THE SCHOOL AS AN ORGANISATION

A school can be considered as an organisation because it has several components that make it
function effectively and efficiently.

These components include:

1. Goals and Objectives: A school has a clear vision and mission statement that outlines its goals
and objectives. These goals and objectives are communicated to all stakeholders to ensure that
everyone understands the school's direction.

2. ORGANISATIONAL Structure:
FORMAL STRUCTURE :
INFORMAL STRUCTURE : THESE INCLUDE INFORMAL NETWORKS , FORMAL
RLTPS AND CULTURAL NORMSschool has a hierarchical structure with defined roles and
responsibilities for all staff members. This structure ensures that tasks are assigned and
completed efficiently.

3. Policies and Procedures: Schools have a set of policies and procedures that govern how they
operate. These policies are put in place to ensure that the school functions smoothly and all
stakeholders are safe and secure.

4. Resources: A school requires resources such as funding, facilities, materials, and personnel to
function effectively. These resources are managed to ensure that they are used efficiently to meet
the school's goals and objectives.

5. Communication AND COLLABORATION: Effective communication is essential in a school

organisation. Communication channels are established between the staff, students, parents, and
the community to ensure that everyone is kept informed of school activities and progress.

6. Evaluation and Improvement: A school organisation evaluates its performance periodically to

determine its effectiveness and areas for improvement. Changes are made based on the
evaluation to ensure that the school continues to function at an optimal level.
In summary, a school organisation is a complex structure that requires careful management to
ensure that it meets its goals and objectives.

FEATURES OF A SCHOOL AS AN ORGANISATION

1. Goals and Objectives: Every school has goals it aims to achieve, and objectives that guide it in
achieving these goals.

2. Formal Structure: Schools are organized into classrooms, grade levels, departments, and
administrative levels with hierarchies of authority.

3. Staffing: Schools are typically staffed by teachers, counselors, administrators, and other
support staff.

4. Rules and Regulations: Schools have rules and regulations governing behavior, safety, and
academic performance.

5. Curriculum: Schools have a prescribed curriculum that outlines the courses and learning
objectives for each grade level.

6. Disciplinary Procedures: Schools have disciplinary procedures for handling student

misconduct and violations of rules and regulations.

7. Assessment and Evaluation: Schools regularly assess and evaluate student progress through
tests, exams, essays, and other assignments.

8. Professional Development: Schools provide professional development opportunities to

teachers, administrators, and other staff to improve their skills and knowledge.

9. Facilities and Resources: Schools have a variety of facilities and resources, such as
classrooms, libraries, laboratories, sports fields, and technology infrastructure.
10. Community Involvement: Schools work closely with parents, community organizations, and
other stakeholders to promote student success and well-being.
SCHOOL CULTUURE
School culture refers to the collective beliefs, values, attitudes, behaviors, and practices that
shape the social and academic environment of a school. It encompasses the shared experiences,
traditions, and rituals that define the school community, including:

1. Values and Beliefs: These are the underlying principles that guide the behavior of students,
teachers, and staff.

2. Relationships: The way that staff, students, and parents interact with each other. These
relationships can be supportive, trusting, and respectful or hostile, competitive, and unsupportive.

3. Traditions and Rituals: These are the practices and routines that are established in the school
community, such as dress codes, assemblies, and ceremonies.

4. Teaching and Learning: The beliefs and practices surrounding the academic, social, and
emotional development of students.

5. Leadership: The style of leadership demonstrated by administrators and staff.

6. Diversity and Equity: How the school community values and respects diversity, and the extent
to which it fosters equity and social justice.

7. Environment: The physical and emotional climate of the school, including the organization of
physical space and the tone of interactions among staff, students, and parents.

8. Inclusion and Community: The extent to which the school community is inclusive and fosters
a sense of belonging, support, and connectedness among students and staff.
In general, a positive school culture is one in which all members of the community feel valued,
supported and respected, where unity and common goals are established and collaboration is
promoted.

