houses;

ii. Long term plans are one-directional (what will bedone in future, giving general guidelines) do notnecessarily include costs and they do notinclude detail.

It is mandatory to have a school development planbefore expending funds for particular projects.

9.2 School infrastructureand maintenance9.2.1 Requirements for theprovision of infrastructure andmaintenanceTo provide infrastructure and its maintenanceschool leadership need to:

i. follow guidelines on the requirements forestablishment, construction and registration ofschools;

ii. inform the Schools Inspector Infrastructure andDevelopment Officer (SIDO) to monitor theconstruction of infrastructure projects;

iii. ensure the availability and source of funds toundertake infrastructural constructions;

iv. involve the parent community in infrastructuraland maintenance developments;

v. ensure safety and accessibility of the occupantsthrough provision of:

l fire-fighting equipment;

l inclusive educational facilities;

l maintenance routines and

l insured school infrastructure.

9.2.2 Equipping specialistrooms and sporting facilitiesThe leadership at school level is required to providethe necessary equipment for the different specialistrooms and sporting facilities in the school.

9.2.3 Maintenance of schoolinfrastructureSchool Heads are required to arrange for:

i. routine inspection of infrastructure, for example,constantly inspecting fire-fighting equipment;

ii. urgent repairs, for example blown-off roofs orbroken windows;

iii. ensure specialists attend to damages toinfrastructure such as wall cracks.

9.3 Research, innovationand developmentSchools are encouraged to conduct research as itis a prerequisite for both innovation anddevelopment. It is a systematic investigation of asituation in order to establish facts and reach new


conclusions to improve the learning outcomes. It isimportant to identify problems within the institutionand conduct research in order to solve them andenhance all the critical competences in learners.Aspects school leaders can explore may include:

l passrates;

l learner welfare;

l school discipline;

l absenteeism

l enrolment trends;

l fees payment trends;

l learners distance from schools;

It is important that school leaders work andmotivate their staff and learners to further developand sharpen skills in the following areas:

i. infrastructure development;

ii. communication and language development(including the teaching of new languages);

iii. personal, social and emotional development;

iv. expressive arts and design development(children given chance to express themselvesand learn new things).

The School Head is expected to ensure thatresearch, innovation and development remain aconstant feature at the school.

9.4 Collection ofaccurate EMIS dataThe School Head is expected to accuratelycomplete the ED 46 form annually by theprescribed census date as part of EducationManagement Information System (EMIS). Theinformation collected through ED 46 is essential asit is used to make future educational plans from theschool up to national level.

School leaders are required to submit returns toHead Office through the normal communicationchannels timeously. These returns include:

i. ED 46;

ii. enrolment returns; and

iii. staffing returns.

9.5 Fees and leviesapplication proceduresFees and levies are key in the running of aneducational institution. Without the requisitefinancial resources, school vision, mission, goalsand objectives will not be realised. The SchoolHead should make an application two monthsbefore beginning of the following term in which thenew fees should be effected to allow forassessment and approval of the application by therelevant authority. The School Head should fulfil therequirements and follow the correct procedurewhen applying for fees adjustments. Therequirements for fees and general levies applicationinclude:

i. application letter for the fees/leviesadjustments;

ii. a budget to accompany application;

iii. original parents’/guardians’ attendanceregister;

iv. minutes of a meeting held with the parents;

v. voting patterns on the fees/levies;

vi. receipts and payment accounts;

vii. current fees/levies approval letter and currentfees/levies paid;

viii. current debtors list if any; and

ix. audited financial statements for the previousyear.


9.5.1 Procedure for special levyapplication Special levies are requested when a school needsto embark on a particular project such asconstruction projects ending at a specific time slot.The above requirements on the general fees andlevies application apply when applying for a speciallevy. The only difference is that special leviesshould not exceed the specified period of payment.

The school leadership should acquaint themselveswith the appropriate educational planningprocesses which are pivotal for the development ofa school. Heads of schools should master thedictates of this process in order to run the schoolefficiently. When undertaking developmentalinitiatives in the school it is critical to involve keystakeholders such as learners, members of staff,cooperating partners and the parent community.There is also the need to be familiar with variouspolicy documents that give direction to whatever isdone in the school.

Summary The issues related to School planning anddevelopment are critical for quality educationstandards delivery. This unit explains how schoolleaders may strategise to craft desired SchoolDevelopment Plans (SDPs), and schoolinfrastructure maintenance strategies. Research isdescribed as a precursor to innovation anddevelopment, including effective infrastructuralmaintenance. Throughout this unit, the emphasis isthat school leaders should follow the SchoolDevelopment Plan when implementing schoolprojects and programmes.

