ROCKVIEW UNIVERSITY

SCHOOL OF BUSINESS STUDIES

COMMERCE MODULE ONE

Main campus: Twin Palm Behind Cross Roads Mall, Lusaka

Office lines; 0211238065, Cell: +260-955151517, +260-967976961

Vice Chancellor’s line +260973184162

P.o Box 31108 Lusaka

WEBSITE: www.rockview.edu.zm

EMAIL: apply@rockview.edu.zm

Info@rockviewuniversity.edu.com
UNIT 1

1.0 INTRODUCTION TO EDUCATION MANAGEMENT AND

ADMINISTRATION

1.1 INTRODUCTION

This unit introduces you to the concept and meaning of Educational Management and
Administration. It also explains some of theories, practices, structures, functions and the
importance of the course to you as a searcher.

LEARNING OUTCOMES

By the end of this unit, you should be able to:

 Explain fully the importance of this course to you and the education sector.
 Discuss in detail, relevant theories and approaches in educational management.
 Bring out the benefits of studying the course as a teacher.
 Explain various concepts and organisational structures in this course and in the
ministry of education.

DEFINITIONS AND MEANINGS

Several scholars and sources of information give several meanings and definitions to
these terms: management and Administration.

Management comes from the word manage, whichmeans to succeed in doing

something difficult. Management therefore, means the act of directing or organizing the
given work or task; eg at school, church or hospital. It also means the achievement of
organizational objectives through people or human resources, e.g. teachers, nurses,
pupils etc. key components of educational management include: planning, resourcing,
controlling, organizing, leading and evaluation among others. (Baulani, 2005).
Administration comes from the root word-administer which means to manage or
organise the affairs of a company or school or a family.

Administration therefore means all the activities that are involved in managing and
organizing a particular institution. In educational circles, it also means the system or
bureaucracy of how things are done in organizations such as learning institution. In this
context then, administration would refer to the people in charge of a given institution.

MANAGEMENT AND ADMINSTRATION

There are more similarities than differences in the two terms in reference hence their use
interchangeably in many instances. In other contexts, they become synonymous f each
other. Management is action oriented on daily basis. The manager should be present,
involved and be in control of events at his/her school. Management should be visible
and run the school effectively in order to be a role model and inspire others.
Administration may refer and confines itself to the system which is always abstract and
not visible.

UNIT 2

THEORIES AND MODELS

There are many theories in educational management and administration that can be
employed in order for managers and administrators to effectively run schools. Theories
used provide leadership frameworks or models e.g. participatory autocratic among
others.

In education management and administration, theories are well thought out statements
that are supported by evidence meant to explain phenomena. Phenomena here mean
logical patterns of events, trends among others. Theories are systematic explanation of
relationships among phenomena. They provide a generalized explanation to
occurrences. (Kombo and Tromp, 2009, Sidlue, 2008).

George and John (1994) states that school managers need to use triangulation approach
in human Resources management. Meaning that based on the need and problems at
hand, school managers should have adequate knowledge of theories and get pieces from
them to use. For instance, we have these theories in education:
 i. Human capital theory,
ii. Modernisation theory,
iii. Symbolic interaction theory,
iv. Conflict theory,
v. Dependence theory,
vi. Basic needs theory and
vii. Structuralfunctionalist theory among others.

OTHER THEORIES AND APPROACHES

Since schools are now run like any other organization or industry entity, educational
management and administration employees inclusive and diverse approaches and
theories in addition to the ones in references above.

Morden educational management incorporates approaches from industrial phycology,

scientific approaches as well as behavioural approaches among others. For instance,
classical approach in educational administration refers to the traditional way of doing
things. It respect status quo. It refers to that which belongs the ancient times and
services as a symbol of stability and authority, e.g. the church, chieftainship etc.

Scientific management approach in educational management and administration refers

to techniques, approaches based on science application. It emphasise on the use of
technology in managing affairs of an organization.

Classical organization theory: an approach to managing people which focuses on the

efficient structuring of overall organization, (Greenberg and Barn, 2000). Several
researchers are identified with classical organizational theory e.g. a French industrialist,
Henry Fayol attributed his managerial success to various principles he developed.

 A Division of Labour should be used because it allows people to specialize doing

only what they do best.
 Managers should have authority over their subordinates. (The right to order them to
do what is necessary for the organization).
 Line of authority should be uninterrupted; that is, a scalar chain should exist that
connects the top management to the lower level employees.
 There should be a clear defined chain of command, such that employees receive
directions from only one person, to avoid confusion.
 Subordinate should be given initiative to formulate and implement their plans. By
adding to the above, the organization will thrive on being structured according to a unit
of command.

The best known classical sociologist Max Weber is well known today for proposing the
organizational structure called the bureaucracy. A bureaucracy is an organizational
design that accepts to make organizations operate more efficiently by having a clear
hierarchy or authority in which people are required to perform well defined jobs.

