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MFP2601 Latest Exam Pack 2024
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Latest MFP2601 exam pack – This document will help you pass the module with ease. The document contains summary notes, previous exam/assignment questions, & answers.
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,MFP2601 - ALL-IN-ONE EXAM PACK All answers were researched using the study guide, prescribed book and memo’s
Please note that human errors are possible in this document
SUMMARISED NOTES
Learning Unit 1: Introduction to Management, Leadership and Governance in the Foundation Page 3
Phase
Learning Unit 2: Principles and Theories of Management of Curriculum and Learning in the Page 11
Foundation Phase
Learning Unit 3: Management Policies and Legislations in the Foundation Phase Page 38
Learning Unit 4: Management and Leadership Styles in the Foundation Phase Page 42
Learning Unit 5: Key Aspects of Management in the Foundation Phase Page 48
EXAMS/ASSIGNMENTS
Multiple Choice Page 64
True or False Questions Page 78
Match Column A With Column B Page 80
Define The Following Terms Page 82
Straight Forward and Essay Questions Page 84
October/November 2020 Page 137
January/February 2021 Page 143
September/October 2021 Page 148
October/November 2022 Page 155
January/February 2023 Page 161
Assignment 2 2023 Page 170
,LEARNING UNIT 1: INTRODUCTION TO MANAGEMENT, LEADERSHIP AND GOVERNANCE IN THE
FOUNDATION PHASE
1.1 Introduction
This learning unit aims to assist student teachers in defining the concepts and applying theories related to
governance, leadership and management in the Foundation Phase.
1.1.1 Education management
Management - Social process whereby human resources and organisational processes are coordinated to achieve
the desired goals of the public institution.
School Management - Day-to-day running of the school including management of staff and learners, overseeing
school environment and monitoring learning activities.
Education Manager - All provincial, district, circuit and school managers responsible for the implementation of
educational policies as heads or administrators of their respective institutions.
Manager - Person who allocates human, material and information resources in pursuit of an organisation’s goals.
School Manager - Educator appointed or acting as head of a school. Person who plans, organises, leads controls
and delegates the teaching and learning of activities.
1.1.1.1 The management functions and responsibilities of school managers
Van Rooyen and Roussouw - Human resources management, curriculum management, financial management and
facilities management.
Bratton,Grint, Nelson - Planning, organising, commanding, coordinating and controlling
Loock - Assisting subordinates with problems, give/receive info to/from employees, managing labour relations,
leadership employee development, employee utilisation, planning, scheduling and organising, controlling work
progress, upraising performance, resources utilisation, administration, disciplinary actions and personnel
management.
Robbins. Judge, Odendaal, Roodt - Planning, organising, coordinating, controlling and commanding.
Henri Fayol divided the management function into five key roles and actions (Marino 2009) :
Prevoyance (forecast and plan) - Examine future and then draw up plan of action.
To organise - Build up structure, material and human of undertaking. Make optimum use of resources required
= successful carrying out of plans.
To command - Uphold activities among personnel.
To coordinate - Bind together, unify and harmonise all activities and efforts.
To control - everything is according to established rules and expressed commands
Scholars such as Pretorius (2004), Kruger and Van Schalkwyk (1997), Van Deventer (2003) and Click (2004)
go the extra mile by narrating how school managers have to plan, organise, lead and control activities within
the school :
Planning :
Determine a mission, aims and outcomes (problem solving and decision-making).
Also deals with strategies, approaches, methods and resources that are essential for day-to-day running of the
school.
Pretorius (2004:55) provides the following guidelines when planning activities or projects :
Do the planning in writing according to procedures indicated by policies.
Plan ahead : long-term planning (year plans), intermediate planning (term or week plans), and short-term
plans (daily plans) should be done well in advance.
, Pay attention to all aspects of project in cooperation with the vision and the mission of the project.
Organising :
Establishing an organisational structure to determine how people and resources should be deployed to
accomplish the planned outcome (planning strategies, coordinating people, identifying communication
channels, establishing relationships and determining rules and regulations).
Delegate - allocate authority, responsibility and liability to a person.
A school principal must delegate for the following reasons :
It leaves the principal more time for management.
A larger quantity of work can be finalised.
Staff members responsible for certain tasks derive job satisfaction from it, leading to greater motivation.
Baldwin (1991) identifies the following reasons why some managers are not able to delegate :
They are unable to let go of control.
The staff do not measure up to their expectations.
They fear repercussions if delegating occurs.
They are perfectionists.
They are concerned about the quality of the job to be delegated.
There is a staff perception that the principal may be pushing work onto the staff.
They fear imposing on people.
They have staff that will not say no to any request because of the principal’s position.
They lack the organisation skills to get help in time.
Leading :
Direct people and motivate them so their actions are aligned with formulated outcomes.
Leaders are people with distinct characteristics and specific qualities which distinguish them from others.
They are purpose and vision-driven people, and this gives them inspiration necessary for real success (devoted
to a purpose).
A good leader gains goodwill and loyalty from followers by assisting, motivating and guiding them.
Sterlin and Davidoff (2000:14–19) selected ten leadership principles that can be applied to South African
education activities.
According to them, leadership means :
Having a holistic (comprehensive) perspective.
Bringing core value to life.
Encouraging a vision.
Seeing problems as learning challenges.
Understanding and acknowledging the needs and contributions of colleagues, children, learners, parents
and the community.
Performing a leadership role through flexible responses.
Working with balance, rhythm and work-flow.
Acknowledging creative complexity and controversy.
Finding the path of integrity.
Modelling the way.
Horswell (2003:5) identifies the following ten fundamental ideas on leadership which are applicable to all
three phases of early childhood development :
Leaders are influential. They practise the art of influence and are able to change one’s direction or
thinking.
Leaders are communicators. They connect with people and communicate effectively.
Leaders are time conscious. They use time effectively.
Leaders are people. They have genuine feelings and passion for people and do not just pay lip service to
this concept.
Leaders are visionaries. They have ability to create vision, which is the art of communicating, sketching
and expressing goals in the form of desirable and beneficial destinations.
Leaders are achievers. They get the example of growth and direction in their personal lives and achieve
their goals. Leaders know the next step to take, either by experience or strategy, that is, they often know
where they are going.
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