ROLES AND RESPONSIBILITIES IN A SCHOOL

In a school, there are various roles and responsibilities that need to be fulfilled for the smooth
functioning of the institution. Some of the key roles and responsibilities in schools include:

1. Principal: The principal is responsible for the overall administration of the school and for
creating a vision for the school's growth and development. They also ensure that all policies and
regulations are followed by the staff and students.

2. Teachers: Teachers are responsible for creating and delivering lessons that align with the
school's curriculum and support student learning. They also assess student progress and provide
feedback to help them improve.Forcing discipline and assessing marks for learners

3. Support staff: Support staff includes administrative staff, custodians, and other personnel who
provide necessary support services to the school. They help in the smooth running of the school
and maintain the infrastructure. Provide essential services such as maintenance , counselling and
administrative support .

4. Student counsellors: Student counsellors provide guidance and support to students in

addressing personal, academic, and social issues that may affect their academic performance and
mental health.

5. Parents: Parents play a crucial role in their child's education by supporting them professionally
and providing a healthy academic environment at home. They also participate in school functions
and activities as volunteers.
6} ADMINISTRATORS ;manage schools , set policies and ensue set operators , staffing ,
supervise teachers, manage resources, link the teachers with the government.

Overall, all stakeholders in a school have important roles and responsibilities in creating a
positive learning environment that supports student growth and success.
SCHOOL GOVERNANCE AND LEADERSHIP
School governance refers to the processes and structures through which decisions are made and
responsibilities are assigned in schools. It involves the management and administration of
resources, policies, and practices aimed at achieving educational goals and objectives.

Leadership in schools is the process of guiding, inspiring, and directing educational and
administrative processes aimed at achieving the vision and mission of the school. It requires the
ability to motivate and mobilize stakeholders towards a common goal, promote effective
communication, and establish a positive culture and ethos.

Effective school governance and leadership are essential for ensuring the delivery of high-quality
education and achieving the desired outcomes for students, teachers, and staff. It requires the
development and implementation of policies, plans, and strategies that promote accountability,
effectiveness, and efficiency in the management of resources and provision of education.

School leaders and governing bodies play a critical role in facilitating change, promoting
innovation, and ensuring the sustainability of schools. They should be knowledgeable, skilled,
and able to work collaboratively with stakeholders to create a conducive learning environment
that enables students to achieve their full potential.

LEADERSHIP STYLE
Heads influence the school s culture and education practices through their leadership styles.
e.g AUTOCRAT , DEMOCRATIC ,LAISSER FAIRE, CHARISMATIC LEADERSHIPS

Bureaucratization and standardization IN SCHOOLS

Bureaucratization and standardization have become increasingly prevalent in schools around the
world in recent years. This has been driven by a number of factors, including the need for greater
accountability and the desire to improve student outcomes.

Bureaucratization refers to the process of organizing and managing an institution or organization

based on strict rules, procedures, and protocols. In schools, this has manifested itself in the form
of standardized testing, rigid curriculums, and strict protocols for teacher evaluation and
performance monitoring.
Standardization, on the other hand, is the process of creating uniformity and consistency across
all aspects of an organization. In schools, this has taken the form of standardized curriculum and
teaching methodologies, standardized testing and assessment, and standardized reporting
mechanisms.

While these processes have been implemented with the aim of improving student outcomes and
increasing accountability, there are some concerns about the negative effects they may have on
education.

Critics argue that bureaucratization and standardization can stifle creativity and innovation in
teaching and learning, and can lead to a one-size-fits-all approach to education that does not take
into account the unique needs of individual students.

There is also concern that the focus on standardized testing and assessment may lead to teaching
to the test, rather than focusing on broader skills and knowledge that are important for success in
life and work.

Despite these concerns, bureaucratization and standardization continue to be important features

of modern education systems around the world. It is important for educators, policymakers, and
other stakeholders to strike a balance between the benefits of standardization, such as increased
accountability and improved student outcomes, and the need for flexibility and creativity in
teaching and learning.

