Guyana

Ministry of Education

Education
Management
Certificate

The Management of Schools

Module Seven

Drive
Developing

Teamwork

Influencing LEADERSHIP Vision

Confidence
Accountability

Commonwealth Secretariat
Modified from
Better Schools
Resource Materials for Headteachers
 These materials were prepared co-operatively under the Training and Support
Programme for School Headteachers in Africa in the 1990s. They were adapted and updated
considerably in Guyana in 2000, 2008 and 2019 to meet the needs of the Guyanese
educational context.

Governments in developing Commonwealth countries wishing to reproduce or adapt the

materials in whole or in part in any language should inform the Commonwealth
Secretariat which may be able to offer some assistance in doing so.

For further information, write to the Director of the Education Programme, Commonwealth
Secretariat, London.

COMMONWEALTH SECRETARIAT

Education Programme
Human Resource Development Group
Marlborough House
Pall Mall
London,
United Kingdom
SW1Y 5HX
or
THE DIRECTOR

National Centre for Educational Resource Development, MOE

3, Battery Road
Kingston
Georgetown
Guyana

Prepared for publication by the Materials Production Unit (MPU), National Centre for
Educational Resource Development (NCERD).
Originally designed and formatted by Geoffrey Wadsley.
Updated design and format by NCERD staff in partnership with

© Copyright Commonwealth Secretariat & Ministry of Education, NCERD Guyana 2019

Notes on Assessment
Please note that each unit contains two kinds of activities as follows: e.g.

1. Reflection – You will see these from time to time throughout the booklet in bold
text. You are not required to submit your thoughts on these issues to your
Master Trainer. You may make notes if you wish but they are your own
personal reflections on the issues raised.

2. Activities – These are formal assessments which you will have to submit to
your Master Trainer as part of your portfolio. You should number them in the
same way as the units and carry out the activity as stated.

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 The Management of
Schools
Module 7

Introduction
The purpose of this module is to
enable headteachers to gain an
understanding and insight into the
nature and dimensions of school
management, and thus help them
work effectively with the various groups and bodies which have a part to play in the good
management of each school.

Let us first of all remind ourselves of the distinction between leadership, management and
administration. A good headteacher would be capable of all three and particularly his / her key
role as a leader. We will deal with this in much greater detail in Module 8 “The Leadership of
Schools”. In simple terms, the leader creates the vision and engages the staff to fulfil that
vision. The manager creates order and structure to oversee and undertake the process and
the various stages required to achieve the task. The administrator deals with the day-to-day
issues that are required for the whole process to run smoothly, meet the requirements of the
law and achieve the desired results. In short, what will be done, how it will be done and the
doing!

In this Module, we will examine the process of management. There are many people and
organisations involved in the management of a school and they all have their part to play.
We will not only examine the role of headteacher in this but also look at the responsibilities
of other outside stakeholders such as the parents, the children, the Departments of
Education, the community and the Ministry of Education.

Individual study time: 18 hours

Objectives
After working through this module, you should be able to:

• identify the various bodies which have a role to play in the management of schools
• understand the legal and other bases for school governance
• distinguish between different levels of educational management

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 • have an insight into the role of the Ministry of Education in the operations of your
school
• understand the rationale for having a Parent-Teacher Association (PTA)
• have insights into the constitution, powers and roles of the PTA
• indicate the way and manner in which staff, learners and various school committees assist
with the management of the school
• understand the concept of school and community links and identify some of the bodies
which have links with your school and the contributions they make to the school
• identify possible areas of school-community conflict and ways and means of minimizing
them
• understand the rationale for community inputs into the school curriculum.

Units
The module is divided into six units.

Unit 1: Defining the parameters of school management 2 hours

Here you will recognise the parameters of school management, consider the context of
school governance in the management of your school, and outline what the concept of
school governance embraces.

Unit 2: Legal basis of school governance 3 hours

This unit deals with the legal basis of school governance. You will recognise a purpose of,
and difference between, education acts and ordinances, bylaws on education, legislative
and executive instruments on education, policy statements and administrative instructions
concerning education.

Unit 3: School managers and Governing Bodies 4 hours

In this unit, you will examine the relationship of school management and Governing Bodies,
identify their responsibilities and roles and suggest ways in which you, as headteacher of the
school, can use this relationship to improve the performance of your school.

Unit 4: Relationships between schools and other agencies 3 hours

Here you will consider the relations of your school with other agencies, including issues
such as defining levels of education management and the relations of your school with
regional and state authorities, as well as with district authorities and other agencies involved
in the management of your school.

Unit 5: The role of teachers, learners and parents in school management 3 hours
In this penultimate unit, you will recognise the various individuals and groups within your
school who are partners with you, the headteacher, in its management.

Unit 6: The role of the community in school management 3 hours

In this last unit, you will recognise the importance of working with local and extended
community groups and the stakeholders of the school in order to provide an effective
partnership with them which is in the best interests of all concerned.

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 Defining the Parameters
of School Management
Unit 1

Introduction
The success of every school depends on the way it
is led and managed. The need for the efficient
management of schools has placed much more
emphasis on the nature and quality of the work of
the headteacher as the leader of a team of professional
educators and as the manager of the supply and
effective use of resources (human, financial and
material).The headteacher therefore needs to gain a clear
understanding of all the forces and factors which
contribute towards management of the school.

Throughout this module, we will often refer to the governance of schools rather than
management. Although to a certain extent these terms are interchangeable, we wish at this
stage to make a distinction between the two. By management we mean the day-to-day
planning, organising, resourcing, directing and controlling the outputs of the school to
enable it to reach its desired goals and mission. This is generally done by one or more
people at different levels in the school, each with separate roles and responsibilities,e.g.
headteachers, Deputy headteacher, Senior Masters/Mistresses, Heads of Departments,
etc. To a certain extent, some aspects of school management can also be external from
the inputs of such bodies as the Department of Education, the PTA and the community.

On the other hand, by governance we mean those areas of school management which are
enshrined in law or regulation over which the headteacher has little control; for example, the
requirement to follow the directives, circulars or guidelines of the Ministry of Education
which apply to all schools and are not generally negotiable. We refer to management,
therefore, as all aspects of the organisation of a school, whether internal or external.
Governance is a specific form of management, which is less flexible and relates to the
authority of certain persons or groups who have legal responsibility for a school, such as the
Ministry of Education, the Regional Democratic Councils and Town Councils, the Heads of
the Departments of Education and School Boards where they exist.

This, of course, is not to say that the headteacher does not have legal responsibilities but we wish
to differentiate between that in which the headteacher has a choice of action and that in which he /
she is legally obliged to act in a certain way, e.g. the admission of learners, the
implementation of the national curriculum, etc.

Individual study time: 2 hours

Learning outcomes
After working through this unit, you should be able to:
• define the parameters of school management

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 • be aware that there are laws and regulations within which your school must operate
• identify the various bodies which have a part to play in the management and
governance of your school.

The headteacher, even as the chief executive of the school, does not act alone or on his / her
own authority, but rather carries out his / her assignments within the context of laws, regulations
and circulars, administrative instructions and directives originating from the government,
which, as the representative of the people, has the original authority to determine the type
of education a country should provide for its citizens.

Schools, whether public or private institutions, also have a number of stakeholders in their
activities. Their management is therefore done through a coalition of interests working
together, but performing different functions, all aimed at enabling each school to operate
and to achieve its aims and objectives. The headteacher, who as the chief executive, is
responsible for directing and overseeing the day-to-day activities of the school, must know
which agencies, groups and individuals, constitute this coalition of interests.

Laws, regulations and instructions

Activity 1.1
Are you aware of the different types of laws, regulations and instructions within the
context of which your school is run?
1) Try to list some of them and indicate whether they are part of the laws of Guyana or
are regulations from outside of the school.
2) Do you think these laws and regulations make your life as a headteacher easier or do
they restrict your actions in creating an effective school? Give your reasons.

Comments
We hope that the list you have produced includes laws, regulations and instructions
such as:
• The Education Acts
• The Education Strategic Plan
• Education Code and amendments
• Code of Conduct for Teachers
• Policy Guidelines from the MOE
• Guidelines from the Department of Education
• Local laws and bylaws
• Circulars from the CEO
• Guidelines from the Principal Personnel Officer

With reference to the second question, you may have mixed views. Principally, we should
accept that the Government, through its executive arm the MOE, is the legal representative
of the people and, as such, has the right to make regulations which are, for the most part,
for the greater good of the people, whether you agree with them or not. In some ways, these
regulations may restrict your actions and in others, they will protect you in your role as
headteacher. On the whole, however, they will create a structure in what you do and allow
you to focus on day-to-day matters without having to formulate overall policy.

6
 It would be valuable for you to check with other headteacher, and with the District Education
Officer, how complete your answer is. Obtain (perhaps from your DEO) a list of the laws,
regulations and instructions which relate to your school. Ensure that your school has a
copy of each relevant document available for reference. (1) The “School Records and Documents”
provided a detailed list of these documents. (Circular No. 6/2007: School Records and Documents)

We must realise that, in the first place, schools are established and operate within the context
of laws, regulations and other legislative and executive instruments passed by government
to give direction as to the way formal education in the country should be organised. These laws
and regulations are operationalised through policy guidelines which are issued by the Ministry
of Education and other authorities in the form of administrative instructions, circulars and directives.

Who is involved in the governance of schools?

Activity 1.2
Consider how many individuals and groups have a part to play in the management and
governance of your school.

1) First of all, look at the staff of your school and list the roles of those who have any
input into its effective management.
2) Now, look at the external bodies who have an impact on the management, whether
directly or indirectly, and say to what extent they have an influence on the way you
operate.

Comments
The list you have put down probably includes:

1) Internal organisation – all post holders including headteacher, Deputy headteacher,

Senior Master/Mistresses, Heads of Departments, and Level Heads, student government
2) External bodies – all those working outside of the school from the highest level
including:-

• the National Assembly

• the Ministry of Education
• the Regional Administration including RExO, Regional Chairperson and
Chairperson of the Education Committee.
• the Regional Department of Education including REdO and DEOs
• the PTA
• former learners and Alumni Associations
• the immediate community, including employers, religious and community
leaders, etc.

The influence they have over your school and your decisions largely depends on the
authority they hold to affect your decisions, e.g. MOE, etc. and the extent to which you
create a partnership with them and allow them to have a role, e.g. PTA and the local
community.

7
Again, it is important to realise that the Government of Guyana exercises its responsibility
for providing education for its people through the Ministry of Education and other bodies at
the state, regional and district levels. e.g. the Regional Democratic Councils. These
different bodies, units and agencies all have a part to play in the management and
governance of schools.

Also, schools, as public institutions in which there are a number of

stakeholders, cannot be allowed to be run only by the paid staff
led by the headteachers according to their own inclinations. Yet it is not
possible for all the stakeholders and the public to be there to
oversee the running of a school. This is why the role of the headteacher
is so crucial in bringing all of these people together to ensure that
all of their reasonable aspirations for the education of the children
are met.

The school community itself, comprising the staff and learners,

constitutes the immediate group of people with whom the headteacher
is in constant touch. For the efficient and effective management of
a school, these members of the immediate community must
participate in its management. Thus, the staff and learners of each
school have a part to play in this through various mechanisms.
Furthermore, the influence of the larger community in which the school is situated, is
becoming increasingly important in the way a school is operated. This larger community is
itself made up of different components, such as employers, religious and community
leaders and these groups in their different ways may play important parts in supporting the
school. They, therefore, should be included in its future direction. That is not to say that
they deal with the day-to-day running of the school but will have an influence on the course
the school will take to satisfy community needs.