CHARACTERISTICS OF IDEAL BUREAUCRACY

 Formal rule and regulations: written guide lines are used to control all employees’
behaviour.
 Authority structure: the making of decisions is determined by ones position in the
hierarchy: people have authority over those with low positions.
 Impersonal Treatment: favouritism is to be avoided; all work relationships are to be
based on objective standards.
 Division of Labour: duties are divided into specialised tasks and are performed by
individuals with the appropriate skills.
 Hierarchical structure: positions are ranked by authority level in clear fashion from
lower-level to upper levels.
 Lifelong Career Commitment: employment is viewed as a permanent lifelong
obligation r the part of the organisation and its employees.

HUMAN RELATIONS THEORY

This is a board of management philosophy which rejects the primarily economic

orientation of scientific management and focuses, instead on non-economic, social
factors operating in the workplace (Elton Mayor, 1933).

These researches were concerned with task performance, but realised that it was greatly
influences by the social conditions that existed in organization-the way employees were
treated by management and the relationship they had with each other.
Mayo (1933) and his associates noted organizations were social systems and that how
effectively people worked depends not only on the physical aspects of the working
conditions but also on the social conditions encountered. They also recognized that
production rose simply because responded favourably to special attention they received.

The Hawthorne studies (1933) suggest that to understand behaviour on the job, we must
fully appreciate people’s attitudes and the processes by which they communicate with
each other. The study revealed indirectly the importance of human needs, attitudes,
motives, and relationships in the work place.

In some parts of the Hawthorne studies, female employees were exposed to several
changes in working conditions. Surprisingly, almost every one of these changes
produced an increase in productivity, (Roethlisberger and Dickson, 1939).

In general productivity increased with each change in work condition.

DIFFERENCES BETWEEN CLASSIC ORGANIZATION AND HUMAN

CAPITAL THEORY

CLASSICAL ORGANIZATION HUMAN CAPITAL THEORY

THEORY
 Emphasises on economic  Social needs have precedence over
operations economic needs.
 Performance is determined by the  Psychological and social processes
formal rules and regulations of the influence performance.
organ.  Cohesion, status and group norms
 Promotion of efficient and determine production.
uninterrupted production.  Influenced by informal workgroup.
 Promotes specialization i.e.  Maslow’s hierarchy of needs.
division of labour.  Emphasis on employees’ welfare,
 Emphasis on clear hierarchy i.e. motivation and communication.
lowers to upper.  Workers viewed as human beings
 Unity of command i.e. employees with feelings and not machines.
receives directions from only one  Likelihood of favouritism.
person.
 Workers viewed as parts of a
machine.
 Impersonal treatment i.e. no
favouritism.
LIMITATIONS
 Ignores relationship between an  Ignores worker’s rational side the
organization and its environment formal organization’s contribution to
 Universal prescriptions need productivity.
qualifications for environmental  Research findings overturned
technological and personnel factor. prescription that happy workers are
more productive.
CONCLUSION
Authorization Leadership Laissez faire/Democratic Leadership
Bateman and Zeithanal (1990). Management: function and Strategy.

UNIT 3

GOOD SCHOOL MANAGEMENT

Baulani (2005) states that, for good and successful school management, managers must
develop a deep understanding of all aspects involved such as god human relationships at
place of work, taking quality decisions, priding affective leadership and communication
skills, effective planning and monitoring, staff deployment and motivation, conflict
resolutions among others.

According to Arthur and Steickland III (1968), educational management is an action

oriented activity. It requires doing in order achieve success and proficiency. They
further argue that school mangers succeed or fail not because of what they know but
because f what they are able to do or are not do.

To this end, you as a student teacher cannot be expected to succeed as a school manager
who is effective and efficient by reading literatures on education management and
administration. You have to practice the skills and finally gain mastery of school
management through experience.

EDUCATION MANAGEMENT
Education Management and Administration is defines as “a comprehensive effort to
direct guide and integrate human related activities which focus towards some specific
ends, goals and aims.” In this vein, educational management and administration is also
comprehensive efforts intended to achieve some specific educational objectives and it
deals with the educational objectives and principles.

PURPOSE OF EDUCATIONAL ADMINISTRATION

The purpose of educational management and administration is to bring learners,

teachers and other key stakeholders under conditions that would successfully promote
Access, Retention, Progression and Completion. Graham Balfour further contends
that the purpose of educational management and administration is to enable the right
pupils to receive right education from the right teachers, materials, environment, content
and methodology at a cost within the means of the state or an individual himself (on
self-sponsorship).

In this century (21 st), which is full of democratic ideals, educational management and
administration, is a necessity. An efficient and sound system of educational
administration management at all levels of the education system, namely: (a) Primary,
(b) Secondary, (c) college/university and (d) at managerial. Other levels would be at
national, provincial, district and institutional/ school.

