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Question: “Teaching and teacher education in South Africa have emerged from a highly fragmented past. Teachers from diverse backgrounds, experiences and qualifications find themselves working together in schools where they do not necessarily have access to a common language of practice, nor a shared understanding of professional teaching practices. To address these challenges, the South African Council of Educators (SACE) has developed a set of professional teaching standards for use in the South African context. This is not the first time a policy framework has tried to articulate and direct teachers’ work” (Munje, 2018). Based on the above statement issues surrounding professionalism within the South African Education system, has created debates surrounding the roles of educators in key areas focusing on school violence Based on the above statement what is the role of department of education in creating a conductive learning and teaching environment that is going to teach learners more about school violence? Please include in-text citation APA 7th referencing style
Based on the aforementioned challenges, the Department of Education in South Africa plays a pivotal role in creating a conductive learning and teaching environment. In handling issues surrounding school violence, the Department of Education's role can be articulated into three major functions. 1. Policy Development: The Department of Education can develop clear policies around school violence, spelling out the responsibilities of teachers, students, and other stakeholders in managing and preventing such incidents (Munje, 2018). 2. Provision of Resources: The Department can provide resources for embedding topics related to school violence into the curriculum. These resources may include but are not limited to, learning materials, teacher training programs, and external support services (Munje, 2018). 3. Monitoring and Evaluation: To ensure the effectiveness of these policies and programs, the Department needs to instigate regular monitoring and evaluation practices. This can enable the department to assess the quality of the educational initiatives and their impact on student outcomes (Munje, 2018). Thus, it is clear that if the principles and standards articulated by SACE are to be effectively implemented in the context of school violence, the support and actions of the Department of Education are critical. The Department has the responsibility of setting up systems and providing resources that not only enable a conducive learning environment and promote professionalism among educators but also mitigate and prevent incidents of school violence. Reference: Munje, P. (2018). The struggles over teacher professionalism in South Africa. Perspectives in Education, 36(1), 1-11.
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