Collaborative teamwork

In terms of the SDIP, the WCED hopes to synergise all its sectors in an attempt to introduce a more service beneficiary-focused service delivery model. The alignment of Head Office directorate with Circuit Teams, EMDCs and ultimately schools in an attempt to bring service delivery closer to learning institutions is indicative of the WCED‟s willingness to establish teamwork with other stakeholders. This means listening to the views of all relevant stakeholders when important decisions are to be made.

Developing schools into learning organisation requires appropriate restructuring. Consequently Hargreaves (1994:241) posits that restructuring should include “school-

based management, increased consumer choice, teacher empowerment and teaching for understanding.” These elements in combination may significantly contribute towards the development of a learning organisation, which will also bring about closer collaboration between the WCED, schools and their local communities.

Furthermore, Hargreaves (1994:241) draws on Lieberman and her colleagues‟ observation that restructuring “aims to create schools that are more centred on learners‟ needs for active, experiential, cooperative and culturally connected learning opportunities supportive of individual talents and learning styles. Restructuring aims to create these learning opportunities within school organisations energised by collaborative inquiry, informed by authentic accountability and guided by shared- decision-making.” I posit that restructuring that is not based on collaborative participation and does not focus on the needs of learners is a recipe for failure.

Parents are also part of the school community and are largely contributing to the development of learners and schools. Chapman and Aspin (1997:286) observed that “In the past schools have in general been compartmentalised, too shut away from the community, with many of them having an attitude of erecting barriers to keep outsiders excluded.” In these turbulent times schools are beginning to realise more and more their dependence upon parents and the community. Parents and communities are showing more interest in the governance of their children‟s school.

By forging collaborative partnership with parents and the community, schools as learning organisations can learn better how to respond to the needs of their children and the community. Fullan (2003:17) argues that “the public is dissatisfied and anxious about the failure of the school system to keep up, but this means they want to help fix it not abandon it.” This holds true for many Western Cape communities, where parents and the community want to play an active role in the daily running of schools.

The membership of an organisation reflects the diversity of perspectives and approaches needed for the sustainability of that organisation. It is therefore consistent to argue that strategic and collaborative alliances between schools and the community will enhance teaching and learning practices and transform schools into learning

organisations. These alliances will forge new partnerships with schools and communities that can hold reciprocal benefits for both them. For this to happen communities need leaders who can creatively join and sustain these collaborative relationships. The results are far-reaching for both schools and the community.

Foster et al. (1997:31, 32) highlight some possible needs:

 Know where to locate information about social, economic, political and technological trends with potential influence on the evolution of schools;  Be able to identify from such information, with their communities and

professional colleagues, which trends are most likely to have significant consequences for the evolution of schools;

 Be able to facilitate their communities and professional colleagues in the analysis of data concerning these trends for the purpose of determining their most likely consequences for both the goals of schools and the means of operation;

 Know about the range of alternative organisational designs that could be used in order to refine the design of their school in response to significant trends;  Be able to facilitate their communities and professional colleagues in

reviewing alternative organisational designs and deciding on the nature of refinements needed to their schools‟ design;

 Be able to assist their communities and professional colleagues in the implementation of refinements in the design of their schools;

 Be able to assist their communities and professional colleagues in monitoring the effects of their organisational redesign initiatives and making appropriate adjustments.

If these needs can be met, schools would not only forge new collaborative relationships but also develop a shared vision. Since learners are part of the community, they can contribute towards the WCED‟s objective to retain learners in schools.

3.13.4 Communication

In an attempt to improve communication through its service provision model, the WCED is also expecting its directors to reduce duplication of services and provide effective and efficient communication between all levels in the education sector. This initiative requires teamwork. Embracing communication as notion of deliberative democracy means talking, listening and interacting with all relevant stakeholders especially educators while moving away from the current authoritative service provision model. This means finding a way where all relevant stakeholders become involve through a mechanism that offers at least some decision-making powers over important matters.

The WCED‟s usage of certain terminology like Back Office, Front Office, service beneficiary and learning organisation points to the commercialisation of the education system. My argument is that the use of these concepts points to a neoliberal culture that is systematically infused into the education system.

To transform schools effectively into learning organisations requires proper and ongoing communication between the WCED, EMDCs and schools, but not as an end in itself. It has to be understood that policy in itself cannot develop schools into learning organisations. The initiative and motivation to become a learning organisation should ultimately come from schools. However, Riley (1998:16,17) draws on Kogan (1978), who posits that “education is a gigantic case study of how increased social and individual activity and commitment – more expenditure, more building, more people, and more political support – do not necessarily lead to satisfaction and success.”

3.13.5 Power

It appears that the education restructuring programme in the Western Cape has some major political economic overtones that can be located in a neoliberal paradigm. Following the Polokwane election, the Rasool government in the Western Province came under increasing pressure to align itself with a specific political principle. In an attempt to sustain his position, the Western Cape Premier used his authority to push

an agenda that would secure political alignment. The WCED as a department within the Western Cape provincial government was subtly coerced into a restructuring programme aimed at injecting equity into the top structure of the WCED. So the Western Cape Provincial government, with the consent of the WCED, used its power to coerce the WCED into a restructuring initiative.

I use the word „consent‟ in the context of Busher‟s (2006:34) understanding that “Power cannot be projected successfully unless those being led give their consent, whether that is derived willingly or by coercion.” In this context I therefore argue that the WCED‟s submission to political coercion by power may significantly impede the development of schools into learning organisation.

Welton (2001:175) draws on a Task Team report on Education Management Development (Department of Education 1996c) who posits that, “management is not an end in itself but an essential part in achieving the central goal of promoting effective teaching and learning.” If the WCED‟s central goal is to promote effective and efficient teaching and learning, then their service provision model should be geared towards empowering teachers and learners. This then makes teachers and learners the central point of restructuring.