COMPONENTS OF MANAGEMENT

Educational management and administration has many parts or components including

the under listed:

a) Forecasting: This refers to a systematic assessment of future conditions by

inference from known facts. We must collect and have a lot of information about the
current situation of the education system, its present and expected resources and try to
form a picture in terms of the accepted philosophy in the given context.
b) Decision making: this means a step taken after considering various alternatives
and weighing the consequences of each cause of action, a choice must be made; a
course of action must be determined. Decision making is a key factor in educational
management and administration as we have to think of generations which will be
 affected by the policies decided. According to Kochhar, (2004), guess work, arbitrary
exercise of authority; ill-considered and hasty decisions should be avoided.
c) Planning: the planning should be flexible. There should been enough scope for
change to cater for any unforeseen situations. This is because there are many variables
in life. Priorities may change due to unforeseen circumstances. The very existence of
variables and uncertainties make decision making and planning a necessity. In short,
planning is the process of deciding how you will do something before you do it.
Planning in advance is very important in educational management and administration. It
is the existence of a clear agreed upon vision and mission statement for an organization
such as a school.
d) Organization: this is a particular institution such as a school, on one hand and on
the other hand, it refers to the combination of necessary human effort, material,
equipment and other key inputs brought together in the system and effectively
correlated to accomplish the given task and achieve needed results. In other words,
organization in educational administration could mean the way the different parts of the
structure are combined and arranged.

In education, we organize:

i.Human resource into schools, classes, committees, teachers and support staff.
ii.Resource and materials into: buildings, furniture, books, finances etc.
iii.Ideas and principles: into school systems, curricular and co-curricular activities, time
schedules etc.
e) Motivation: the drive and the reason for doing something. This eventually will
culminate and translate into benefits, incentives and rewards.
f) Control and management: theadministrator must constantly be on his/her teams
and their own performance to see that it corresponds to the standards laid down. The
administration needs to be alert so as to make adjustments to activities as needs arise.
g) Coordination: it is a process of harmonizing all the elements of an educational
programme. The administration should have the necessary competences and skills to
coordinate the following among many others:
i.The relationship among people
ii.The allocation of tasks/responsibilities
iii.Identification and placement of human resource according to their specialisation.
Additionally, to motivate workforce objectively.
 h) Direction:this is a process of guiding human resource and its efforts to achieving
the set goals.
i) RecordsManagement: Keeping all records of all school events is vital for all
school administrators. School administrators are answerable to top management, various
stakeholders in education, parents, learners, society and the education system in general.
Without good and accurate records management, it will be very difficult for school
managers and administrators to give reports and returns.
j) Evaluation: to find out how an activity was done. What were its successes and
failures? It is a process that creates s chance for amendments, revision, re-planning etc.
if objectives were not met.

UNIT 4

SCHOOL MANAGEMENT AND ADMINISTRATION

Some of the good characteristics of educational management and administration include

the following:

i.Flexibility- one of the essential characteristics of successful educational administration

is its flexible nature. Administration should be dynamic not static. It should provide
enough room for additions and alterations. There must be a proper balance between
rigidity and elasticity. Flexibility should not be seen to mean that the administration
should be in a fluid condition without any specific norm or standard rules and
regulations, thereby liable to create confusion and chaos in the organization.
ii.Practicality- the school administration must provide practical measures to achieve the
desired objectives. Whatever, objectives is set and agreed upon must be achievable and
practicable to avoid frustration among the staff.
iii.Political Economy of Education- the administration style and mechanism must
conform to the social economy and politicalphilosophy (ideology) of the government of
the day. The educational administration practiced must be adjustable to the impact of
new ideals of society.
iv.Efficiency- successful administration is that results in maximum results. There is
possible only when human and material resources are properly utilised- right man at the
right place; right work at the right time; every activity and project is well planned and
executed. School administration must facilitate education. It exists for learners and its
efficiency will be measured by the extent to which it contributes to teaching and
learning.
1.15 Educational planning
This has been defined in several ways. It is generally believed that it is a process by
which an analysis of the present condition of an education system is made in order to
determine and devise ways of reaching desired state and goals in future. This involves
the assessment of the existing situation, including institutional structures, financial and
human resources and the evolution of a strategy of action. As a management tool,
educational planning is a continuous process of acquisition and analysis of data from an
empirical base for the provision of information to decision- making.
1.16 Activity
1. Discuss factors that would make one a good school manager and another one a bad
school manager.
2. How important is discipline in a school to teachers, support staff and pupils?
3. What is triangulation in educational management and administration?
1.17 Summary
This unit looked at several aspects and components of the topic introduction to
Educational Management and Administration. This included definitions, various
concepts, explanations of theories and approaches, functions of school managers among
others.
UNIT 5