Activity 1.3
Try to conceptualise for a moment the varying roles that individuals have in the
management of your school. Briefly consider the issues of accountability and
professionalism that we discussed in Unit 6 Monitoring of School Effectiveness.

1) To what extent do you hold those for whom you are responsible in your school
accountable for their share of the management activities of the school? Give
examples.
2) Given that external persons and organisations also have an influence on school
management and policy, to what degree do you think they also can be held
accountable for their actions?
3) How would you describe the professional relationship that you would have:
with those who work with you in the school?
with those who are not part of the immediate school community?
4) Since you are accountable for all that goes on in your school, to yourself and to
everyone else, how would you attempt to deal with an external organisation which
held views with which you did not agree?

8
 Comments
You may find that some staff do not want to be held accountable and that they may not
be motivated to take on that responsibility. They may tell you that they are not paid
enough or their conditions of service are not good enough to be held accountable. The
simple fact, however, is that they have chosen to do this job, especially if they have
responsibilities such as a middle or senior leader, and therefore, this is not negotiable.
They will be held accountable for their actions and management decisions.
What they do will have a positive or negative effect on learning. The latter is
unacceptable and therefore they must be responsible for what they do. The test you
face is to support them and motivate them in the challenge.

All official organisations, especially those with a constitution such as a governing body
or the PTA, must be held accountable for their actions because of the impact those
actions will have on the children.
All departments set up by the government, such as the MOE and the Departments
of Education, are automatically accountable for their actions because they are the
executive arm of the government and are doing the work of the people of Guyana.

Look back again on the definition of professionalism given in Module 6. Follow this
description of professional actions and you will not go far wrong. However, you are
legally responsible, as headteacher, for your staff and it is your duty to behave in a
professional manner with them even if sometimes their actions do not make you feel
inclined to do so. However, in the case of the local community, it is more a situation of
negotiation and listening to their needs and trying to address them rather than their
dictating the way you will run your school. Ultimately, if you do not do a good job, you
will be held accountable by them, so you must listen to their needs and concerns.

And finally, since you are answerable for your actions, unless the organisation with
which you disagree is responsible for the supervision of your school, such as the MOE
or Department of Education, you must make the final decision about school policy.
However, remember to be tactful about the way you do it.

Summary
In this introductory unit, we have looked broadly at what the concept
of school management embraces and the distinction between
management and governance. We have touched upon the laws and
regulations within whose context schools operate and the various
bodies, agencies and groups who all bear a part in the governance
of schools. These relationships are summarised in the diagram
below and are explored more fully in the units which follow.

Thus, in later units, we will look at the way the headteacher is the
coordinator of all management activities in the school through the
staff, the learners, the Ministry, the parents and the local community.

9
The parameters of school management

Ministry of
Regional Education National
Administration Assembly

Boards of
Governors or Education
Management Departments
Committees

Staff and learners

SCHOOL Wider
Community
MANAGEMENT

Parent-Teacher
Associations Religious
Leaders

Employers’
Organisations Community
Leaders

Well-managed
schools

10
 Legal Basis of School
Governance Unit 2
Introduction
As we have seen in Unit 1, the management of schools may be seen on two levels – that
which is in the control of the school leadership team and that which is external to the school.
Management does not take place in a vacuum or in a random way but rather occurs within
the context of laws, regulations, administrative instructions and directives which are issued from
the Ministry of Education and Government. The constitutional responsibility for educational
provision rests with the state and the Ministry of Education, as an agency of the state, has the
authority to formulate policies and enact laws concerning education, raise revenues and
operate government schools or devolve powers to other agencies or individuals to open and
operate private schools. It is these laws enacted by government, expressed in acts,
decrees or ordinances, and reflected in various educational bylaws, legislative and
executive instruments and other regulations, which constitute the legal basis for school
governance.

The various laws and regulations on education,

which themselves derive from educational
policies formulated by government, are
translated into administrative and management
instructions, directives and guidelines which
determine how schools are managed.

The main purpose of this unit is to assist the

headteacher to understand the sources of
authority which determine how the school is to
be managed, and through this, to be guided as
an educational leader.

Individual study time: 3 hours

Learning outcomes
At the end of this unit, you should be able to:

• explain what an education policy is

• explain what education laws are, and be aware that such acts, decrees, ordinances and
bylaws affect the way you manage your school
• describe what executive and legislative instruments on education are and how they
affect the management and governance of your school
• describe what administrative instructions are and how they affect the operations of your
school
• explain why your school requires its own policies and regulations, what these are, and
what procedures you have for their further development.

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Education policies

Activity 2.1
Taking the school curriculum as an example and considering the way in which your
school is structured, identify and describe the effect of government policy in this area on
the way you have developed your curricular programmes in the school.

Comments
Some of the ways in which school structures and programmes have been determined
through government policies include the following:

• the length of each cycle in the education system: for example, nursery provision
in early years, the primary school cycle spans six years and therefore consists of
Grades One to Six, while the secondary cycle spans five years and consists of
Grades Seven to Eleven (Forms 1 – 5)
• the selection and content of subjects taught at each level as part of the Guyana
National Curriculum
• specific timetables within nursery and primary schools
• the minimum qualifications of teachers at each level of the education system
• the age at which learners start formal schooling in Nursery Schools

All of these will have an effect on your programmes of study and the curriculum you
offer. However, ultimately, you are responsible for what goes on in the classroom and
you must be prepared to adapt (where it is permissible) to meet local needs.

Education policy is the overall plan laid down by government embracing general goals and
procedures in the provision of education. It is intended to guide and determine present and
future decisions connected with schools and learners, and the roles to be played by parents
and other interested bodies. Education policies only become compulsory when included in
legislation and enforced through the courts of law.

Education laws

Activity 2.2
In Unit 1, you identified the education acts, decrees or ordinances which determine the
way your school is operated.

1) Consider one or two of them (perhaps relating to strategic planning through the SIP,
the curriculum or school admissions as examples) and identify what you consider to
have been the government objectives in passing such laws.
2) To what extent have these acts or laws been successful in achieving their objectives
in the operation of your school?

12
 Comments
For major government educational policies to be implemented, laws in the form of acts
or decrees are promulgated to back them. These laws are the rules by which Guyana
is governed and which every citizen should respect. (Consider the words of the
Guyana National Pledge). It is important to note that such laws, including those on
education, do not become static but are amended or changed to suit new
circumstances as the country develops.

In some situations, it is possible to find schools which are not operating within the law.
For example, some schools have class sizes which are larger than those prescribed
by law. It is often quite difficult to provide the national curriculum, particularly in
practical subjects in a school with no electricity; or in languages, for example, when
there is no teacher available. Another problem is school finance, where the
government may set limits on how schools may obtain funding, but where funds have
to be raised due to a severe lack of resources.

Headteachers must know what the law is and they must strive by every means to
operate within it. Headteachers must also be an advocate for the school when resource
provision restricts their ability to comply with the law. For example, the headteacher of a
school without any electricity next door to a school that has it, must lobby the
authorities until the situation is rectified. On the other hand, law makers must
understand the realities of educational provision and must pass laws which make
sense.

In effect, schools are governed by the legal instruments, known as education acts, which
are usually proposed by the Office of the Minister of Education and passed by the Guyana
National Assembly. Each education act will build on the strengths of its predecessors and
cancel legislation which is no longer necessary. Therefore, in reading the latest education
act, one must be au fait with all of its precursors.

It is also important to note that besides major laws in the form of acts or decrees on
education which are national in character, there are other subordinate laws, made by Town
Councils and Regional Democratic Councils which affect education in specific areas. These
are known as bylaws. These local democratic organisations have , powers to make
bylaws on such matters as education, health care and sanitation but with the approval of the
subject Ministry. Hence, the Town Councils and Regional Democratic Councils have much
influence on educational provision in this area. It is, therefore, important for you as a headteacher
to know what bylaws on education are in force in the area in which your school is located.

Executive and legislative instruments on education

An executive instrument is a certificate issued by the executive branch of government for a
certain order to be carried out in connection with a specific issue. In the field of education, it
sometimes becomes necessary to acquire land to construct schools. If this poses a
difficulty but land is available, the Ministry of Education can make an order to acquire the
portion of land in question. This order is tabled in the National Assembly and, if ratified, the
land can then be acquired. Compensation will be paid to the owner.

13
 A legislative instrument is an order issued by the legislature on an aspect of national
importance. This order, which has the force of law, regulates activities within a specific
domain of national life. A legislative instrument might be issued, for example, to establish
decentralised political administration in which regional councils are given certain functions
and powers with respect to the provision of education. As you are aware, the Town Councils
and Regional Democratic, Councils in Guyana are heavily involved in the provision of education
especially in funding certain aspects of it.

Are you aware of any executive or legislative instruments which have influenced the
operations of your school or the schools in your district?

Comments
In 2008, the Ministry of Education underwent a process by which further decentralisation
of its functions was proposed and agreed. Out of this came proposals for the
reorganisation of many of the functions of the MOE, strengthening some areas and
delegating some tasks to Departments of Education. You will already be aware to what
extent your Town Council or RDC is involved in the education process. The area in
which changes in legislation are having the greatest influence on schools is in the level
of authority being delegated to the Heads of Departments of Education.
Decisions, for example, about repairs and maintenance of facilities, for effective
management of education, placement of children and granting of leave to teachers,are
increasingly being made locally.

However, we must be aware that, with the decentralisation process, comes greater
accountability both for Departments of Education and schools. Headteachers must be aware
of their duties in these areas.

Administrative instructions
The two main ministries in Guyana which are
involved in education provision are:

• The Ministry of Education – this is

the executive arm of the government
for educational affairs. The political
head is the Minister of Education,
the administrative head is the
Permanent Secretary and the
professional head is the Chief
Education Officer. For further details
of their functions, see Module 2, Unit 2 – Government Organisation and
Functions.
• The Ministry of Communities – this ministry is responsible for the
democratic process of the local representation of the people through the RDCs
and Town Councils.

However, others will be involved such as the Ministry of Finance in the funding of schools
and the Ministry of Health relating to Health and Family Life Education and other health
issues such as HIV / Aids, Diabetes education, etc. One major function of these government

14
ministries or departments involves the application of general policy to particular areas or
activities.

Many administrative functions permit the exercise of discretion by those in positions of

authority; hence, powers of policy execution are exercised by a large number of officials,
from the officers of the Ministry of Education to headteachers and classroom teachers, each of
whom is given some powers of discretion. Thus, senior officials usually issue administrative
instructions to schools in the form of directives or guidelines. These instructions are
generally issued through circulars or at staff meetings at various levels.

Activity 2.3
One of the problems with administrative instructions is keeping an up-to-date file of them
and in ensuring that the staff are informed of them. How well are these being kept in
your school and how well are your procedures for keeping your staff informed working?

Develop a simple policy for dealing with administrative instructions from different
sources. You should consider the following:

• Reading the communication

• Analysing the implications for you and your school
• Filing the communication for easy access when needed
• Communicating the guidelines / instructions to staff
• Monitoring their compliance with the instructions.

15
 Comments
You should try to read these directives as soon as they arrive or very soon after. It is a
good idea to keep a folder with information for reading and set aside a time each week
which is devoted to just that task. You will not need to read everything and often there
will be an executive summary at the front which you can skim for its appropriateness for
your situation.

You might want to use a pencil to highlight areas which are applicable to you without
damaging the document. You may even wish to take notes of the main points and you
will need to consider the implications for your school. Implementation of the instructions
may require you to discuss the matter first with your senior leadership team to create an
action plan and, of course, simply to keep them informed.

