- Title
- A study on staff provisioning using the Peter Morkel Model with reference to a selected school in the Amathole East District
- Creator
- Qaba, Loyiso Siyabulela
- Subject
- Port Elizabeth (South Africa)
- Subject
- Eastern Cape (South Africa)
- Subject
- South Africa
- Date Issued
- 2020-04
- Date
- 2020-04
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/55161
- Identifier
- vital:49171
- Description
- The Post-Provisioning Model (PPM) is a Resource Allocation Model (RAM) used by the Department of Education to optimize the distribution of available educator resources to public schools. The Department of Education adopted the PPM to distribute the total available posts to all public schools in an “equitable, transparent and resource-efficient manner. The PPM is a formula-driven model that primarily allocates educators, as human capital, to public schools based on learner enrolment numbers. In addition to allocating teaching staff, the PPM allocates the School Management Team (SMT) to each school. The outcome of the PPM formula is called the Post-Provisioning Norm (PPN). The implementation of the PPM has presented various challenges in the management of public schools. The primary aims of this study were to investigate any possible weaknesses of the PPM and to critically evaluate and explore school managers’ views of the PPM in the management of public schools. For the purposes of this study a probability sampling procedure was used. The participants were chosen from the principals within the Department of Education in Amathole East District. The literature review undertaken and the field research findings in the fourth chapter revealed that there is a gap between the ideals of the PPM and its implementation. It was found that there was a poor understanding of the technical aspects of the PPM formula among senior managers of public schools. There is evidence of equitable quantitative distribution of posts through the PPM. However, it was discovered that the PPM does not take into account the distribution of qualified educators. Hence, some of the allocated posts in public schools were often filled by under-qualified or non-qualified staff. The appointment of qualified educators was skewed. Further findings of this study revealed, amongst others, the inability of the PPM to provide for and promote the needs of a diverse curriculum in rural areas, and the inability to factor in and balance the variable that some public schools raise more money in school fees, which enables the advantaged schools to employ additional educators. The primary recommendations of this study are that principals be trained, on an annual basis, on the workings of the PPM and that the South African Schools Act No.84 of 1996 should be amended to grant authority to the Head of Department of the province to appoint and deploy qualified educators to public schools.
- Description
- Thesis (MPA) -- Faculty of Humanities, School of Governmental and Social Sciences, 2020
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (116 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Humanities
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Qaba, LS 215216482 Treatise April 2020.pdf | 966 KB | Adobe Acrobat PDF | View Details Download |