2.0 STRUCTURES OF ORGANIZATIONS

2.1 INTRODUCTION
This unit introduces you to the discussion on various segments of the educational
structures found in the ministry of education. It also highlights key concepts in
educational management such as hierarchy, organizational strategy, and ethics among
others.
2.2 LEARNING OUTCOMES
By the end of this unit, you should be able to:
 Adequately explain the structures in the Ministry of Education.
 Discuss the functions and importance of structures in organisations such as those
found in the Ministry of Education.
 Mention the value of hierarchy and ethics in organizational structures in the
Ministry of Education.
MEANING AND DEFINITIONS
Structures of organisations refer to established system of channels of communication as
well as administration ladder. It refers to clear steps or parts that make up a management
system in a given organisation e.g. ministry or school. Clarity of the administration or
management structure is vital fororganisation. This is because it removes duplication of
work and promotes division of labour, specialization and efficiency.
LEVELS OF ORGANIZATION
In the Ministry of Education we have several levels at which educational institutions
exists and are managed for instance; the Ministry of Education as a whole (Ministry
Headquarters), Provincial Offices and Schools. In additionto the above structures of the
Ministry of Education as well these include the various directorates at Ministry of
Education headquarters as well as teacher resource centres throughout Zambia. These
levels of organisation provide steps top-down and bottom-up in the management of
organisation such as schools among others. These management steps or components are
called hierarchy and promote a system called bureaucracy.
Bureaucracy is a form of structure found both in small and large organisations whose
features include: specification, hierarchy of authority, system of rules and impersonality
among others. Marx Weber is one proponent of bureaucracy in organisations including
educational ones.

2.5 THEORIES

Structures of organisations are set on a premise of various theories such as management

theory, which hinges on: study of organisations; their structures, major trends or
patterns in management and organisational behaviour. Management theory is very
important in the study of structures because it helps interrelationships between the
development of theory behaviour in organisations and management practices.
 Management theories help in understanding principles underlying the process of
management of educational institutions etc.
 Management theories are interpretive and take account of changes in organization
process among others.

CLASSICAL APPROACH

Another aspect that goes with study and design of structure in educational organizations
is classical approach derived from classical theory.

Under classical approach, the emphasis is on the purpose of structures, planning of work
in those structures, clear principles of management as well as basic requirements of the
entire organization in which those structures exist, e.g. the Ministry of Education.
Among the proponents of classical approach are: Taylor, Fayol, Urwick, Mooney and
Reiley among others.

Important principles under this approach include these:

 The principle of coordination: the need for the people to act together with unity of
purpose in action, the exercise of authority and the need for discipline in all structures of
organizations.
 The scalar principles: the need to observe hierarchy of organization, the grading of
duties and the process of delegation.
 The function principle: specialization and the distribution between different kinds
of work and duties, division of labour and clear job description.

STRATEGY, ETHICS AND RESPONSIBILITIES

According to Baulani (2005), for any institutional management to succeed, there must
be clear approaches and plans. A strategy raises such questions:

 What will do and for whom?

 What objectives do we want to achieve?
 How are we going to manage the institution activities in order to achieve set goals?

In addition to have clear strategies, organizational structures must have clear ethics and
responsibilities for all office bearers. Ethics are dos and don’ts in any profession. For
instance, all teachers must be punctual for work, observe confidentiality, must not have
canal knowledge of pupils etc. at all level of structure of the Ministry of Education e.g.
Resource Centres, Schools, Districts Offices, all Human Resources found there must
have clear job descriptions and must carry out their duties or responsibilities with
minimum supervision and to the satisfactory of management and the system.

MINISTRY OF EDUCATION

Each organization will design and re-design its organizational structures to meet its
vision and objectives from time to time. This means that organizational structures are
NOT STATIC; they are dynamic and change with time. Below is the current
organizational structure of the Ministry of Education.

Permanent Secretary (HQ)

Directorates (05)

Provincial Education Offices (PEO)

District Education Offices

Teacher Resource Centres

Schools

EXPLANATIONS

A detailed explanation of the structures in the Ministry of Education shown above is

given below:
The office of the permanent Secretary has five directorates namely: Planning and
Information, Standards and Curriculum Development, Open Learning and Distance
Education, Teacher Education and Specialised Services, Human Resources
Management and Administration.

Each directorate has its job description t enhance efficiency in the office of the
Permanent Secretary. In addition to the above five directorates, there are three (03) units
created to facilitate the work of directorates. These are: Accounts Unit that looks into
issues of finances at Ministry of Education Headquarters. Next is the Audit Units- for
accountability on the use of funds received from Ministry of Finance and other sources.
The third unit is Purchasing and Supplies. It coordinates the buying of educational
requirements by different structures of the MOE. Therefore, the office of the permanent
Secretary constitutes the first structure of the MOE.

The second organization structure in the MOE is the Provincial Education Office,
located in all the ten (10) provincial headquarters. The Provincial Education Officer is
helped by many other staff such as Provincial Education Standards Officers (PESO),
Senior Planning Officer, Accountant, Senior Education Standards Officers (SESOs) and
many other categories of workers.

The third structure in the Ministry of Education is the District Education Office headed
by the District Education Board Secretary (DEBS). Other key workers at this levelof
structure include: District Standards Officer (DESO), District Education Standards
Officers (ESOs), Accountant, and Human Resources Officers among others.