Bureaucraticy structure
Bureaucratic organizations are characterized by highly structured processes, rigid rules and
regulations, and a clear hierarchy of authority. While these characteristics are meant to provide
stability and consistency, they can also lead to several negative outcomes.

One of the main criticisms of bureaucratic organizations is that they can be slow to respond to
changing circumstances. Because of the rigid structures and procedures, decision-making can be
slow and hindered by bureaucracy. This can lead to missed opportunities and inefficiencies.

Another criticism is that bureaucratic organizations can be impersonal and detached. The focus
on rules and procedures can lead to a lack of empathy and understanding of individual situations,
which can be frustrating for employees and customers.
Bureaucratic organizations can also be prone to inefficiencies and waste. The need for strict
adherence to rules and procedures can lead to redundant processes and unnecessary paperwork,
which can be costly both in terms of time and resources.

Overall, while bureaucratic organizations have benefits in terms of stability and consistency, they
can also be inefficient and slow to respond to changing circumstances. It’s important for
organizations to strike a balance between structure and flexibility to ensure they can adapt and
thrive in a rapidly changing environment.s

CAUSES OF INEQUALITIES IN SCHOOLS

1. Socio-economic status: Students from low-income families may not have access to quality
educational resources such as textbooks, technology, and experienced teachers.

2. Racial and ethnic minorities: Students from minority groups may face discrimination and bias
from teachers and peers.

3. Gender: Gender inequalities may exist in schools where girls are not given the same
opportunities as boys in fields such as math and science.

4. Disability: Students with disabilities may not receive the same resources and support as other
students.

5. Linguistic barriers: Students who do not speak the dominant language may struggle to
understand the curriculum, communicate with teachers and peers.

6. Education funding: Schools with low funding may limit student access to quality resources
and extracurricular activities.

7. Teacher quality: Schools with lower quality teachers may not provide the same quality of
education compared to schools with qualified and experienced teachers.
backgrounds, and experiences.

SCHOOL COMMUNITY RELATIONS

IMPORTANCE
They interact with broader communities , local org and business.
Collaboration : partnerships btween xxos and communities can enhance support services and
community development.
Educational policies and reforms: eg curriculum changes , starndised testing andf
accountability ,measures shapes the f() of the xool .
Socieytal influences ed policies are influenced by societal factors eg political idiologies.
Economic conditions and social values

Questions
1)What are the key principles and characteristics of Education 5.0 in a sec
2)How does Ed 5.0 transform the traditional structure of sec xools
3Discuus the role of technology in ed 5.0 and its impact on the organization of secondary xool s
How can ed 5.o facilitate personalized learning and individualized pathways in a secondary xool
What strategy can asecondary xool adopt to foster creativity , critical thinking and problem
solving skills within the frame work of educational 5.0
How does educational 5.0 promote collaboration and interdisciplinary learning in a sec xool
Discuss the importance of intergrating real world experiences and community engagement in
axool inflyuenced by ed 56.0
What are the challenges that schools might face when transitioning to ed 5.0 model and how can
they be overcomed
HOW CAN the infusion of ed 5.0 principles enhance student tchr rltps and student engagement
in a sec xool
Explain the role of xool leaders tin driving the implimentaion of ed 5.0 in sec xools and ensuring
its successful in the intergration.
BUREAUCRATIC STRUCTURE
Bureaucratic structure refers to the hierarchical system of authority and decision-making
processes within an organization. Typically, bureaucratic structures are characterized by a clear
chain of command, with specific roles and responsibilities assigned to each level of the
hierarchy. Decisions are made based on established rules and procedures, and communication
flows vertically through the hierarchy. Bureaucratic structures aim to ensure efficiency,
accountability, and consistency in the organization's operations. However, they can also be
criticized for being inflexible, slow to adapt to change, and impersonal.

FEATURES OF BUREAUCRACY IN SCHOOLS

1. Hierarchy: Schools have a clear hierarchy, with a principal or head teacher at the top, followed
by vice principals, department heads, teachers, and administrative staff.

