'n Bestuursplan vir 'n onderwysbestuurskursus deur middel van interaktiewe televisie-onderrig (Afrikaans)

Abstract

AFRIKAANS: In die lig van 'n nuwe Suid-Afrika met 'n groot diversiteit ten opsigte van kulture, etnisiteit, tale en sosio-ekonomiese omstandighede is die paradigmaskuif, wat tans besig is om plaas te vind in die onderwyssisteem, nie so maklik uitvoerbaar nie. Onderwysbestuurders wat opgevoed en opgelei is in 'n outokratiese onderwyssisteem en gewoond was om skole as geslote entiteit te bestuur, beleef ‘n onvermoë en gebrek aan bestuursvaardighede om die nuwe verandering na 'n demokratiese homogene multikulturele onderwysstelsel te bestuur. Onderwysbestuurders is nie gewoond om skole as selfbesturende oop entiteite te bestuur nie. Daar heers gevolglik ‘n dringende. behoefte by onderwysbestuurders tot verdere studie om sodoende op praktiese wyse hul bestuursvaardighede te ontwikkel om hierdie paradigmaskuif te bestuur. As gevolg van dringende werksverpligtinge en ekonomiese implikasie, kan onderwysbestuurders egter nie hulle instellings vir 'n jaar of twee verlaat vir verdere studies, terwyl die paradigmaskuif momentum kry nie. Onderwysbestuurders is gevolglik geforseer om verdere studie deur middel van afstandsonderrig te doen. 'n Ondersoek word geloods om vas te stel wat die beste afstandsonderrigmetode sal wees om praktiese bestuursvaardighede te ontwikkel. Hierna word ook riglyne verskaf hoe om so 'n kursus te bestuur en te administreer. Die aanname word dan ook gemaak dat die tersiêre instansie wat eerste met hierdie afstandsonderrigmetode voortgaan, toonaangewend sal word en groei in inskrywingsgetalle vir onderwysbestuurders. Hierdie afstandsonderrigmetode is interaktiewe televisie-onderrig wat die antwoord blyk te wees vir die probleem van effektiewe kwaliteit opvoedende onderrig aan onderwys¬bestuurders. Vraelyste is uitgestuur aan respondente wat reeds onderrig deur middel van interaktiewe televisie ontvang om vas te stel in watter mate respondente tevrede is met afstandsonderrig deur middel van interaktiewe televisie-onderrig en of hulle in die toekoms weer van hierdie onderrigmedium gebruik sal maak. Nadat die konsep van interaktiewe televisie-onderrig belig word, poog die navorser om 'n bestuursplan daar te stel om sodanige onderwysbestuurskursus deur middel van interaktiewe televisie op mikrovlak te bestuur. Die navorser sien 'n interaktiewe televisie-uitsending as 'n produksie en program dus om 'n produksiebestuursplan op mikrovlak van sodanige uitsending wat preproduksie, produksie en na-produksie insluit, te ontwikkel. Sodanige produksiebestuursplan sal dan aan die produksiebestuurder (departementshoof of projekbestuurder) aandui hoe om 'n praktiese wyse bestuursfunksie suksesvol in spesifieke bestuursareas uit te oefen ten einde kwaliteit onderrig deur middel van interaktiewe televisie-onderrig te verseker. ENGLISH: In view of the fact of a new South Africa with a great diversity with regard to cultures, ethnicity and socio-economic conditions, it is not easy to implement the paradigm shift which is currently taking place in the educational system. Educational managers who have been educated and trained in an autocratic educational system and who were used to managing schools as closed entities experience an inability and a lack of management skills in order to manage the change to a democratic homogenous multi-cultural society. Educational managers are not used to managing schools as open entities, consequently a serious need exists for further study for educational managers in order to develop their management skills in a practical manner to enable them to manage this paradigm shift. However, as a result of pressing work commitments and economic implications, it is not possible for educational managers to leave their institutions for a year or two to pursue further studies while the paradigm shift gains momentum. Educational managers are therefore forced to pursue further studies by means of distance learning. A project has been launched in order to determine what would be the best distance learning method to develop practical management skills. This is followed by guidelines on how to manage and administer such a course. The assumption is made that the tertiary institution which leads the way in administering this distance learning method will. become pre-eminent and that the enrolment figures for educational managers will increase. This distance learning method is interactive television education which seems to be the answer to the problem of effective quality educational instruction for educational managers. Questionnaires were sent to respondents who are currently receiving training by means of interactive television to determine to which extent the respondents are satisfied with distance learning by means of interactive television and whether they would make use of this educational medium in future. After highlighting the concept of interactive television, the researcher attempts to provide a management plan to manage such an educational management course by means of interactive television on micro level. The researcher sees interactive television broadcasts as a production and a programme, and therefore plans to develop a production plan on micro level of such a broadcast which includes pre¬production, production and post-production. Such a production plan will indicate to the production manager (head of department or project manager) how to implement in a practical manner, management functions in specific management areas in order to ensure quality education by means of interactive television education.