The fourth structure in MOE is that of the school headed by the Head teachers.

Head Teacher

Deputy Head Teacher

Senior Teacher (primary schools)

Head of Departments (secondary schools)

Teachers

Pupils
 Auxiliary Staff

The other structure is teacher resource centres. There are there to support services of
teachers, DEBS and PEO’s Offices. These organizational structures in the MOE have
connections to each other based on the classical organization model, meaning they have
common vision, objectives under the MOE.

ADVANTAGES OF THESE STRUCTURES

 They may provide specialization, division of labour and accountability.

 They may provide checks and balance upon each other.
 They provide clear hierarchy, channels of communication and chain of command in
terms of protocol.
 They promote bureaucracy, which is a key characteristic of organizations

UNIT 6

RESOURCE MANAGEMENT
Commonwealth secretary (1988), defines resources management as an economic or
productive factor required to accomplish an activity or as a means to undertake an
enterprise and achieve desired outcomes.
Steers (1998), states that resource is a source of supply from which benefits are
produced. Typical, resources are materials like money, services, staff or other assets that
are transformed to produce benefits and process may be consumed or made available.
Longwe (1997) further adds that resource refers to the management and use of various
items at the disposal of manager at an institution.
HUMAN RESOURCE MANAGEMENT
Human resources refer to workers or people at the place of work such as a school or any
other organization. Therefore, human resources management refers to the way
employees or workers are administered or looked after in their daily work hence the
term human resources management.
Baulen (2005) states that human resources management is a series of activities which:
firstly enable workers and organizations which use their skills to agree about the
objectives and the nature of their relationship and secondly, to ensure that the agreement
is fulfilled.
Forojalla (1993) adds that, human resources management is about human beings. Its
task is t make people be capable of joint performance and to make their strengths very
effective and their weaknesses irrelevant. It is further argued that human resource
management just like general management and management; it is an active and not
positive process. It is getting involved with people in quality work and coordination.
Furthermore, human resource management is about changing behaviour of people and
making things happen according to the organizations’ vision, aims and objectives so as
to meet set targets and goals.
Human resource management is about developing people, working with them, reaching
at desired levels of performance and achieving positive results in an organization such
as a school. Put simply, human resources management means the management of
people. It must be noted here that the human resource component in education
management and administration is an important factor which should be properly
harnessed fr effective and successful running of educational institutions, (Bauleni,
2005).
HUMAN RESURCES IN SCHOOLS
In schools, you find these groups of people- (human resource).
a) Academic staff- (teachers)
b) Support staff- (general workers)

In addition to the above groups of people, we have a special group of human resources
found in schools called learners r pupils. These do not go to school to work for salaries,
but go to school to learn. But are equally managed as part of school human resource as
per rules of ministry of education.

PROPONENTS OF HUMAN RESOURCE MANAGEMENT

Lawrence et al in “Essentials of individual management” states that, “an institution is

people and that people are the lifeblood of an institution.”

Others include Abraham Maslow, Fredrerick Herzberg and French individualist Fayol.
The three above looked at motivation in human resource management so as to enhance
maximum, quality production.

ROLE OF MANAGER/HEAD TEACHER

 Organise structure for the school such as hierarchy, departments, sectins, offices,
committees etc.
 Have clear line of channel of communication.
 Have institutional roles/guidelines and job description.
 Have clear motivation strategies or programmes in your school.
 Have very god public relations and interpersonal skills.
 Have great interest for your human resource all round e.g. in general welfare,
training, promotions, distress moment etc.
 Be very knowledgeable, update in information and knowledge.
 Have clear share vision/target with your workforce.
 Provide very good conflict management skills.
 Must be resourceful: creativity and innovative.

MOTIVATION (Intrinsic and Extrinsic)

Most of the industrial psychologists agree that motivation is a feeling of happiness or

contentment which takes place in people depending on circumstances on the job or any
cause of social nature to a human being. It is the motivation and drive within you that
lead to effective action/work. It is your inner interest and energy that makes you do your
level best on your own.

 Motivation improves morale of staff, improves productivity, promotes sense of

belonging and responsibility and helps people to do their best willingly and happily. For
instance, a school manager may do these as incentives to build up human resource
motivation at her/her school:
 Provide transport to workers to and from work.
 Give awards at Labour Day time etc.
 Have ends of year parties’ field trips, provide teas, have a canteen, provide soft
loans, training etc.
 Students too, may have their awards to motivate them, e.g. give award t best
students in courses, sports, etc. field trips, special meals etc.

FINANCIAL RESOURCES
This refers to money for the organization or school. Stewardship of financial resources
is of vital concern to the majority of school managers. This is because there is great
need to show value for money received and spent because it is public funds.

Educational institutions have different sources of income such as user fees from the
learner, grants from government, from own projects such as production unit, external
funding etc. However, all monies received must be accounted for through the school
accounts office.