2. Rules and regulations: Schools have a set of rules and regulations that define the duties and
responsibilities of teachers, staff, and students. These rules are designed to ensure order,
discipline, and safety in the school community.

3. Specialization: In schools, different roles and responsibilities are assigned to different

individuals based on their expertise and qualifications. For example, teachers specialize in
different subjects, and administrative staff specialize in different areas such as admissions,
finance, and personnel management.

4. Standardization: Bureaucracies in schools are characterized by a high degree of

standardization and uniformity in processes and procedures. This ensures that tasks are
performed in a consistent and predictable manner, and that resources are allocated efficiently.

5. Impersonality: Schools follow impersonal rules and procedures rather than individual
preferences or initiatives. This helps to avoid bias, favoritism, and nepotism, and ensures that all
members of the school community are treated equally.

6. Formal communication channels: Bureaucracies in schools follow formal communication

channels, where information flows up and down the chain of command. This ensures that
decisions are made at the appropriate level and that all relevant parties are kept informed.
7. Emphasis on qualifications: Schools emphasize qualifications and credentials in the selection
and promotion of staff. This helps to ensure that teachers and staff are competent and qualified to
perform their duties.

8. Efficiency and productivity: Bureaucracies in schools are designed to be efficient and

productive. Processes and procedures are streamlined, and resources are allocated in a manner
that maximizes output and minimizes waste.
PROMOTION is given according to priority
They are explicit rules and regulations which influence decisions and actions that’s predictability
They are also stable
They are rational hence operate on inpersonalities as thye focus is on the office , this facilitate
effectiveness and efficiency
Because of these elements , bureaucratic structures ensures set objectives and goals of an org

SCHOOL CLIMATE
Gwarinda 2001 pg 91 says an org climate ‘’ refers to the atmosphere ,tone or ethos under which
the school is operating .It is those that influence one s perception of the school as a unique social
group
THE CLIMATE contribute a lot to the success of an organization
It is also vital because of the influence behaviour of the school
Creates particular expectations and particular values.
TYPES OF SCHOOL CLIMATES
OPEN school CLIMATE
Both teachers and learners are involved in making decisions hence there is team work ,
cooperation and loyalty. There mutual respect , confidence . Charismatic leadership.

CLOSED SCHOOL CLIMATE

Is an authoritative where decisions are only made by the head.
There is no moral hostility and dissatisfaction
Both teachers and pupils are unreliable or trustworthy
There is only one way communication
Little goal achievement since everyone is not happy
There is a high staff turnover
Associated with autocratic leadership

AUTONOMOUS SCHOOL CLIMATE

Teachers and pupils take the middle role in this climate
The head remains aloof and impersonal hence give people complete freedom
Teachers and pupils are mainly concerned with their needs
In such a climate goals are never achieved
Associated with laizzerfaire leadership

CONTROLLED SCHOOL CLIMATE

Low supervision by the head
Pressure to achieve expected goals
No tym for friendly or social relations or room for deviation or social relations and directions
Things should be done the way the head instruct