Your choices for storage might include a catalogued ring binder classified into date,
sender or topic. You may wish to use a filing cabinet with individual files labelled with the
topic, e.g. Admissions, National Curriculum, Financial Regulations, etc. Whichever you
choose, it is a good idea to keep a separate list of all communications as they come in
with three columns so that you will be able to find them easily. You may wish to give
certain staff access to this. See below for an example of how to record communications.

You will only need to communicate to staff those issues which concern them. However,
while teachers do not wish to be burdened with administrative information which does not
impact on their role, they should be encouraged to familiarize themselves with these policies
to increase background information and upward mobility. This is best done through a staff
meeting when teachers have an opportunity to ask questions. However, sometimes you
may need proof that teachers have been informed, especially if later they will have to
change their practice. The Staff Instruction Book is the best method for this and, even
better, if you have reproduction facilities, give a copy to each teacher. Schools which are
fortunate enough to have computers could use e-mail, internet or, in this technological
world, a private blog which can only be read by certain named people. See Unit 6 for
instructions on how to monitor performance.

Directives, Instructions and Guidelines

Date received Communication Filed in
Nov 2009 Guidelines for Admissions to Secondary Schools Admissions
Dec 2009 National Curriculum – Grade 9 Spanish National
Curriculum
Feb 2010 Directive on corporal punishment Learner Behaviour
Mar 2010 Guidelines in Relation to the Acquisition of Non- Finance
budgetary funds and donations
May 2010 Prohibition of Cell Phone usage in Schools. Learner Behaviour

The power to create policy

All officials at different levels within the education sector have the power to form “local policies”
and issue directives. However, these are usually only for those persons for whom they have
supervisory responsibility. The more senior the official, the greater scope they have for
creating policy which will affect the whole system. However, such policy at ministry level is
usually a joint effort between different officers with their own distinct responsibilities and,

16
 therefore, perceptions about what should be done. However, the distribution of
discretionary powers is not fixed and, at present, there is a trend in Guyana to devolve more
power and responsibilities to headteachers of schools. Thus, headteachers were traditionally
expected to do as they were told; to react to the directives given by the central
authority. Now, more often, headteachers are expected to be proactive in developing, in
consultation with others, policies and regulations for their own school and to implement
these through school-based plans and School Improvement Plans.

Activity 2.4
1) List three areas in which you, as headteacher of your school, have developed policies
and regulations to promote the development of your school.
2) Identify any more areas where you think school policies are needed, and explain
what you intend to do to develop them.

Comments
Every school needs to have its own set of policies and regulations. You will already
have regulations, or rules, governing the behaviour of learners and procedures for
setting standards of discipline, but do you explain the rationale or purpose of these in a
school policy statement? Schools require policies in many areas for example, with
regard to:
• Learning and Teaching
• Homework
• Special needs - learners with learning difficulties, disabilities and physical
disabilities
• Assessment
• Reporting learners’ progress
• Extra-curricular activities
• Language across the curriculum
• Financial procedures

If you feel you need to know more about how to manage change in your school, have
a look at Unit 8 in Module 2, Principles of Educational Management.

School policies and regulations

We have discussed earlier how important it is for headteachers to have expectations of their
staff. These are best communicated in a staff handbook so that all staff are very clear about
what they have to do, how they should behave in certain circumstances, their professional
conduct, what they are accountable for and the consequences of not following the agreed
policies. This is not to say that you should produce an overbearing document which will
make teachers feel uncomfortable and restricted, but one which gives them clear, sensible
and logical directions about what they should do that will be in the best interests of the
children.

We are aware, of course, that reproduction facilities in many schools might be difficult, but
the payback for keeping staff informed of your expectations of them will be worth the
expense. Such information is best kept in a loose, leaf file provided for all teachers, which

17
they must surrender to their replacement when they leave the school. Why loose leaf? This
is because your policies will be updated on a regular basis, like the law of the land, and old
policies can easily be removed and substituted for new ones, keeping the staff fully
informed at all times. These policies can also be a useful resource in staff development
sessions when you will give practical advice on how to implement them.

Keeping teachers fully informed enables you to discuss their performance with them,
congratulating them when they do well and supporting and encouraging them when
improvements need to be made.

Summary
In this unit, we have looked at the issue of laws and regulations which underpin school
governance. We have examined different kinds of laws which form the basis of school
governance such as education acts and legislative instruments. We have considered the
nature of educational policies and how administrative instructions and guidelines may apply
to these particular issues. We have given careful thought to who has the power to issue
directives and their scope.

Consideration has been given to the reading, analysis, storage and dissemination of such
information and you have been encouraged to find your personal solutions to how you will
deal with these.

Lastly, we have noted the importance of headteachers of school developing their own policies
and regulations, as part of the process of school-based planning, making clear expectations,
professionalism and particularly accountability.

18
 School Managers and
Governing Bodies Unit 3
Introduction
In Guyana, schools are governed in different ways. The vast majority of schools are
government controlled schools, led and managed by the headteachers with the support of
the Department of Education and the MOE. The legal responsibility for the schools lies
with the MOE and the management is delegated to the headteachers.

A small number of schools, again led and managed by the headteachers, are governed by a
Board of Governors, the members of which are collectively responsible for the provision of
education in that school. They have a legal obligation and must follow the President’s College
Act 11 of 1990 and the Manual on Governance of Schools by Boards 2010 which lay down their
responsibilities in law.

Currently, an increasingly large number of schools are operated on a private basis and,
likewise, are managed by the trust, foundation, religious body or company that funds the
school, through the leadership of a headteacher. You may be the headteacher of any of these
types of school in your career and it is important that you understand your responsibilities in
relation to these other groups and how you should work with them.

Because of the importance of education in

national development, the government and
the public must have a vital interest in the
management of schools. To ensure that the
interests of these stakeholders are brought to
bear, management committees and boards of
governors are sometimes set up to exercise
control over them. The term that is used for
such bodies sometimes varies, so in this unit
we use the term ‘governing board’. Presently,
there are twenty-six(26) Secondary Schools
and eleven (11) Technical Institutions that
are gazetted to be governed by Boards

In order that the headteacher may relate to, and work efficiently with, the school’s governing
board, it is important that he or she understands the role and powers of the board and how it may
operate to the best advantage in the management of their school.

However, regulations relating to governing boards in private schools may differ and therefore
the information we provide in this unit will be general in nature and will give you a flavour of the
legal requirements. If you become a headteacher of such a school, you must familiarise yourself
completely with the mode of operation of such schools.

19
In relation to private schools, some are governed in the same way as board schools and
others on a very informal basis. This unit will give you a flavour of the former and cannot
cover the many combinations of the latter.
Individual study time: 4 hours

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

• describe the Legal Authority of the governing board

• identify the powers of the governing board
• explain the roles of the governing board
• describe the membership of the governing board
• demonstrate how relations between the headteacher and the governing board may be
developed
• explain some of the rules and procedures which govern board meetings.

The flowchart below provides a summary of operational elements that influence the ability of
the boards of governors and management committees to operate through the headteachers and
their staff in well-managed schools.

The Legal Authority of the governing board

Activity 3.1
From what you have read above and considering that there are different governing
authorities for schools in Guyana, identify the following:-
1) What is the name of the body that has the responsibility for overseeing the
management of your school?
2) From what sources and through which instruments does that body derive its
authority to oversee the management of your school?

Comments
If your school is a government school, then you are managed and supervised by the
Department of Education in your region which has delegated powers from the MOE.
Its authority comes from the Government of Guyana which is elected on behalf of the
You are therefore answerable to the local community and the country.

If you are the headteacher of a board school, you are accountable to the Board of
Governors, which, in turn, is answerable to the Minister of Education through the School
Boards Secretariat. In order to ensure that governing boards operate on some common
principles, the Manual for the Governance of Schools by Boards (February 2010)
provides basic guidelines and the President’s College Act (1990) provides the
legal framework for its operators. Private schools may have a Constitution
which differs from the Ministry of Educations Manual. However, the Minister may
grant permission for the establishment of private schools where the eligibility
criteria are met. This and future closer working relationship are expected to
narrow the differences in governance between these two (2) sets of school s.

20
The operational elements of Boards of Governors and Management
Committees

Legal Authority
Powers Roles

Relations Relations
between the School Management between the
Headteachers and Headteachers
Committees and Boards
the Chairpersons and the Boards of
of the Board or of Governors
Governors
trustees.

By-laws and
operational
Membership procedures

Well-
managed
schools

Specifically, the Legal Authority of a school board addresses issues that are intended to provide
for its effective functioning.

• The Legal Authority of the board

• Powers and functions of the board
• Composition of the membership of the board
• Appointment of the Chair and tenure of office of members
• Powers and duties of the headteacher
• Appointment of staff of the school
• Management of the school fund
• Preparation of an annual budget
• Approval of the budget
• Monitoring the annual budget
• Support of the headteacher and staff
• Selective monitoring of school effectiveness
• Grievance Procedures
• Legal issues
• Maintenance of buildings
• Health and safety
• Personnel issues

21
It should be noted that, although overall responsibility for some of these issues, lies with the
board, many of them may be delegated to the headteacher for which he / she becomes
accountable to the board.

The powers of governing boards

One of the most critical and sensitive matters concerning school boards is the extent of their
powers of authority. If there is too little, headteachers may be left too much on their own; too
much and the headteachers may become frustrated by undue interference. Understanding
where these limits are is essential for both the headteachers and all members of the board.

If you have experience of school boards, trustees or management committees, consider

for a moment how they might assist you in managing your school and whether there are
any areas that you consider a hindrance. If you have no experience, try to speak to
someone who does.

Comments
Whether you find the board a support, a help or a hindrance, the way in which you work
with it and whether it is successful or not will depend on your relationship with the
Chairperson and those appointed to it. You must work on this good relationship in the best
interest of your staff and children.

Some of the powers of Board of Governors or

Management Committees include the following:-

• it is a corporate body with perpetual

succession
• it may sue and be sued in its corporate name
• it may acquire property both movable and
immovable on behalf of the school
• it may develop and control the general policy
of the school

As there are powers of a Board of Governors or

Management Committees,so also are there limitations to
the powers that it may exercise. The limitations may
include the following:

• The board cannot dispose of school property or create a charge against any such
property without the written approval of the Minister.
• To avoid conflict of roles, a governing board shall, in the exercise of its powers and
policy functions, be careful not to encroach on the day-to-day management authority
and responsibility of the headteacher. The headteacher has full delegated powers and
responsibility for the policy and day-to-day running of the school.

It is also important to note that, while an individual member of a board, deriving his power
from the board as a corporate body, may act in his capacity as a board member for and on

22
behalf of the board, he / she cannot, as a private citizen, transact business on behalf of the
board.

The roles of governing boards

The major role of a Board of Governors or Management Committee is to ensure the
effective and accountable use of resources in the provision of public or private education.
We must be clear that the board is not a totally autonomous body and must comply with the
law in all areas, especially those relating to the provision of education. If this major role is
expanded to include more schools in Guyana as part of the further delegation of powers as
has happened in many countries, the following components may need to be included:

1) The governing board should

ensure that the school is
conducted to provide educational
services in accordance with the
provisions of the relevant
educational laws and regulations
that may be in existence or may
come into existence from time to
time.
2) It needs to develop and control the
general policy of the school within
the framework of the board’s
constitution and any bylaws and
regulations relating to education.
3) Meetings of the board should be held regularly and on a schedule set by policy to
discuss the dispatch of school business.
4) The governing board causes the school’s annual budget to be prepared, approved, and
submitted to the appropriate education authority for the provision of the government
grants for the operation of the school in the ensuing year.
5) It ensures that all funds of the school are properly managed and accounted for by the
headteacher.
6) It causes the school to submit to the relevant education authorities such information,
returns and audited accounts as may be required by such authorities from time to time.
7) The governing board may cause an annual survey of the school to be conducted to
verify the physical operation of the school in relation to the financial expenditure incurred
during the year.
8) It holds the headteacher responsible for the effective operation of the school and
for the provision of information to the board to enable it to be up to date and to make
informed decisions on the school.