This is through clear budgets and expenditure. Through the finance committee, all
stakeholders must have a say/input towards the use of school monies and priorities must
be properly made amidst many competing school needs. The school must have accounts
or an account with well-known authorized signatories by PTA and DEBS office.

 Financial reports must be given out per financial regulations.

MATERIAL/INFRASTRUCTURE MANAGEMENT

This refers to both movable and immovable resources and items. For instance books,
tables, chairs, specialised items in various school departments such as home economics,
Physical Education, woodwork etc. All these are movable school resources.

Fixed items include: buildings and land. The school management must have log books
of the above categories of materials and infrastructure in both administrative and
departmental offices for accountability. In addition, each office or room must have up to
date INVENTORY. Both movable and immovable materials or infrastructure, need
maintenance repairs and replacement.

RECORD MANAGEMENT

This refers to the way school records are kept and stored. Each school has several types
of information (records) that usually is into two categories: confidential and open
records.

The main custodian of these records is the school’s Registry office. This is
supplemented by their related offices such as administration, departments, sections and
individual officers. Information may be stored in log books, on CDs, PCs, flash
disk/external hard drives, files/hard copies among others. Records may be on
 employees, learners, school activities, finance, exams, etc. the advantage of good record
management is that it enhances good administration, saves time, builds confidence in
customers and builds the image of the school.

However, this is one area in Zambia schools where there are a lot of challenges. School
managers and teachers are encouraged to improve in this area.

TIME MANAGEMENT

It is one of the most valuable, but limited resource and it is important for the manager o
utilize time to the maximum advantage. Time is a limiting factor and it is money too
because it has cost implications.

Delegation leaves the manager free to make profitable use of time to teach and work
profitably and thriftily. For instance: yearly, termly, monthly, weekly and daily.

Time management for teachers, pupils other workers and managers should extend to
aspects of training, e.g.: further studies, CPD, workshops, short course and orientation
induction.

Good time management starts with you as an individual teacher/manager. Be orderly,

punctual at all times in regard to time management. You must value time as a
teacher/manager, which is a very vital component in development.

STRATEGIES

For the best results in both educational and human resources management, manager of
these fields need to take account of these techniques and approaches in their
management:

a) Committees
b) Conflict management
c) Communication
1) It is advisable that people at place of work in organizations operate in groups called
committees so that all are able to participate. It is one of the best methods of
management in educational institutions for instance; at college level you have such
committees:
i.Disciplinary committee
 ii.Finance committee
iii.The housing committee
iv.Admissions committee
v.Production unit committee
vi.Entertainment committee
vii.Board of studies committee
viii.Examination committee
ix.Sports committee etc.

The same applies to primary, secondary and any other educational institution.
Committees enhance transparency, accountability and participation in human resources
management.

2) Conflict Management

Bauleni (2005) states that, conflicts are inevitable in institutions where people exist.
These differences many arise from different aspect of the work environment and need to
be resolved by management. So managers need to have good conflict management
skills. Not only that, prevention is better than cure the manager should have skills in
preventing conflicts in a school.

3) Communication

All schools need effective channel of communication. The communication system must
be very effective to avoid the “grape vine” syndrome or speculation. Managers must
clear channel of communication to all stakeholders in the school e.g. pupils, teachers,
auxiliary staff etc.

ACTIVITY

1. What are the possible challenges of resource management in schools?

2. Discuss sources of conflict in organizations such as school.
3. In your view, what are possible consequences of poor communication systems in
schools?
4. Discuss the role of motivation in human resources management.
SUMMARY

The chapter discussed several segments of the topic resource management. These are
human, financial, time and record management among others.

REFERENCES

Bauleni, A. (2005). The Fundamental Principles of Modern School Management

and Institutions of Higher Learning. Lusaka: ZEPH.

Blandford, S. (1997).Middle Management in Schools. London: Pearson Education

Commonwealth Secretariat (1998), Better Schools, Resource Materials for Heads of

Schools.

Forojalla, S. B. (1993), Educational Planning for Development, New York:

Macmillan.

Forojalla, S. B. (2010), Educational Planning for Development, Singapore:

Macmillan

Fullan, M. G. (1991), The Meaning of Educational Change,Cassell Education Ltd

Heller, R. (1998), Managing Change, London: Darling Kindersley Ltd

Kasambira, E. P. (1998), Education, Administration and Management, Harare:

College Press.

Longwe, W. (1997), School Management, Lusaka: ZPC Publications

 MacBeath and Myers, K. (1999), Effective School Leaders, London: OUP

Mullins, J. L. (2007), Management and Organisational Behaviour, London: Prentice

Hall

Scott, W. G. (1961), Organisational Theory: An Overview and Appraisal, Journal of

of Management Issue No. 4, 7-27

Sergionvanni, T. and Starrate, R. (1983), Supervision: Human Perspectives, 3rdedtn,

New York: McGraw-Hill.

