To the uninitiated, nomenclature is the new buzz word amongst officialdom - we need to have clear definitions for district support structures across the country. Basically put, all districts should mirror each other across South Africa in terms of structure.
So the debate starts and the questions get shot out with the veracity of a well oiled machine gun. Who is a circuit manager? What happens to IMG? And CTMs? How many circuits will be established? What about SLES? And the base for CAs? Who gets based at the district's main office? What is the role of the MEC? And so on...
Of course, no one has clear answers just yet, but one thing becomes apparent immediately. TENSION has arrived!
What do we know? Districts should have circuits consisting of 15 to 30 schools, preferably 25 schools. No district should have more than 250 schools and no more than 10 circuits. Curriculum support is embedded in circuits and channeled from the district's main office. Management and Governance and Special Needs support is channeled to circuits from the district's main office.
The primary reason for this re-alignment is to ensure a lean and efficient support structure to service all schools in South Africa. In the Western Cape, this re-organisation is expected to be in place by 2015.
But this exercise, i.e. organizational change, is not just an academic one. Behind the present structure sits many people. And when change is proposed, there is a need to take each of them along on the journey, a journey that can easily be destabilized by a lack of detail, direction and unclear communication. One hopes "system paralysis" doesn't set in whilst we wait for this process to unfold.
"The fantasy that somehow organizations can change without personal change, and especially without change on the part of people in leadership positions, underlies why many change efforts are doomed from the start". Peter Senge MIT-based author, researcher & educator