10 INFORMATION AND COMMUNICATION TECHNOLOGY

IntroductionMoPSE’s goal is to maintain its position as a leader in educationand to ensure that the country is competitive in the rapidly evolvingtechnological global economy. The objective is to provide learnerswith quality and relevant education that includes the use of themost up-to-date information and communication technologies(ICTs). To meet this end, increasing the capacity for the deploymentand use of ICTs in schools is one of the cornerstones of theEducation Sector Strategic Plan (2016-2020) as well as thecurriculum framework (2015-2022). This should be coupled withthe provision of suitably trained teachers to teach the learning areas.

ICTs offer many proven benefits in education and they provideteachers with powerful new means of strengthening teaching andlearning. Moreover, ICTs can help to close persistent achievementgaps and help Learners develop the knowledge and skills they willneed to pursue further studies, find productive employment, createnew opportunities for them and contribute to the development ofthe nation. Against this background school leadership should putincreased emphasis on the integration of ICTs into everydayteaching and learning.

The objective is for the school leaders to:l equip teachers with knowledge on competency-basededucation and how to embed core skills in their day-to-day teaching;

l ensure that regular maintenance of hardware andsoftware is carried out for the sustainable use of ICTtools;

l provide reliable, equitable, inclusive and universalaccess to the e-Resources (hardware, software and all e-Learning resources) required to support e-Learning inthe school for all learners;

objective


10.1 ICT policiesIt is important that school leadership knows andunderstands existing and planned national policiesrelating to ICTs in education. Also school leadershipshould be able to identify how classroom practicescorrespond to and support these national policies.School leadership should understand that lessonsshould not focus on the technology but rather thelearning objectives identified in the curriculum. Thefollowing are some of the policies which SchoolLeadership must have access to:

i. Curriculum Framework (2015 – 2022)

ii. Education Sector Strategic Plan (2016 – 2020)

iii. Non-Formal Education Policy (2015)

iv. Postal and Telecommunications Act [chapter12:05]

v. Interception of Communications Act [chapter11:20]

vi. Access to Information and Protection of PrivacyAct [chapter 10:27]

10.2 Educational internetSchool leadership must ensure:

i. provision of electrical power;

ii. setting up a school internet policy on internetsafety to ensure that all staff and learners followsafe procedures when using the internet; andthat

iii. learners are protected from the threats that existonline.

10.3 Hardware andtroubleshooting The school leadership must ensure the following:

i. conformity to guidelines as provided in thePublic Procurement and Disposal of PublicAssets Act Chapter 22:23 and the StatutoryInstrument SI 5 of 2018 ProcurementRegulations;

l provide relevant, reliable and timely access to the dataand information required to support formative andsummative assessments of learner performance;

l ensure that teachers create engaging and interactivemulti-media content and presentations for lessondelivery;

l learn how to use ICTs tools to make education moreengaging, motivating and innovative; and

l facilitate that teachers participate in continuous ICTprofessional development and training programmes;


ii. ensure regular maintenance of hardware andsoftware so that they remain functional; and

iii. ensure regular software upgrades are carriedout as well as ensuring that antivirus software isregularly updated.

10.4 Office applicationsSchool leaders should demonstrate the ability touse locally available office applications that comewith a computer. The main focus should and notonly be limited to Ms Word, Ms Excel and MsPowerPoint.

It is a standard requirement that school heads mustensure that every staff member is:

i. conversant with office applications;

ii. able to produce typed and electronic schemesand other reports; and

iii. capable of using presentation software.

10.5 E-mail and socialmedia Social media has revolutionised communication,business and even the way people interact on aday-to-day basis. The ability for School leaders tobe familiar with and to use social media in schoolsto the advantage of executing school goals is anessential 21st century skill as its use has thepotential to influence the improvement of schools.The various social media platforms that areavailable include WhatsApp, Facebook, Twitter,Instagram, Pininterest and LinkedIn can be used tofacilitate teaching and learning

School Leaders should ensure that all teachers:

i. have an email address used for officialcommunications;

ii. adhere to e-mail etiquette and e-safety whenusing social media;

iii. understand the risk of fraudulent attempts toobtain sensitive information such asusernames, passwords and credit card detailsby persons disguising as a trustworthy entity inan electronic communication;

iv. avoid sending sensitive information such ascredit card numbers and passwords;

v. avoid opening unknown e-mails as some emailattachments can contain viruses;

vi. who use second-hand computers should seekauthorisation and clearance from ResponsibleAuthority;

vii. ensure constant updating of school websites;and

viii. filter e-mail to eliminate unsolicited e-mail (alsoknown as spam).