Steers, R. M. (1998), Organisational Behaviour,3rdedtn., Glenview II: Scoll,

Foreman.

Taylor, G. (1970), The Teacher as Manager, London: Pitman

Weick, K. (1976), Educational Organisations as Loosely Coupled Systems, Chicago:

Chicago University Press

Yukl, G. (2002), Leadership in Organisations, New York: Pearson.

Policies are guidelines for managing actions which implement objective-oriented strategies.
School uniform helps in promoting a sense of pride in the school and helps to engender
feeling of community and belonging. Little owls day-care regards snacks and meal times as
an important part of the day. Eating habits are developed during childhood and that if
children are encouraged to enjoy healthier food and drink early on in life; it’s more likely
that these habits will remain throughout life. Health eating helps to improve the
concentration of children which in turn helps them to be ready to learn. Therefore this essay
shall discuss the policy statement for uniform, meal, safety, feels as well as behaviour for
Dundumwezi nursery school. Where possible examples shall be given.

To start with, meal times represents a social time for children and adults and help children
to learn about health eating. We promote healthy eating at all snack and meal times and
have a designated PANCO (physical activity and nutrition coordinator) to lead practice in this
area. As a school took account of the school food trust’s voluntary food and drink guidelines
for early year’s settings in Dundumwezi nursery school. We have signed up to the school
food test’s code of conduct and evaluate provision using their checkless. (Turn; 1970).

Policy statement for meals at dundumwezi nursery school. We will work to improve the
health of the school community by equipping pupils and their families with ways to establish
health eating habits that benefits both themselves and the environment. We will prove high
quality food education and food in school to help ensure food messages are consistent
during school day. We will create an enjoyable and sociable dining experience for pupils in
school, and a lively food culture at school and in the wider community.

The food standards agency survey packed lunchboxes showed that many children’s
lunchboxes contained too much sugar, salt and fat and little fruit and vegetables. The school
is committed to encourage parents to provide healthier lunchboxes for children.

To support this, the school will earn to provide guidance to parents based on the food in
schools recommendations of what constitutes a health lunchboxes, the guidance should be
consistent, realistic and stress the importance of a balanced and varied diet (MK;2016).

The school recognises that parents provide packed lunches for a variety of seasons,
including dietary requirements or intolerance, and religious observance. For this reason no
food may be swapped or shared from packed lunches. Food swapped or shared may be
confiscated. Food not eaten in a packed lunch will be taken by the child to ensure that
parents know what their child has or has not eaten.

All pupils should wear the knock Breda school uniform to nursery each day. Uniforms can be
purchased from school trends on line or by completing and posting an order form Children
should keep a pair of willies in schools. The school uniform should be red poloshirt,red
sweatshirt ,navy jogging bottoms/navy shorts in summer ,red summer dress/grey pinafore,
red fleece,(red waterproof coat on this one the initials must be added to fluorescent strip on
collar) red sun hat reds winter hat black non-laced shoes.(Lanier Christian Academy;2016).

Please make sure the child brings a warm and waterproof coat to school and pair of named
willies should remain in school for daily outdoor play. For valuables and jewelleries, such as
rings, bracelets and should not be brought to school. As a school, they would prefer the
children not to wear earrings however if they do only stud earrings will be acceptable. For
uniforms as Dudumwezi nursery school made it sure that all removable clothing is clearly
marked with the child’s name and not forgetting shoes and willies. To promote
independence, children should be encouraged to put on their own coat, hat, scarf and
gloves mittens are best for school use; (Turn; 1970).

Dudumwezi nursery school has uniform policy that expects children to wear appropriate
clothing to school that is in keeping with a positive and purposeful learning ethos.

This school uniform helps in promoting a sense of pride in the school and helps to engender
feeling of community and belonging. It also makes children feel equal to their peers’ in
terms of appearance. It is regarded as suitable and good value for money by parents. For
sports like football, shirts and tops with logos should not be worn. Neither should tops that
leave shoulders/midriffs bare or have thin traps as well as jeans. (Lanier Christian Academy;
2016).

For safety at Dudumwenzi nursery school the school made it sure that all members
employed have been checked for clinical records by an enhanced disclosure from the clinical
records. All the children’s are supervised by adult at all times. Whenever children are on the
premises at least two adults must be present.Interms of security, systems are put in place
for the safe arrival and departure of the children’s, arrival and departures are recorded. The
personal possessions of staffs and volunteer are securely sored during sessions.

Consequently, kitchen children do not have unsupervised access to the kitchen, all the
surfaces are clean and non-porus.there is separate facilities for hand-washing and for
washing up. Cleaning material is another dangerous material that is stored out of reach of
children. For electrical gas equipment; all electrical gas equipment conforms to safety
requirements and is checked. Fires, heater, electric sockets, wires and leads are properly
guarded and the children are taught not to touch them. There are sufficient sockets to
prevent overloading. The temperature of hot water is controlled to prevent scalds as well as
adequate lighting and ventilation in all areas including storage areas (MK; 2016).