It should be noted that where, in a board school, there is no board appointed due to lack of
available personnel or any other reason, the authority for the school will remain with the Head
of the Department of Education with much greater delegated powers to the headteacher.
The Minister of Education is responsible for appointing the board.

The governing board may delegate many of its duties to the headteacher. However, it remains
fully accountable to the parents and the Ministry of Education. Basically, headteachers are

23
responsible for the day-to-day running of their schools including leadership, management
and administrative tasks. The board should support the headteachers in this work and
provide a framework and vision in which the headteachers can work.

Membership and qualifications of governing boards

Since school boards have a major responsibility for providing leadership and direction in the
management of schools, membership of a board must comprise individuals of
reputable standing in their respective communities. As a headteacher, you must know the
basis and rationale for the identification and selection of members of the public who are to
serve on your school board.(Manual for the Governance of Schools by Boards, 2010 Sections 8
and 9).

Reflect on the manner that you believe individuals should be selected for appointment to
serve on a Board of Governors. Consider the qualifications necessary for someone to be
appointed, the bodies or groups that are to be represented and the conditions which may
disqualify an individual from being appointed.
Comments
In seeking members for board, you should look for people who will have something positive to
contribute. Such a quality may derive from their personality, experience or contacts.
You need people who can argue constructively and work with others for the good of the whole
school community. One should not need to be an educator to be appointed. In most cases,
unless a person is disqualified by statue of law, any literate adult may qualify for membership of a
school board provided:

• he / she is a citizen of Guyana and of voting age

• he / she is resident in the community or district in which the school is situated
• he / she is a member of the religious body if he / she is to represent the religious
body to which a school is affiliated (in private schools).

For public schools, “the Board shall consists of a Chairman and not less than twelve nor more than
twenty-two other members, including the Principal and Deputy Principal who shall be ex-officio
members of the Board.” (P.C Act 11 of 1990 Sec 3:5). Private schools have their own constitution
and so membership may vary but representing as many as possible of the various identifiable
groups which have interests in the school. You should remember that the strength of a team
would be improved by having a range of people with different qualifications and with different
interests in the school. There are dangers in having boards, which are too small or too large;
and it may be seen to be an unrepresentative clique, too large and it may divide into factions so
that decisive action becomes difficult. The bodies you have identified as being represented on
a school board may include:

• the general public

• the traditional council of the area in which the school is situated
• the religious body to which the school may belong
• the Parent-Teacher Association
• the former Students’ Association
• the Town or Regional/District Council or Education Department
• local employers
• the staff of the school

24
Disqualification
Usually, a person may be disqualified for appointment to a school board if:

• he / she has a criminal record and has not been granted a pardon
• he / she has been declared insolvent or bankrupt and has not bee discharged
• he / she is adjudged to be of unsound mind or has been detained as a criminally insane
person
• he / she is disqualified from holding public office by any law for the time being in force
• his / her economic or business interests are linked to those of the board or school.

Relations between the headteacher and the Board of Governors

As a headteacher, you are the chief executive of your school and usually an ex officio member
of your school board. You are the link between your school and the board on the one hand,
and the Ministry of Education and the Department of Education on the other. In the first
capacity, you are expected to advise and keep the board informed on matters relating to the
management of the school. You have to provide relevant data to guide the
board in its deliberations and to help it make policy decisions for the school. In the second
role, you have to provide, in co-operation with your board’s Chairperson, a channel for
information to flow between the board and the appropriate educational authorities.

Reflect on the role of a Board of Governors and your own role as the headteacher, think
about some of the actions that you should take to enable the board to fulfil its functions.

Comments
The headteacher’s relationship with the school board should be one of partnership based
on a mutual understanding of each other’s role and responsibilities. We hope that some of
the actions you have identified as necessary for enabling the board to fulfil its functions
include:

• arranging for board meetings in consultation with the board’s Chairperson

• preparing the annual WorkPlan and
budget estimates for consideration and approval by the
board for onward transmission to the appropriate educational authority
• preparing and presenting annual Income and Expenditure accounts to the
board
• assisting with appointments to the school board
• preparing and presenting on a regular basis, reports on all aspects of the
operation of your school.

From this, you will realise that as a headteacher, your relationship with your school board is that of
a facilitator, enabling the board to perform its functions. While the board depends on you
and your staff for information and professional expertise on educational matters, you and
your staff should look to the board for support and direction in your operations.

Some rules and procedures governing school board meetings

Constitutions for boards normally set out a framework within which the business of the
board is transacted. Within this framework, however, school boards have the flexibility to
develop their own policies and practices to ensure the orderly and productive conduct of

25
meetings. Although rules and procedures for conducting business at board meetings may
vary form one board to another according to the context within which the school finds itself,
most school boards follow the accepted rules of parliamentary procedure for the conduct of
business. For an introduction to some of the principles in managing meetings, study Unit 7
in Module 3, Personnel Management.

Activity 3.2
Try to do some research on the procedures for the conduct of a school board. This may
be difficult if you do not have experience of them. However, you may wish to look at
some of the information which can be found on Boards of Governors in the English
educational system on the internet. Essentially, the operational procedures in Guyana
and England are very similar. You could also speak to a colleague in a school governed
by a Board or speak to your DEO / REdO for help.
1) Identify some of the rules and procedures governing the conduct of meetings.
2) School Boards can delegate authority to sub-committees. What do you think might
be some of the sub-committees the Board may set up to help it arrive at decisions on
major issues?

Comments
The following are some of the rules and
procedures for conducting school board
meetings:

1) There must be a Chairperson who is

normally elected from among board
members.
2) There must be a Secretary (sometimes
called the Clerk) to the board who is
to be nominated and elected by the Board.
3) The frequency for meetings must be
established. They are usually monthly
with additional meetings for the approval
of the budget and extraordinary meetings
for important issues which occur mid term.
4) A quorum for meetings must be
established. That is, there must be a
minimum number of governors present if
action is to be ratified by the board.
5) The minutes (sometimes called notes) of
board meetings must be taken, usually
circulated to board members and safely
kept.
6) Board authority in the form of a common
seal must be established for use on board
documents.

26
 To enable the board to consider and make decisions on issues that need
immediate attention before a full board can be convened, a school board
appoints a Standing or Executive Committee from among its members. This
committee usually consists of three to five members of the board who can be
called to meetings at short notice. The committee meets in between board
meetings to deal with pressing or emergency issues, which are then reported to a
full board meeting for ratification. This committee has full powers to act on behalf
of the board. However, it must act in accordance with the agreed wishes of the
board members. This committee is fully accountable to the board.

In exceptionally urgent situations, when a meeting cannot be called or a meeting

is not quorate (insufficient members to form a quorum), the Chairperson may act
on behalf of the board. However, he / she is totally accountable for his / her
actions.

The board may also appoint an Advisory Committee to advise it on issues that
require technical and other advice, often from external sources. Thus,
membership of this committee may include both board members and others from
outside the board.

The board may also appoint an ad-hoc committee as a task force or a work
committee to investigate a specific issue and to report back within a specified
time. Its membership may also include temporary members invited by the board.
Such a sub-committee may work on issues such as the curriculum, the budget,
buildings and maintenance or personnel issues such as the appointment of staff.

The Governance of Private Schools

The private schools in Guyana operate in a different context but are still expected to provide
quality education. Whereas the governing boards of state-owned schools are responsible to the
Minister of Education, those of private schools may be responsible to a group of trustees under
whose auspices the school operates. However, in many cases, there is no such body. These
schools, therefore, are ultimately responsible to the clientele they serve – the parents, the learners
and the community. This is why it is very important that such schools are recognised by the Ministry of
Education.

Summary
There are many different types of schools in Guyana from those completely in control of the
MOE to others on the far end of the scale that are totally independent. They are managed in
different ways. However, they all have one thing in common – a headteacher who carries
out the day-to-day running of the school. Many schools have a body to which the headteacher is
responsible. This may be a governing board in a state school, a management committee or
trustees in an independent school. The headteacher must work effectively with whoever has
control.

In this unit, we have considered the importance of Boards of Governors and Management
Committees in the management of schools. The constitution, which provides the legal

27
framework under which boards operate, has been reviewed in order to emphasise the
powers and limitations which are conferred on boards.

The role of school boards and management committees and the appointment of members
have also been considered. The relationships which should exist between the headteacher and
and the school board have been identified and explained. We have also made clear details of
the procedures for the conduct of school board business, both in full board meetings, sub
committees, standing committees and Chairperson’s powers.

28
 Relationships between
Schools and Other Agencies Unit 4
Introduction
An important aspect of the headteacher’s functions is establishing appropriate relationships with
the various agencies that contribute to the quality of school management. This unit aims to
provide you with a greater operational knowledge of the various agencies that have authority
in one way or another over the way schools operate. The focus is on the duties and rights of the
various agencies that are responsible for helping to establish operational procedures and
standards in schools.

Individual study time: 3 hours

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

• describe the norm-seeking role of the Ministry of Education

• identify the main levels of educational administration and management
• explain how relations with the various stakeholders in education affect the nature and
quality of school management.
• identify specifically the management and governance role in schools of the central
Ministry of Education, the Regional Administration and Education Departments, the
METS Unit and NCERD and how they affect the management of your school,

The flow chart below indicates some of the agencies who may exercise their responsibility
for establishing procedures and standards in schools.

Relationships between schools and other agencies

Regional
Ministry of Administration Department of
Education Education

NCERD
Allied Arts Schools

N.G.O.s

METS Unit Quality of T.S.C.

Education

29
The norm-setting role of the Ministry of Education

Activity 4.1
Identify some of the areas in which the Ministry of Education determines the way your
school operates.

Comments
The areas you have identified may include:

• The standards of teaching and learning

• The curriculum components and content by course and by level
• Benchmarking tools in all areas of school life
• The nature and type of physical facilities your school has such as classrooms,
furniture, learning resources etc.
• The type of educational equipment in use in your school
• Your personnel, i.e. the types and number of teaching and non-teaching staff
• The management of your school finances.

The functions of the Ministry of Education at the

national Headquarters with regard to school
governance are mainly normative; that is, they
establish norms or standards for the operation of
schools. By defining principles, setting standards and
establishing guidelines for the operation of schools, the
Ministry of Education is able to direct the educational
system towards the national goals.

In Guyana, this is a major task for the MOE. Many

challenges are faced and, although the provision of an
equal education for all is uppermost in the work of the
MOE, it is beset with difficulties. The geography of the
country, travel difficulties, personnel issues, the
recruitment of staff in the hinterland, the retention of
teachers and communications generally have an
impact on its ability to provide an educational system
which is truly equal and conforms to the norm in all
cases. This norm setting is often also described as strategic management. The MOE has a
strategic plan that is implemented and monitored continuously and reviewed every 5 years.

Levels of educational administration

Activity 4.2
Consider the structure of the Ministry of Education in Guyana and identify the different
levels of educational authority from the Ministry of Education in Georgetown down to the
individual school.

30
 Comments
Two clearly distinct levels of operation characterise the educational system; there is the
Ministry of Education and various national agencies at the highest level and there is the
level of individual schools where the actual teaching and learning take place. Between
these two extremes are intermediate levels. Headteachers have to deal with authorities at
each of the various levels in the running of their schools.

For a fuller account of the organisation and functions of the government, study again
Unit 2 in Module 2, Principles of Educational Management.