LEADERSHIP THEORIES OF 21st century

A visionary leader or visionary leadership theory
This focuses on the development of a clear compeying
ARCHITECT THEORY
This theory focuses on the desing of the org as an open and empowered
COACH THEORY
This theory focuses on the development of the people in the org
CATALIST THEORY
This theory focuses on unleashing energy throughout the system
RELATE THEORY
This theory focuses on relating with teams to encourage perfomance
CREATE THEORY
Focuses on creating new ways of working and introduces new processes
INSTIGATE CHANGE
Focuses on being on the fore front of change
AGILITRY THEORY
Focuses on being flexible , open to change and reactive
CONNECTED LEADERSHIP THEORY
Focuses on fostering connections within teams and drive collaboration and communication
CAPACITY BUILDING THEORY
Focuses on building the mindset , knowledge and talent of the team
DATA ANALYSIS
Focuses on measuring and tracking people s metrics
EFFECTIVE FROM A DISTANCE
It focuses on making an impact from the distance and delegating tasks
SELF DEVELOPMENT
This theory focuses on prioritizing one s dvt and leading by( e.g)
CULTURAL STUDIES
Is an interdisciplinary theory of research and critical anlysis that focuses on cultural practices
believes , values and customs and communities
It examines how culture shapes and shade by political social , economic and historical concept
Cultural studies include these areas : identity and representations ,power and inequality, cultural
production an dconsumption , media and communication , globalization and transation ,race
eplicity and post colonialism , class and social inequality, popular culture and everyday life,
cultural policy and cultural institutions
It draws from various theories , disciplines theories and perspectives
It Critique the ways in which culture shapes the way we live and the world
AIMS : Foster critical thinking , social awareness and cultural competency
Cultural studies involve analysing and understanding cultural practices and meanings
CULTURE AND EDUCATION IN THE 21st century
Cultural diversity
Education should acknowledge and valu the diversity cultural background of learners , promote
inclusivity and equity
Globalization
Education should prepare learners to engage with global issues
Digital culture
It must address the impact of digital media , culture and learning
Education helps develop student's ability to diverse cultural content
Cultural literacy
Education should cultivate critical thinking about cultural representation and stereotypes
Decolonized education
Education should acknowledge and addresses the legacy of colonialism
Promoting diverse perspective and knowledge systems
STEAM education( science technology engineering arts and mathematics)
Eduction should intergrates arts and culture into STEM fostering creativity and innovation
Community engagement
Education should involve local communities
Cultural sustainability
It should address environmental and cultural sustainability preparing learners to preserve cultural
heritage

HOW TO MINIMIZE INEQUALITIES

Research , teaching , industrialization and etc
HERITAGE BASED EDUCATION 5.0 IN ZIMBABWE

Zimbabwe, a country rich in culture and history, has implemented a new approach to education
called Heritage-Based Education 5.0. This innovative educational system has garnered great
interest from both educators and students alike as it focuses on the deepening understanding of
the country's cultural heritage and its relevance to the modern world.

The Heritage-Based Education 5.0 program is a comprehensive and interdisciplinary approach to

education that seeks to identify and preserve Zimbabwe's cultural heritage while also equipping
students with critical thinking skills. The program's aim is to create a more culturally aware
student body that is able to contribute to the preservation and development of the country's
heritage.

This program utilizes a range of teaching techniques, including storytelling, music, dance, and
art, to engage students in the country's cultural heritage. The program's focus on technology
integration has also made it possible for students to access information and resources remotely,
which has greatly expanded their understanding of the country's heritage beyond classroom
walls.

Heritage-Based Education 5.0 is also designed to address the current challenges facing
Zimbabwe, including economic instability, political corruption, and the loss of cultural identity.
The program emphasizes the importance of cultural identity and heritage in building a more
cohesive society. Students are taught various skills such as critical thinking, problem-solving and
teamwork in line with Zimbabwean Heritage.

Overall, Heritage-Based Education 5.0 has proven to be an effective way to teach students about
Zimbabwe's cultural heritage and its importance. This program has shown that by incorporating
cultural heritage into the education process, students can develop critical thinking skills and gain
a deeper understanding of their own identity and place in society. Zimbabwe is paving the way
for other countries to adopt similar programs that will promote cultural heritage preservation and
encourage the development of a more culturally aware generation.

Discuss the influence of social status as a determinant for students performance in the classroom
and show how a teacher can assist learners affected by their social status?
Parents social status e.g
ESSAY SETUP
UP
INTRODUCTION
Def of key terms (social status , students performance, classroom , teacher )

SOCIAL MOBILITY
POOR SOCIALISATION OF THE CHILD BY THE FAMILY CAN LEAD TO BEHAVIOUR
PROBLEMS DISCUSS? SUGGEST HOW A TEACHER CAN HELP TO overcome that