For hygiene as the school, regularly seek information the environmental health department
and the health Authority to ensure that it keeps up to date with the latest
recommendations. The daily routine encourages the children about personal hygiene, the
daily cleaning routine for the setting which includes play rooms, kitchen, rest area, toilets
and happy changing areas.

The toilet area has a high standard of hygiene including hand and washing, drying facilities
and the disposable of nappies. For activities; before purchase or loan, equipment and
resources are checked to ensure that they are safe for the ages and stages of children
currently attending the settings (Turn; 1970).

In addition, the layout of play equipment allows adults and children to move safely and any
dangerous items are repaired or discarded. All equipment’s are regularly checked for
cleanness and safely. All the materials including paint and glue are not toxic. Sand is clean
and suitable for child’s play. Children learn about health, safety and personal hygiene
through the activities the school provides and the routines they follow. For fire safety, fire
doors are clearly marked never obstructed and easily opened from inside Smoke
detectors/alarms and fire fighting appliances. Standards are applied, are fitted in
appropriate high risk areas of the building and are checked as specified by the
manufacturer.

With regards to American Red Cross. (1980), First aid and medication, is done by one
member of staff with current first aid training and it is done on the premises or on an outing
at any time. The first aid qualification includes first aid training for infants and young
children. Safety of Adults is provided with guidance about the safe storage, movement,
lifting and erection of large pieces of equipment. All warning signs are clear and in
appropriate languages. If a member of staff is off work for more than three days due to an
accident at work (not a finger or toe) Ofsted must be informed.

For behaviour, as Dudumwenzi nursery school a good behaviour is pot raid which is
achieved by stressing the positive achievements of children. The full behaviour management
policy at Dundumwezi nursery school is available for parents to and a copy is kept in the
school office. Through this and other policies and procedures, the school aims to ensure
that children’s health safety and security are promoted their individual needs are met and
they have positive relationships with the adults that are caring for them. ( Baseli; 2012).

Dudumwezi nursery school is responsible for managing children’s behaviour in appropriate

way. A positive ethos and positive behaviour that encourages children and adults to treat
each other with care and respect, take responsibility for well-being of others will be
promoted at all times. As the school there is a creation of environment in which everyone
can make a positive contribution, feel respected and value, enjoy learning, develop
independence, take risks, feel safe, and secure free from bullying.

Additionally, management ensure consistency through our routines and expectations and
involves children in creating and responding to explicit rules focussed on the positive actions
(ten golden rules).The school involves parents in promoting positive behaviour and effective
learning behaviours, punctuality and good attendance and commitment to home school
agreement. It ensures an inclusive environment support diverse needs of all children and
recognise and promotes young children’s development as well as the use of appropriate
and effective strategies, approaches in line with their age and stage of development and
learning.( Reeby;2005).

There are therefore, all behaviours is the results of the feelings or experiences, through
these are not always explicit within the behaviour.Therefore,a child who is experiencing
difficulties regulating their behaviour are likely to be suffering some uncertainty or distress.
If all strategies and approaches when applying consistently by all those who have contact
with child, do not enable them to behave within what is appropriate for the age and stage of
development or their behaviour is causing distress or detriment to their own other
children’s development or well-being, then a process of behaviour log observations,
planned strategies and an individual behaviour will be implemented with the involvement of
their parents. (Belkin; 1977).

Furthermore, it is important for children’s development that they learn to understand

about the effects of their actions and that these may have consequences. Consequences in
nursery do not include punishment of any kind and no consequence would ever be threaten
or used which would adversely affect a child’s well-being.

In conclusion, it has been observed that behaviour is a response of an individual or group to

an action, environment, person or stimulus. All behaviours are the results of the feelings or
experiences, through these are not always explicit within the behaviour. It has been also
seen that safety is the state of being safe or the condition of being protected from harm or
other non-desirable outcomes. However, school uniform helps in promoting a sense of pride
in the school and helps to engender feeling of community and belonging. It also makes
children feel equal to their peers’ in terms of appearance.Additionally,as the school
recognises that parents provide packed lunches for a variety of seasons, including dietary
requirements or intolerance, as well as religious observance.
 REFERENCE
American Red Cross. (1980). Standards First Aid and Personal Safety: New York; Doubleday
and Company, Inc.

Baseli, A. (2012). A Social Behaviour Rating of At-Risk Pre-school Children: University

Press.

Belkin, G. et al (1977).Educational Psychology: An Introduction; Dubuque Iowa: Wm C.

Lanier Christian Academy (2016). Dress Standards and Uniforms: Education Directorate.

MK, (2016). Food and Nutrition: CDC; Lusaka Zambia.

Reeby, P. (2005). Behaviour Problems in Pre-school Children: A review of recent Research.

University Press.

Turn, A. et al. (1970). School Health and Health Education: Saint Louis; CV.Mosby

Company.