Relations with the Ministry of Education

In view of the importance of education in the development of human resources in Guyana,
the Government has a direct involvement in the education of its people. The involvement
of government in the provision of education is through the Ministry of Education. This
participation in educational provision is being decentralised more and more and much of the
accountability for a quality education for all children lies with the regional administrations
and education departments. The MOE provides overall direction and a monitoring function
but allows decisions to be made at a local level with answerability to the people through local
democracy.

Activity 4.3
How are the following national bodies involved in the provision of education in your
school?
• the National Assembly
• the Ministry of Education;
• the National Centre for Educational Resource Development (NCERD)
• the Planning Unit;
• the Ministry of Finance;
• the Curriculum Unit and / or externally funded
project; such as GEAP, PEIP, SSRP,
BEAMS, EFA/FTI and GSEIP
• the Distribution Unit
• the METS Unit
• Board of Examiners

31
 Comments
This involvement of the government in the provision of education takes many forms and
includes, amongst others, the following:

1. The Cabinet (made up of the President and Ministers) and the National Assembly
are responsible for the approval of national policy and the enactment of laws relating
to education.
2. There is a Senior Policy Making Group usually made of the Minister of Education,
the Permanent Secretary, the Chief Education Officer and Deputies, the Director of
NCERD and senior representatives from a range of educational programmes.
3. The Planning Unit provides an analysis of educational data that may be used to
determine such issues as the age for entering formal education, the provision for
teacher training and the duration of schooling at different levels amongst many
others.
4. The Ministry of Finance controls the flow of government resource to education.
5. The Curriculum Unit in NCERD and long-standing projects such as BEAMS (Basic
Education Access and Management Support 2004 -2009) oversee curriculum
development and standards in education.
6. NCERD, along with curriculum development, provides every aspect of in service
educational support from training materials to specific teacher / management
workshops, printing facilities to media ICT support, resource development and library
facilities for teachers / educators / managers as well as all of the country’s test
development needs.
7. The METS Unit monitors, for the government, educational practice and standards in
schools and advises teachers, headteachers, managers and policy-makers on ways to
improve.
8. The Distribution Unit, as its name suggests, is responsible for ensuring that the
resources purchased by or developed by the various arms of the MOE are allocated
fairly and efficiently to schools all over the country.
9. The Board of Examiners approves and monitors appropriate forms of national pupil and
teacher assessment to enable continuity and standards across the country.
10. The Teaching Service Commission appoints, promotes, transfers, disciplines and
dismisses teachers.

Since government intervention in the provision of education is through the Ministry of

Education, you need to know, as a headteacher, the different bodies and agencies within
the Ministry of Education which deal with the different policies and regulations affecting the
operation of your school.

Relations with State or Regional Authorities

Activity 4.4
1) Consider each of the items included in the table below and indicate at which level –
national, regional, district or school – the responsibility lies for its provision. Note
that in some areas the responsibility may be shared.
2) To what extent would you judge that dealing with matters at the district or regional
levels of education is more or less beneficial for the efficient and effective operation
of your school than with Ministry of Education? State your reasons.

32
Levels of responsibility

NATIONAL REGIONAL DISTRICT SCHOOL

Location of schools

Size (enrolment) of schools

Employment of teachers

Posting, promotions of teachers

Choice of curriculum

Choice and purchase of

textbooks
Operation of exams

Inspection of schools

Appointment of boards of
governors
Payment of teachers’ salaries

Budget allocation and control

Organisation of Parent-Teacher
Association
School calendar

School rules and regulations

Educational management
training
In-service training

Pre-service training

33
 Comments
Education administration has been decentralised in line with government policy and
other ministries. This was done to accommodate the great diversity among the regions
in the country; so that day-to-day decisions, that best suit the local conditions, could be
made.

The main argument for decentralising the management of education is to allow

communities to decide what they want for themselves. Centralised systems may appear
to promote fairness in the distribution of resources but, in fact, the large bureaucracies
that are created are often inefficient and slow to react to change and local needs.
Decentralising does have problems in ensuring local accountability; sometimes the
bureaucracy of the centre may be replaced by local bad practices. A lot of training in
leadership and management skills is required to ensure that regional and local
administration is efficient and effective.

Whereas the location and size of schools is now decided locally, the employment and
promotion of teachers are done through the Teaching Service Commission, whilst the
payment of teachers is done through the Ministry of Finance and the Regional Authority.
There is a national curriculum and textbooks are purchased both locally and centrally.
Likewise, there are national examinations and those which form the normal part of
formative assessment developed by individual schools. Schools at all levels and
Departments of Education are inspected/monitored by the METS Unit, Departments
of Education provide supervision to schools, schools also do their own
self-evaluation.

Budgets for schools are decided nationally, allocated locally and administered by
schools themselves. In-service training, in the same way, is provided at all three levels.
Pre-service training is provided nationally through the University of Guyana and CPCE
but there is much local and school involvement through distance learning.

Of course, all such issues such as rules and regulations, parental involvement and
calendars and planning are carried out by the schools themselves. So, as you can see,
the management of schools is very much a shared role with the headteacher leading
and coordinating the whole process.

And finally, Continuous Professional Development (CPD) and education

management training, especially the programme you are now pursuing is a
national programme provided by NCERD.

Relations with the Regional Education Department

Activity 4.5
In what ways and to what extent would you say that in Guyana the REdO and his / her
staff is the key level of authority influencing the ability of headteachers to manage their
schools effectively?

34
 Comments
The process of decentralisation of educational management in Guyana is accorded
much more importance to the office of the Head of the Department of Education. It
is this office which actually has to deal with issues affecting the implementation of
educational programmes in schools.
Generally speaking, the degree of decentralisation of functions from the centre to
intermediate levels diminishes as one moves from the primary grade, through
secondary, to the higher grades of education. At all levels, issues relating to planning
and statistics, the management of facilities and equipment, the management of teaching
and learning and the curriculum as well as issues of school welfare, must be dealt with.
However, due to limitations of staff, which may exist in some smaller schools, some of
these issues are referred to the regional officer. As a headteacher, you need to be
aware of your local situation, but your DEO must be kept fully informed.

Relations with the METS Unit

Activity 4.6
Reflect on the work of those who monitor and evaluate the performance of your school
(METS, DEO, yourself).

1) Describe how Inspectors may contribute towards the raising of educational standards
in your school.
2) Suggest ways in which School Inspectors and DEOs could assist further to improve
the effectiveness of your school
3) Given the limitations on resources, would you say that Inspectors should work to
ensure minimum standards in all the schools or to ensure the highest possible
standards in some schools?

35
 Comments
It is intended that the effectiveness of schools should be enhanced through the
monitoring and evaluation of Inspectors. For this reason, the Ministry of Education in
Guyana has set up the METS Unit and has charged it with the responsibility of
conducting the periodic inspection of Departments of Education and schools with a view
to evaluating the quality of their work.

The function of the Monitoring, Evaluation, Technical Support Unit is quite complex since
it exists both to ensure the maintenance of minimum standards as well as the attainment
of the highest possible standards in all schools. These include the following:

• Standards of accommodation and equipment

• Standards of teaching and learning
• Implementation of the national curriculum
• Standards of achievement of learners
• Standards of management, discipline and the overall ethos of the school.

Given that the METS Unit has this function to promote higher standards of effectiveness,
teaching and learning and efficiency in schools, it is essential for headteachers to maintain
a close liaison with their Regional Education Office so that they may be assisted in setting
minimum standards and working for even higher standards in their schools. For further
clarification on the role of the METS Unit and the monitoring of school effectiveness, see
Module 5.

Summary
In this unit, we have examined the relationship the headteachers needs to establish with
the different agencies which play some part in the governance of the schools.

The role of the Ministry of Education in setting standards and norms for school operations
has been explained and the different levels of educational management and administration
have been identified. The reasons headteachers should relate well to the Ministry of
Education and the Department of Education have been stressed.

The relationship of Central, Regional Offices with the school has been highlighted for the
guidance of headteachers.

The role of the METS Unit in promoting both the minimum and the best standards in
teaching and learning, as well as the overall leadership, management and ethos in schools,
has also been emphasised.

36
 Unit 5
The Role of Teachers, Learners and
Parents in School Management

Introduction
The rapid expansion of learner enrolments in recent years, coupled with inadequate
resources to cope with the ever-increasing demand for educational provision, has made
school leadership and management a much more complex and difficult enterprise now than
a few decades ago. To ensure effective and successful management, the headteacher
must not only be innovative, resourceful and dynamic, but also be able to interact well with
people both within and outside the school. These include staff and learners, parents,
members of the Parent-Teacher Association and many other members of the community.
All of these need to be brought, in some way or other, into the decision-making process if
they are to remain supportive of what you, as headteacher, are doing.

In other words, for the purpose of achieving success as a manager, the headteacher must
create an environment of participation in the running of the school.

In this unit, we shall examine the roles that each of the various partners within the school
must play in order to enhance its effective and purposeful management. In the next unit, we
will look at ways of including the outside community in the same way.

Individual study time: 3 hours

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

• identify the role of the staff in school management

• demonstrate how learners may participate in the decision-making process
• explain the purpose of school committees
• define the role of parents in the management of the school

A summary of the partners within the school involved in school management is given below.

37
Internal partners in school management

Learners
Senior Student Middle Leaders
Leadership Government HODs /Grade /
Team Divisional/Year
Headteachers

Prefects & Parent Teacher

Monitors School Management Association

Teaching Non-Teaching
Staff Staff

Effective
School

The role of the staff in school management

The more opportunities are given to members of your staff to participate in school
management, the greater is likely to be their sense of commitment and ownership of school
programmes.

Activity 5.1
1) Identify the various posts of responsibility for teachers in your school.
2) Describe the responsibilities and duties attached to each of the posts you have
identified above.

Comments
The posts of responsibility for teachers that you have identified probably included the
Deputy headteacher, Senior Masters//Mistresses, Heads of Departments in Secondary
Schools Divisional Heads in Primary Schools as well as house staff in residential schools.
In fact, as headteacher, you should ensure that everyone who is appointed above the level
of a regular class teacher has identified responsibilities that are linked to a job description.
If you want to learn more about how to write a job description, refer to Unit 4 in Module One,
Self-Development for Educational Leaders.

38
The following might have been included in the list of duties and responsibilities you
identified:

Deputy Headteachers: Clearly, the Deputy headteacher has as major role to play in supporting
the headteacher in every aspect of school life and standing in for the headteacher whenever
required. Deputy headteachers are often given responsibility for academic matters, including,
for example, timetabling,examinations and assessment. However, it is best to work to people’s
strengths. It may be that your deputy is better at working with children and supporting them than
dealing with the academic side of school life. You may be well versed in the curriculum and
strategies for teaching and learning. In which case, you should delegate the duties accordingly.
However, we must always remember that we must provide opportunities for staff to learn in
areas where they are not strong. Appropriate delegation of duties, to give someone
experience, is important here. The working relationship between the headteacher and Deputy
headteacher is crucial for the success of a school.

