Abstract:
The purpose of this study was to investigate the efficiency of the post provisioning
model as a policy tool in public administration. How it affects the general management
of schools, curriculum implementation and learner attainment. A case study was
conducted with the focus on Mafarana Circuit, Mopani West District of Limpopo in South
Africa.
The post provisioning policy determines the number of teachers and resources to be
allocated to a school. The qualitative, descriptive research approach was conducted.
Data collection was done using semi-structured interviews on Principals, Departmental
heads and educators from four schools, 2 secondaries and 2 primary schools of high
enrolled and low enrolment. The study revealed that the small schools are negatively
affected by the Policy due to the low number of teachers allocated to the schools. This
affects teachers’ performance and morale. Principals find themselves overwhelmed with
managerial and classroom duties. Many departmental heads are co-opted as schools
do not qualify for such posts due to the post provisioning model.
The study recommends that the policy be revised in order to serve the curriculum needs
of different institutions so that there is equity in terms of access to quality education for
all learners