10.6 ICT and the physicalenvironment When properly used, a networked computer lab canprovide an effective foundation for developing ICTskills and competences. Existing computer labs canbe used for specialised learners to practise anddevelop their ICTs skills and also as a main learningarea, hence:

schools should embrace the concept of in-classroom technologies where in every classroomthere should be a projector, smart board and acomputer;

i. school Leaders must aim for scenarios wherelearner-to-computer ratio is 1:1 and also

ii. ensuring the existence of an asset register forICT tools and software.


10.6.1 Use of mobiles in thelearning processSchool Leaders are encouraged to embrace mobilelearning. Increased numbers of learners haveaccess to mobile devices (Laptops and Tablets)and some even have smart phones. ICT toolsshould be considered as security items andsafeguarded accordingly.

10.6.2 ICT to support traditionalpedagogy School Leaders are expected to encourageteachers to:

i. incorporate appropriate ICT activities into lessonplans across the whole curriculum;

ii. support learner acquisition of school subjectmatter knowledge and promote innovativethinking;

iii. use presentation software and digital resourcesto support instruction and problem solving in theclassroom through:

l understanding how ICT tools can support therecently introduced competency basedcurriculum (CBC);

l identifying relevant ICT problem solving tools,not only to learning areas related to ICTs, buteven to everyday life events in their lives;

l using ICT tools to communicate ideas aboutpedagogical ICT integration across thecurriculum.

10.7 ICT for professionaldevelopment Professional development (PD) goes beyond theterm 'training'. Professional Development includesboth formal and informal means of helping teachers

not only to learn new skills but also develop newinsights into pedagogy and their own practice, andexplore new or advanced understandings ofcontent and resources.

School Leaders should facilitate opportunities forstaff to:

i. participate in online ICT-based communities ofprofessional practice to facilitate the regularsharing of knowledge, strategies, lesson plansand other types of information on how to useICTs effectively to improve teaching andlearning and increase learner performance inall learning areas;

ii. create a professional development plan;

iii. locate and use resources that help to provideprofessional development opportunities;

iv. identify relevant resources for professionaldevelopment; and to

v. identify and promote collaborative teachernetworks.

10.8 ICT and thecurriculumICT can be used to help everyone in the schoolaccess and interpret the curriculum as well as getsupport on how to implement it. The curriculummust enable educators and learners to use ICT asa tool to improve the quality of education in alllearning areas at all levels in teaching and learningpractices.

School Leaders should ensure:

i. ICTs support the emergence of teaching andpedagogical learner-centred approaches aswell as encourage research, communicationand collaborative learning;


ii. establish an array of dependable supportservices to ensure continuous un-interrupteduse of ICTs in the school;

iii. e-Resources support teachers in their efforts togo beyond traditional drill and practiceexercises, and focus on more learner-centred,inquiry-based participatory instructionalstrategies, such as e-textbooks, digital games,virtual reality learning environments and thedevelopment of e-Resource centres;

iv. provision of resources over networks to supportlearner research by helping learners locate,evaluate, synthesize and apply data andinformation to solve problems;

v. avail e-Resources via other forms of digitalmedia, including, but not limited to CD, memorysticks, television, radio and smart phonesamong others;

vi. professional development and trainingprograms shall be provided for teachers on theuse of ICTs to improve instructional practicesand support the development of higher orderskills; and the

vii. capacity shall be developed and maintained atall levels and in all areas to ensure the effectiveand efficient deployment and usage of ICTs forteaching-learning and in all functionaloperations.

10.9 The use of ICT tosupport assessment There are various tools—simple and orsophisticated that can be used for assessment.Assessment should include diagnostic, formativeand summative forms of assessment. Schoolleaders must ensure that an effective assessmenttool encompasses the following:

i. that assessment is embedded into teachingand learning as an essential component;

ii. that learners recognize and apply thestandards they are aiming for from the start;

iii. that learners are encouraged to self-assess orto be self-reflective;

iv. that assessment provides feedback whichleads to learners recognizing their next stepsand how to execute them; and

v. that assessment is underpinned by confidencethat every pupil can improve;

vi. that it involves both teacher and learnersreviewing and reflecting on assessment data.

All schools must have an appropriate set ofdigitally-based assessment tools, including, but notlimited to tools to support: classroom-based learnerassessments, national learner assessments,monitoring and evaluation and comparison ofschool results.

10.10 SchoolsManagement Information System (SMIS)E-resources include tools for assessing learnerprogress, monitoring and evaluating school andsystem performance and conducting the widerange of daily administrative, management,planning and policy analysis functions that keep thesystem running. These can include thedevelopment of school management and learnermanagement systems (SMS and LMS), EducationManagement Information Systems (EMIS), humanresource development and payroll systems andfinancial planning systems. For effective andefficient management of Information Systems it isessential to constantly update these.

It is encouraged that school leaders adoptcomputerised school management informationsystems for use with the following:


i. learner enrolment;

ii. classroom allocation;

iii. school timetable; and

iv. school finance management.