Senior Teachers: Your school may not be large enough to have a Deputy headteacher. If this is
the case, it is essential that you are supported by any senior teachers in the school and that
they form part of the Senior Leadership Team. We must remember that the senior teachers
are usually the most experienced in the school and they are not given the role purely
because of this, through the right of years of service. Their experience must be used
effectively and their role clearly identified through a job description. They must have
identified tasks to perform which are linked to creating an effective school. You may wish to
consider, amongst others, the following:-
• Monitoring and evaluation
• Assessment and examinations
• Curriculum development
• Pastoral care and learner welfare
• Community relations
• Development of learning and teaching strategies
• Coaching and mentoring of new staff

Heads of Department, Grade or Divisional: One important area of school management

where the headteacher must involve the staff and delegate some authority
and responsibilities is the organisation of subject departments or year groups. The headteacher
must recommend the appointment of Heads of Departments from among those staff who show the
most initiative, are the most suitable qualified, are hard working and get the best results. Note
that in Guyana, promotions are done through the Teaching Service Commission and by the
respective Boards Thru’ the School Boards Secretariat. Short listing is done using criteria , which
included appraisal grades and reports received. It is important that you advise the TSC well on the
suitability of your teachers for the post. You would do this, of course, on merit and ability rather
than years of service. Some headteachers allow themselves to be influenced by friendships with
staff. If the wrong person were chosen for this reason, it would not only be unprofessional but
potentially damaging to the learners’ performance.

The specific duties of Heads of Departments, Grade or Divisional or Year groups include
monitoring the effective delivery of the curriculum generally or in their subject area, monitoring
performance and involving staff in their departments, grade or division in the decision-making
processes through regular departmental, grade, divisional or year group meetings.
Other responsibilities are to ensure an adequate supply of relevant text books, learning
materials and equipment as well as supervising the work of other teachers.

39
First and foremost, they must work hard to improve the quality of learning and teaching in
their departments, grades, divisions or year groups.

Form Master/Mistress: This position is found mainly in Secondary Schools where, because
each class is taught by a teacher who is a specialist in his or her own field, a form teacher is
appointed for each class to look after the welfare and academic progress of the students.
Form teachers are expected to provide guidance and counselling services to students. The teacher
in charge of a class in Primary School is called a Class Teacher.

The teacher in charge of a class in Primary School is called a Class Teacher: These staff do not
normally have a post of responsibility over and above their normal teaching or support duties.
However, they have a stake in the school and hold valuable opinions. They must be consulted in
areas that are relevant to them, listened to and, where appropriate, have a say in the management
of the school.

Democratic leadership: We need to express a word of warning here. This form of

leadership is one of the styles that we referred to in earlier units. However, schools cannot
be wholly democratic institutions. As headteacher, you were appointed to lead. In a democratic
society, a school which allows participation in its decision making process by all of its
stakeholders, could be considered democratic. However, you, as headteacher, are responsible for
all that goes on in the school and, if you feel that a particular decision is not in the best
interests of the staff or learners, or simply impossible, you must have the final word. You
will, of course, be held fully accountable for your decision and you may be criticised for it,
but you must stand firm and not go against your own beliefs unless overruled by a higher
authority.

Learner participation in school management

Learners are in closer touch with each other through peer interaction than staff are with them.
No school can succeed without involving learners in some of the decision-making processes
and even in the general management of the school.

Activity 5.2
1) “Learners should be involved in the way
their school is managed because they
demand it, because it is their right and
because it is good for the school.”
Consider this view and explain
whether you support it wholly, partly or
not at all. Give your reasons.
2) Identify and describe some of the
areas where you think learner
involvement in the management of
your school has helped to make it
better.
3) Identify some other areas in which you
think your learners could be more
actively involved in aspects of school
management.

40
 Comments
You could find good arguments why all of these statements could be supported.
However, in principle, all stakeholders should have a say in the education process and
the children are stakeholders. It should be their right and it will be good for the school. It
is only likely that they will demand a say in the management if they have been left out.
This would have to be rectified.

Some of the ways in which learners are involved in decision-making and the management
of the school are through:
• the prefect system
• class prefects or monitors
• student government
• co-curricular activities
• Student Council

The prefect system

The prefect system, which is as old as the formal school
system itself, is a potent tool for learner participation in
school management.

The headteacher may wish to set up a prefects’ council, not

only to serve as a link between the pupil body and the
school management, but also to perform specific
functions. Prefects often assist in the areas of learner
discipline, conducting assemblies, advising staff on
learner matters and supervising learners when there is
no teacher present.

Class prefects or monitors

Class prefects are usually appointed to help the school
management set standards of behaviour and supervise
children whilst the teacher is not present. They can
also perform a variety of tasks from keeping resources
in order, organising class teams, collecting and
distributing work and books and delivering messages. They are often linked to the school
council as the elected members.

Student government
Often called the school council, student government perhaps provides the greatest
opportunity for learner participation in school management. It generally comprises members
elected by the school population at elections held for this purpose. There are many models
which can be used for setting up a school council. Generally, learner representatives are
elected from each class and this group forms a body that represents the views of the
learners to the staff. The council will have a leader (chairperson or president) who will
preside over the meetings. This person may also sit as the learner/student representative on
the Board of Governors for schools that have Boards.

Although the children do not manage the school, it is important that their views are heard.
The council needs to be carefully managed because not all of the requests or suggestions

41
of the learners can be implemented, often for practical reasons. This could be demotivating
and hinder participation, if not carefully handled.

Other areas of learner participation

Learner participation in decision-making is
particularly desirable in the field of extra
curricular activities, both sporting and in
the organisation of clubs and societies.
Although members of staff need to be
appointed to serve as leaders of clubs,
societies and associations in the school,
as far as possible, their day-to-day
organisation should be left in the hands of
the learners themselves, with their own
leaders and officers to liaise with the
teachers for guidance.

In summary:
• Learners want to be involved because they want to participate in the good management of
their school and be a part of its improvement.
• Learners need to be involved in order to learn important life-skills of living and participating
in their community and larger society.
• Learners will learn better to participate in a democratic society.
• Learners have to be involved because shared responsibility is likely to reduce some of the
burden on headteachers and their staff.

School committees
A system of committees is an important key to participative management. However, they
should only be set up as and when needed with a timeframe and clear terms of reference.
Unless well managed, they become “talking shops”, do not achieve their aims and serve to
frustrate rather than motivate. It is important that the range of committees covers every
aspect of school life and that they are led by competent staff. Much time can be lost and
participants de-motivated through an inefficient system of committees. Refer to Unit
7 in Module 3, Personnel Management.

Planning for school development

It is good practice to set up committees that directly relate to the development of the school
or planning for improvement. Schools are required to have a School Improvement Plan (SIP)
which identifies areas for improvement and plans for the implementation of strategies for
development. Not only can the staff and learners play a part in the decision making process
for the SIP but also they can assist in monitoring progress and identifying strengths and
weaknesses in the system.
Activity 5.3
1) List all the committees in your school.
2) For each committee describe the composition of its membership, its timeframe and
terms of reference.
3) Suggest some ways in which you think the committee system in your school could
be improved.

42
 Comments
The day-to day running of a school, as well as the longer-term management of change,
depends to quite a large extent upon an effective system of communication, consultation
and participation of all of the stakeholders. Learners as well as teachers should be
involved. Opportunities should be created for all, who wish to be, to be involved. School
committees might be set up to deal with, for example, teaching and learning, school
development planning, discipline, catering, learner welfare and co-curricular activities.

Parental involvement
Based on your interaction with your school PTA and from your own perception, reflect
for a while on the major functions of your PTA and what other things might it be able to
do to assist your school.

Comments
The need for co-operation between a school and its teachers on the one hand, and
homes and parents on the other, cannot be over-emphasised. This co-operation is not
only likely to be beneficial to the school, but is also essential to the welfare of learners. In
bringing the home and the school together, the PTA may assist in identifying learners’
needs and in finding solutions. For example, problems of attendance and early leavers
may be shared.

The PTA may provide a forum where the headteacher and the staff may explain school
programmes, gain the support of parents, and thus help to ensure their success. Very
often the PTA is an important source of financial and material support essential for the
development of the school. Similarly, it can be a source of resource persons to help in a
wide variety of school projects, from providing a cricket umpire to advice on farming and
gardening or from advice on information technology to assisting with children reading.

Of course, in more recent times, the PTA has been more formally involved in school
development and representatives are required to form part of a committee to formulate
the SIP and approve it. This is called the School Improvement Action Committee (SIAC).

Parents in the school operate individually, collectively and formally. Each of these roles can
be quite different. Each can also have a positive or negative impact on the school, if not
managed properly.

As individuals, parents generally are interested in the welfare and progress of their own
children. They want to know that they are happy, safe, cared for, developing normally and
improving academically. Their focus is on the child and his / her relationship with the
teacher. Their input will normally relate to their own child’s performance. Dealing with
parents sympathetically is a skill that all teachers must have, but which does not come
naturally to some. Poor relationships with individual parents can damage a child’s progress
and the image of the school.

43
Collectively, parents can be a force for good within the school but also, can damage the
reputation of the school. Often “school gate” talk can get out of hand and facts are distorted.
This is why it is essential to deal with issues as they arise and not allow them to fester. It is
important for the headteacher to know what is going on and what is being said about the school.
Perhaps this is the reason PTAs are formed in most schools to ensure that relationships are
good and there is a formal way of communicating, consulting and creating parental participation.

As headteacher, you do not run the PTA but generally have an important role to play. The
Chairperson is usually an elected parent with the headteacher as Vice Chairperson. With a
strong Chairperson, the school can be supported to achieve it mission. Conversely, a dominant
parental group can try to take away the power of the headteacher in his / her day-to-day running of
the school. As headteacher, you must never allow this to happen. You are responsible and
accountable. Although such behaviour is rare, it does happen and you must guard against it. PTAs
should operate with a written constitution to sustain the work of those who wish to support the
school and curb the excesses of those who may wish to dominate it. The Ministry of Education has
developed a Policy to guide schools on the many issues involving [Link]. This was introduced by
Circular No. 1/2008 Ref. No. Ed. 5/25, Subject: Parent-Teacher Associations. Date: 8th January,
2008.

Dealing with parents can often be seen as a political game. Unlike the staff and learners, you
do not have direct control over them and yet the situation has to be managed. It is your job
to make sure that the parental body is satisfied with what you are providing for their
children, is consulted and listened to. The Ministry has also provided further guidelines for
involvement of parents in learners’ performance. See Circular No. 3/2010 Ref. No. Ed. 5/25
Subject: Grade Level Parent-Teacher Conference; Date 3rd August 2010.

Activity 5.4
As stated above, it is a requirement that
your school has a PTA and that it must be
involved in the process of school
improvement planning and not just a vehicle
to provide funds.

a) Consider your PTA and identify its

strengths and weaknesses.
b) Comment also on the implementation of
the Parent Teacher Conference at your
school.

Summary
In this unit, we have identified the main stakeholders within the school – staff, learners and
parents. We have considered the roles of each of them in the participatory management of
the school and, in particular, have stressed how important it is that they become involved,
are managed by you the headteacher and feel that they have a say in the running of the school.

We have, however, been clear that it is the role of the headteacher to coordinate all of these
activities and their effective involvement, whilst at the same time ensuring that, although a
democratic approach is appropriate, he / she must have the final word as it is the headteacher
who is accountable for all that goes on in the school.

We have considered the role of the student council, school committees and the PTA as
examples of a participatory approach in school management.

44
 The Role of the Community in
School Management Unit 6
Introduction
The school does not operate in a vacuum. It is there for a purpose. Your mission statement
will have identified that purpose. However, we hope that it indicates, somewhere within it,
the context in which the school lies and the way in which you will meet the needs of the
community in which the school is situated.

In this unit, we will consider what is meant by the local community and the extended
community and the extent to which they have a right to mould the direction of the school
and the ways in which you, as headteachers, will manage them in the best interests of your
children.

Individual study time: 3 hours

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

• identify what constitutes the local and extended community

• demonstrate how school and community relations may affect the quality of school
management
• understand more clearly the role of professional associations, NGOs, Guyana Teachers’
Union and local community groups
• deal with possible areas of conflict more effectively
• handle those who find change difficult
• challenge those who use their powers incorrectly to influence and circumvent your
decisions
• describe how the community may contribute to the school curriculum

The local and extended community

Schools are not isolated institutions. In the
previous unit, we saw how a headteacher must
work with the various groups within the
school community. Now, we will look further
afield, both to the immediate local area and
the community as a whole, perhaps even to
the level of the nation. The local community
is that which should, in principle, provide
the learners who attend the school.
However, we do know that that is not
always the case, especially where places
are sought from a wider area in a very
successful school. However, the vast

45
majority of children are served by their local school within walking distance. There are
exceptions, of course, where for reasons of geography, economy and
transportation, children have to board.

The local community may involve employers, religious bodies and past students, amongst
others. Whereas, the extended community is that which goes beyond the local and includes
organisations such as professional bodies, GTU, NGOs, regional and national
organisations. All have a role to play in the management of schools. However, whether near
or far, all are partners in the education of the children.

External partners in school management

Community
Employers involvement Political
organisations

Religious Guyana Teachers’

bodies Union
School Management

Curriculum Input Past students;

by community Alumni

Effective
School

School and community relations

One of the ingredients for effective school management is good public relations. In effect,
school management involves relationships and communication with the community, since
the school is a community within the larger community (the village and district), and the
wider society (region and nation).

The concept of a community-based school has been variously interpreted. To some, it

means the provision by the community of the land and school buildings. Many may see it
as providing support services and items that directly enhance the teaching and learning
process that may be otherwise unavailable or in short supply. Others see in it an opportunity
to gain control of the management of a school, whilst others see it as a means of utilising
the resources of the school, to the full, for the benefit of all those within the community. In
effect, however, we must not lose sight of the core purpose of the school – to provide
opportunities for effective learning by the community’s children to enable them to exist
peaceably with their fellow citizens, live fulfilling and happy lives and contribute to society.

46
Thus, community relations can be very complex depending on whether you see the
community as giving resources, using resources or controlling resources.

The concept of community

The word community may refer to a group of people living in one place or locality such as a
village or town, or it may refer to a group of persons having the same or similar interests.

Thus, we may have a church or religious community; a racial or ethnic community, an

occupational or professional group such as a university community or a fishing community,
or a social or common interest group such as a Society for the Blind, a Parent-Teacher
Association, or a Past Students’ Alumni Association.

Communities are naturally interested in their own well-being and survival, and so have a
keen interest in their offspring or recruits. Hence, they attempt to pass on the
knowledge, values and skills, and thus it might be regarded as the most important asset of
any community. Thus, it is quite natural that we should expect close links between schools
and their communities.

Activity 6.1
1) Consider your own school and the local community and list the community groups
that contribute in one way or another to the operations of the school.
2) Can you suggest whether the intention of each group is to give, to use or to control?

Comments
The community groups and organisations which often have close links with schools and
which contribute, amongst others, to their progress include:

• Parent-Teacher Associations
• Past Students’ or Alumni Associations
• Professional Associations
• The Guyana Teachers’ Union
• Local community development groups
• Committees or welfare societies
• Religious bodies

Sometimes community groups may appear to exist to support and contribute to a

school, whereas, in fact, their main effect is to attempt to control. The members of all
groups need to be tactfully made aware by the headteacher of the limits of their
association with a school.

Whether groups give, use or control will very much be down to your own personal
experience of them. All have the potential to do all three. Giving and using are generally
acceptable. However, it is not the role of a community group to control. That is your job,
as headteacher. They may influence and have an input but may not control. Perhaps the only
exception might be a private school with a religious foundation. In this case, there will be
stipulations about religious practice and ethos in the school and you must abide by
them. However, all other aspects of school life will still be your domain.

47
Past or Old Students’ Association (PSA)
Often referred to as Alumni Associations, these groups are generally organised locally and
can be a major support to a school. They have a potential that may be tapped in
contributions towards the financial and material upkeep and development of their “alma
mater”. With their concern for the maintenance of high academic standards and discipline,
they may assist immensely in building and maintaining good schools and sustaining
tradition. It is in their interest that the school will continue to be well respected in the
community. Many members of these associations form part of the Guyanese Diaspora living
in other countries around the world and often have access to resources not available in this
country.

Conversely, past students may still live in the

past, when, for example, the total school roll
was much smaller and the per capita funds
available were much greater. They may try
exerting undue pressure over such matters as
pupil admissions or even over the appointment
of a new headteachers. As with other groups, such
pressures must be resisted, and the limits of
their contributions to their old school agreed.

Of course, unfortunately, we do not live in an

equal world and often such associations exist in
schools that have a long history and are greatly
respected in the community. Many of them are private schools. If your school does not have
a past students’ group, you will need to decide whether it is in your interests to form one
and to what extent it might be a support to you. You must remember that the more people
and groups involved in the management of the school, the more complex your job becomes.

Activity 6.2
1) If you have such a group, what contributions has the Past Students’ Association
made towards the development of your school in the past year?
2) Has there ever been any sign of these members seeking control over any aspect of
the management of your school? If so, what did you do about it?
3) Considering (2) above, if there is no such group in your school, what would you have
done, if you did have a PSA, if there were attempts to unduly influence your
decisions?

Comments
Involvement of a PSA can range from the occasional social gathering in most schools, to
large financial contributions in a few. On the issue of control, you must manage the
situation carefully. It is rarely an issue and excessive involvement is normally because of
one individual exerting pressure. You have to strike a fine balance between allowing the
organisation to have its say and influencing policy and directly controlling your
management of the school. The latter is unacceptable and must not be allowed.

48
Non-Governmental Organisations (NGOs)
Increasingly, many other partners are becoming involved in schools. There are a wide
range of organisations and associations, often funded by international development
agencies and Diaspora groups, that are working in schools to provide aid and support in a
range of areas. There is a wide array of activities, amongst others, from school feeding
programmes to support for literacy development and from after-school clubs to
encouragement of parental involvement.

These organisations generally operate in a very professional manner and, often

philanthropic in nature, have the sole aim of supporting the school. There may be, however,
conditions attached to their support. For example, you may be required to sign up for
involvement over a period of time and your staff will need to be supportive of the project.
Sometimes, a contract or partnership is suggested. It is rarely legally binding in nature
although it is an agreement and you should do all within your power to comply with it if you
enter into it.

Reflect for a moment on any involvement that you have been a part of or aware of with an
NGO

Comments
Whether your involvement was extensive or limited, it is important that you evaluate it
and consider whether it was of use to the school or not.

Guyana Teachers’ Union

In Guyana, there is one teachers’ union to represent all teachers and school management.
Regular meetings are held in schools with representatives of the union and teachers. The
GTU is also involved in and consulted by the Ministry of Education on many matters relating
to teachers’ welfare, pay and conditions and education strategic planning.

Consider your involvement with the GTU and reflect upon the way it has been of assistance
to you and your teachers in the work of your school.

Comments
Professional Associations such as the GTU are essential in the support of their members.
They create a balance between the leadership and the rank and file. Sometimes,
headteachers find working with unions challenging and occasionally confrontational. However,
you should always to seek to work well with them and “keep them on your side”.

Other professional groups

Increasingly, groups are being set up to support teachers and headteachers. Schools are
being grouped into clusters and Heads should have regular meetings with staff of their
Departments. Training is often done through a cascade model, which involves groups
of teachers meeting on a regular basis. Often, subject groups are established and, for
example, teachers of science might meet termly for training and discussion about the
issues they face. All of these will have an impact on the management of your school. We

49
have no reason to believe that the information disseminated at such meetings will be
contrary to your wishes as headteacher but it is important that your staff keep you fully briefed on
their activities so that you can manage the situation.

The local community

A school should be at the heart of a community. It is a valuable resource in itself, over and
above the education it provides for the children. It generally has large buildings and often
sports facilities and grounds. A school, which is fortunate enough to have a library, and
perhaps good ICT facilities cannot afford to have them used for only part of the day whilst
the school is in session. Such schools become community schools and are used in the
evenings as well by community groups. Often school buildings and facilities are used by
CPCE and the University of Guyana for distance learning classes.

Activity 6.3
1) Note the local community groups and organisations, which either support the work of
your school or use its resources.
2) State the nature of the support each group gives to your school or the resources it
uses. Are they charged for these?

Comments
The local community, comprising Town
Councils and RDCs, led by the Regional
Chairperson and Regional Executive
Officer (REXO), the village captains, local
dignitaries, youth organisations, welfare
groups, town or village development
committees and the local people may
influence a school in diverse ways. The
general public have varying degrees of
expectation of the role the school should
play in the community’s life. They expect
their wards to develop certain qualities for
the improvement of their lives and that of
the community. The desire and
willingness of local communities to
support schools materially and financially
has been demonstrated throughout
Guyana and has been one of the main
factors in the expansion and development
of education. The headteacher should,
therefore, develop and maintain good relations
withand within the community. Perhaps, the
best example of this is the way that
communities have built schools of their
own volition at their own cost, using local
resources and labour.

50
Possible areas of conflict
This section may be studied in conjunction with Unit 8 ‘The Management of Change’ in
Module 2, Principles of Educational Management.

In an ideal world, there would be no conflict but the reality is often about a power struggle
between different factions and interest groups. The local community is no exception to this.
When it relates to your school, it is your role, as headteacher, to deal with this and manage it.

Activity 6.4
Reflecting on your experience of the relationships between your school and the
community, state some of the factors which are likely to bring about conflict between the
school management and community as a whole or with particular interest groups.

Comments
In the last section, we identified some of
the ways a conflict of interest may arise
between the headteacher and the
community. In summary, some of these
factors are:

• problems associated with bringing

about change
• parochialism
• external pressures
• rivalry between groups within the
community
• the background of teachers
• the rights of teachers

Three case studies are included here to illustrate the potential nature of conflicts and for
you to suggest possible solutions.

Case Study 1

Video shows
On arrival at her new school as headteacher, Ms Abraham found that the behaviour of the
children was unsatisfactory. A fortnight later a member of the RDC came to her office and
requested her assistance in stopping the learners from attending film shows at night. On
investigation, she found that the complaint was justified. Firstly, some children were found
at the video shows almost every night of the week. Secondly, parents had been giving money
to their children for them to attend the night shows.

There was, however, a complication. The owner of the Video Club had, for a long time,
been a generous supporter of the school and there was still an urgent need for funds

51
 Activity 6.5
1) What are the issues in this case?
2) How should Ms Abraham resolve the situation?

Comments
Basically, there is a conflict of interests. On the one hand, there is the desire not to
offend a benefactor and, on the other, one has to operate in the best interest of the
children. Whilst tact is required, the latter is more important.

The issue may be that the behaviour of the children outside is giving the school a bad
reputation or children staying out late at night is affecting schoolwork because of lack of
homework or even children being tired the next day. It may be also that poor behaviour
outside the school and lack of supervision by parents were having an impact on
behaviour in school. Although one would not normally get involved in what the children
do outside of school when they are their parents’ responsibility, if it impacts on the
smooth running of the school, action must be taken. A generous supporter of the school
would understand this and assist you in finding a solution.

Problems associated with bringing about change

The headteacher of a school is quite likely to face hostile attitudes or indifference to the changes
she/he perceives as worthwhile and may wish to introduce. Resistance may come from
any quarter. Groups may combine to thwart the efforts of the headteacher or may set up in
opposition to each other. Such situations call for tactfulness and mature judgement, but
perhaps above all, for participation in the change process so that all may develop a sense
of ownership and call the change their own. The headteacher’s resistance or failure to involve
others may well encourage some to try to undermine his/her authority.

Parochialism
There is the fortunate impression sometimes created in minds of local communities that
government schools established in their areas belong entirely to them. This leads to undue
interference by local leaders and dignitaries, youth associations and so on in the work of the
headteacher. These individuals or groups may exert pressures in various ways on the
school and they may become critics who fan local sentiments against the headteacher and
use the opportunity to undermine and replace him/her with a local person.