This is important because school leaders mustensure that a wide variety of professionaldevelopment and training programmes areprovided for staff at all levels in specific functionalareas, including, but not limited to programmes in:

a. policy analysis and planning,

b. monitoring and evaluation,

c. learner assessments,

d. data and information management,

e. human resource management and financialmanagement.

SummaryIn this final Unit, we discuss Information andCommunication technology as a theme that shouldrun throughout all school activities. School leaderswho are not ICT literate may be viewed asimpediments to national development since the unitemphasises the use of Information CommunicationTechnology in school leadership, management,teaching and learning. There is need for continuousprofessional development related to ICT ineducation. ICT has become a cross-cutting themefor all the operational activities in the schoolsystem.

General Conclusion Educational practice, regardless of which aspectpeople look at, whether regarding instruction,management of learning, curriculumimplementation or supervision of staff, has under it,the school leadership assumptions that influencewhat is acceptable quality of education. Leadershipdetermines the achievement of school goals,learning outcomes and instructional outputs in theschool system. It is educational leadership thatgoes over and beyond educational management toinfluence what happens in a school. In Zimbabwe,school leadership should strive to create a positiveimprovement in educational processes and policiesin those areas that are viewed as areas of concern.Development in education is premised on effectiveleadership. Leaders influence educationaldevelopment through planning, monitoring andevaluating programmes and processes to ensureefficiency and effectiveness. Indeed effectiveeducational leadership makes a difference inimproving the desired teaching and learningoutcomes.

Quality school leadership is seen throughinnovativeness and is always striving to introducenovel initiatives that enhance creativeorganisational productivity. Timely planning is arecipe for high quality school leadership because itallows the setting of directions, charting a clearcourse that all human resources in the schoolunderstands. Effective school leadership is involvedin establishing high standards and using data totrack progress and performance. Effective schoolleadership develops people and provides teachersand others in the system with the necessarysupport, and training to succeed.

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However, while school leadership is important, itmay not work in isolation. Placed in isolation,leadership may not be a sufficient condition forsuccessful schools. Evidence reveals thatinstructional leadership has been shown to beimportant for promoting improved academicoutcomes for learners. Educational managementand leadership complement each other in the waythey affect and motivate the human resources orteams to achieve the intended objectives ineducation. A combination of both strategies can bebeneficial in ensuring school success. Effectiveleadership operates directly to promote learneroutcomes by supporting and enhancing conditionsfor teaching and learning through directimprovements on teachers and their work.

School leaders, have a key role to play in settingdirection and creating a positive school cultureincluding the proactive school mind set, supportingand enhancing staff motivation and commitmentthat is needed to foster school improvement andpromote success in schools especially thoselocated in challenging circumstances. In short,school leaders establish educational goals andindeed they set new directions in education. Theyshould be viewed as visionaries and think-tankswho stay in the frontline to spearhead the teamefforts by motivating their subordinates to reachnew levels.

Education Act

Ministry of Primary and Secondary Education:Curriculum Framework for Primary and SecondaryEducation, 2015-2022

Ministry of Primary and Secondary Education:Financial Management for non-finance managers

Ministry of Primary and Secondary Education:Report on the Baseline Survey and Training NeedsAssessment on strengthening educationalleadership in Primary, Secondary and Non-formaleducation institutions in Zimbabwe (2016)

Public Procurement and Disposal of Public Assets(Chapter 22:23)

Statutory Instrument 1 of 2000, as amended

UNICEF: Defining quality in Education: A paperpresented by UNICEF at a meeting of theInternational Working Group on Education,Florence, Italy (2000)


School leaders, have a key role to play in setting direction and creating a positive schoolculture including the proactive school mind set, supporting and enhancing staffmotivation and commitment that is needed to foster school improvement and promotesuccess in schools especially those located in challenging circumstances. In short,school leaders establish educational goals and indeed they set new directions ineducation. They should be viewed as visionaries and think-tanks who stay in thefrontline to spearhead the team efforts by motivating their subordinates to reach newlevels.

Education Act

Ministry of Primary and Secondary Education: Curriculum Framework for Primary andSecondary Education, 2015-2022

Ministry of Primary and Secondary Education: Financial Management for non-financemanagers

Ministry of Primary and Secondary Education: Report on the Baseline Survey andTraining Needs Assessment on strengthening educational leadership in Primary,Secondary and Non-formal education institutions in Zimbabwe (2016)

Public Procurement and Disposal of Public Assets (Chapter 22:23)

Statutory Instrument 1 of 2000, as amended

UNICEF: Defining quality in Education: A paper presented by UNICEF at a meeting ofthe International Working Group on Education, Florence, Italy (2000)

REFERENCES

Documents

SCHOOL LEADERSHIP HANDBOOK