Such situations might be very difficult to handle. Where you have the support from senior
line managers, such as the District Education Officer, it may be necessary to meet these
critics head on. If you can demonstrate your professionalism, in particular that you have
the interests of your staff and learners as a first priority, then your position should be
safeguarded.

External pressures
Obtaining donations not only necessitates regular and good relations with the PTA or the
Past Students’ Association, but may also mean that the local community may expect

52
favours in return. Members of the local community may seek special favours in the award
of contracts, in the use of school facilities or in the admission of unqualified learners or the
employment of relatives.

Dealing with those who seek special favours is

always difficult. Headteachers should never show
favouritism which will often lead to breaking the
law. Where clear rules and procedures are laid
down, then headteachers can use these as a defence
against those who seek to place undue pressure
on them. All dealings should always be carried
out within the bounds of the law. You may wish to
revise here the rules and regulations relating to school finance in Module Six.

Rivalry between groups within communities

Conflicts arising out of ethnic interests within the community, or between communities in the
siting or control of schools, or resulting from land disputes, can adversely affect the
operation of a school. Communities may be even further divided by religion. It is not
uncommon, although in Guyana Government Schools are non-denominational, for a school
to be populated mainly by children of one ethnic group or religious persuasion. This can
lead to tension and the headteacher must rise above any personal views he/she may hold and
ensure that provision is for all learners equally whatever their background, ethnic group or
religion.

Case Study 2

Communities in conflict
Princesstown Primary School serves two separate communities, which are constantly
opposed to each other. In village politics, religion and social activities, they hold opposing
views. When one party is helping the headteacher, the other engages in continuous criticism and
sometimes bitter opposition. The problem is not helped by the fact that the staff are also
divided on ethnic grounds, whilst the learners simply reflect the attitudes of their parents. Mr.
Camp, the headteacher, although a member of the dominant community, is nevertheless
concerned to bring about a reconciliation of interests.

Activity 6.6
1) What lines of action are open to
Mr. Camp?
2) Is it Mr. Camp’s responsibility
alone to solve this problem?
Who else might get involved?

53
 Comments
Intra-communal conflicts occurring in the community, within which a school is located,
can only be solved by community leaders and politicians and not by headteachers and
their staff alone. It is worth remembering that, no matter who we are, we are members
of some minority group. Treating others (i.e. members of other groups) as we,
ourselves, would be treated should be a basic rule followed by us all.

Background of teachers
The background of teachers in a school may be yet another obstacle to school-community
integration. The teachers from other areas may well be respected but are likely to be
regarded as outsiders, and they are hindered when they try to build close links between
their schools and the community. Some prejudice against outsiders exists almost
everywhere, except, perhaps in the most cosmopolitan areas, but it must be resisted at all
costs, and the headteacher of a school can play a significant part in helping to overcome it.

Rights of teachers
Many partners in the education enterprise are not conversant with the service conditions of
teachers. Consequently, certain influential elements within the community sometimes
resort to steps which infringe upon the professional rights of the headteacher and the staff. Some
may even go to the extent of literally dictating to the headteacher and trying to direct the day-to-day
management of the school.

Case study 3

The politician
A governing board member is a successful local
businessman who involves himself in active politics. He
has relatives holding key posts in the Ministry of
Education. Without the knowledge of the headteacher, the
board member reprimands a staff member of the school and
writes to one of his Ministry contacts suggesting that the
teacher be transferred to another school.

The teacher concerned feels that this is improper and

unprofessional. He maintains that only the headteacher, who
is his immediate superior officer, has the power to do such a
thing. He therefore approaches the headteacher, who then
becomes aware of the situation for the first time. The
headteacher is anxious to avoid the transfer and replacement
of the teacher. The teacher is responsible for several
examination classes and the examinations are only a few
weeks away. She realises, however, that the governing
board member could be difficult to oppose.

Activity 6.7
What strategies would you suggest the headteacher employs in order to retain the teacher?

54
 Comments
The teacher is right. The behaviour of the board member is improper, unprofessional
and goes beyond his powers. One would hope that you, as headteacher, would recognise
this and be prepared to stand up to this unacceptable behaviour. The use of relatives
holding key posts to circumvent normal disciplinary procedures and take away the right
of response of a teacher is a corrupt practice and an inappropriate use of the powers
vested in a governor. The headteacher has responsibility for the day-to-day running of the
school and the school board’s role in this would be to hear any grievances made by the
teacher or the headteacher whilst carrying out the normal, agreed disciplinary procedures.

The headteachers must, therefore, be knowledgeable about service conditions and the law
with regard to the rights of teachers and be confident in expressing these rights in order to
educate the community on relevant issues and to be able to avert such situations.

Promoting good school-community relationships

As we have emphasised through this unit, no school exists in isolation from the community
and the society of which it should be an integral part. The quality of the school environment
includes the quality of its relationships with the community.

An important management function of the headteacher, therefore, is to maintain a strong positive

working relationship between the school and the community for effective school
management.

Activity 6.8
Consider the relationship of your school with its community.
1) In what ways does your school try to identify itself with the life of the local
community? Do you, and if so, how do you, interest the community in what goes
on in the school? In what ways does the local community benefit from the
presence of your school?
2) In conjunction with your staff, identify three proposals for the next school year as to
how your school-community relations could be developed.

55
 Comments
Some of the ideas for promoting good school-community relationships which you may
have included in your proposals are as follows:

• Encourage participation by the learners of the school in the social, economic and
cultural life of the community.
• Make some school facilities and resources available to the community for
educational and social purposes.
• Supply important information about the school to the public, perhaps through
the local media, newsletters or open days.
• Maintain regular contact with some outside institutions and educational bodies
that may be of mutual benefit.
• Ensure that the headteacher and staff are more tactful, considerate and sympathetic,
on what they can do with respect to requests from the public.
• Encourage the headteacher, staff and learners to receive and attend to all visitors
politely and as helpfully as possible.
• Occasionally invite local dignitaries from each interest group to share in the life
of the school, for example, during speech and prize-giving or open days,
sporting activities, and staff parties.
• Ensure that the headteacher does not take sides in local politics but is neutral and
impartial, and firm in following service regulations and the law.

The community and the school curriculum

The resources within each school and within each community and the environment around
are the main sources of learning and development for the children we teach, particularly
those who are drawn from the locality and to which they return at the end of the day. It is
therefore necessary for the school curriculum to utilise these resources fully. In Guyana, as
we know, there is a national curriculum and, although this must be used, it may be adapted
to meet local needs and context.
Earlier, we considered different perceptions of what a community is. Here let us briefly
consider what we mean by curriculum

The curriculum
The term curriculum is often used just to denote the subjects taught in the school or an
outline of a course of study. In recent times, it has been used in a broader sense to refer to
the whole life and programme arranged by a school for directing the interests and abilities of
the learners towards effective participation in the life of a community and a nation. It is
considered, in fact, to be everything that transpires in the course of planning, teaching and
learning by a school. In other words, it may be seen as the sum total of all the experiences
the learner undergoes, for which the school accepts responsibility.

Refer to Module 4, Managing the Curriculum and Resources, for more information and
discussion.

The need for community input

Since education involves the transmission of the knowledge, culture, attitudes and skills of a
people to the next generation it is appropriate for the community to make an input into the

56
curriculum in order to achieve this. Through community participation in the work of the
school, parents may become more interested in the things their children are doing. This
may help to reduce levels at which children drop out of school. Since many school leavers
will stay within the community to be active participants in its social, economic, cultural and
political life, the community should be shown how to make an input into the curriculum that
may assist in preparing learners for adult life. Resource persons abound in any local
community, particularly in such areas as vocational skills, local history, and cultural
practices and business and commercial skills, and these must be made use of by the
school. Community input in the school curriculum will help to ensure that desirable attitudes
are developed in learners.

Ways in which the community may contribute

Some of the ways in which your local community may already be contributing to your school
curriculum may include:

• Experienced and knowledgeable individuals within the community may be invited

from time to time to talk about local history, geography, culture and religious
practice. Such studies may cover the role of local leaders as an institution, the
importance of maintaining the local language and musical and artistic traditions.
• The community under the guidance of the local leader may have donated land or
material resources for the use of the school.
• The community may, through voluntary contributions in the form of funds and
materials and by providing labour, have assisted the school in constructing and
maintaining teaching facilities such as classrooms, laboratories, workshops and
teachers’ houses.
• Models that have been used in the past and presently, such as GEAP, BEAMS,
GBET and FTI, are examples of school, community and national and international
organisations coming together to influence the curriculum.
• Local skilled artisans may have been invited to give demonstrations and training in
practical production activities in the school, for example, in furniture making, car
maintenance, pottery, weaving and building.

Summary
In this unit, we have considered the role of the local and extended communities which will
have an influence on the management of schools and the quality of education a school
provides. The point has been made that effective school management can be achieved
only through strong partnerships between headteacher and a number of groups both within and
outside the local school community, including sections of the Ministry of Education.

Working with a variety of groups can be very challenging for a headteacher, especially if some try
to duly influence, control or behave inappropriately. We have tried to support you, as headteacher,
in understanding your role and in creating good and fruitful relationships.

Most outside agencies are only interested in the success of the school and its learners but will
view it from their own perspective. In the final analysis, you are the one who is accountable
to your learners and must be the one who has the last word.

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 ACRONYMS

BEAMS Basic Education Access Management

CEO Chief Education Officer
CPCE Cyril Potter College of Education
DEO District Education Officer
ESP Education Strategic Plan
EFA/FTI Education for All/Fast Tract Initiative
GEAP Guyana Education Access Project
GSEIP Guyana Secondary Education Improvement Project
GTU Guyana Teachers’ Union
HOD Head of Department
ICT Information Communication Technology
METS Monitoring, Evaluation, Technical, Support Unit
NCERD National Centre for Educational Resource Development
PEIP Primary Education Improvement Project
PSA Past Student’s Association
RDC Regional Democratic Council
REXO Regional Executive Officer
SIP School Improvement Plan
 GLOSSARY
1. Community - this refers to a group of people living in one place or locality such as a
village or town, or it may refer to a group of person having the same or
similar interest.
(a) Local Community: is basically that which should in principle provide
the children who
attend the school. However, this is not always the reality for several
reasons such as ‘perceived good’ school places of employment of parents
etc.
It involves employers, religions bodies and past students amongst others.

(b) Extended Community: is that which goes beyond the local and includes organisations such as
professional bodies, GTH, NGOs, regional and national organisations.

2. Curriculum has been defined as all the experiences provided by a school to educate
the learners. (See Module Four for detailed explanation)

3. Education Act: is the binding legal document which gives the Ministry of Education the
Lawful Authority to provide education to the nation. It has several Parts
and Sections that state clearly how education is to be provided. In
Guyana a new Act shall be proposed by the office of the Minister of
Education to be passed by the National Assembly.

4. Education Policy: is the overall plan laid down by the government embracing general goals
and procedures in the provision of education.

5. Executive Instrument: is a certificate issued by the executive arm of the government for a certain
order to be carried out in connection with a specific issue.

6. Legislative Instrument: is an order issued by the Legislature (Parliament) on an aspect of national

important.
 C O N T E N T S

UNITS PAGE

1. Define the Parameters of School Management 5

2. Legal Basis of School Governance 11

3. School Managers and Governing Bodies 19

4. Relationships between Schools and Other Agencies 29

5. The Role of Teachers, Learners and Parents in School Management 37

6. The Role of the Community in School Management 45

Acronyms 46

Glossary