Sasol CSI 2012
29
1 Presenter: Dr Muavia Gallie (PhD) 24 April 2012 [email protected] Sasol The state of education in South Africa and the challenges facing our country. 1 Content 1. Awareness: We don’t know what we don’t know – State of Education in SA (4-17); 2. Proposition 1 – Human capital at layers beyond the schools; 3. Proposition 2 – Education is a ‘people’ intensive activity; 4. Proposition 3 – The biggest Untruth about Education in SA; 5. Proposition 4 – Compliance is a 25% level of Performance; 6. Proposition 5 – Difference between Institutional Management and Governance 7. 6 Systems Comments 8. Final Comments www.slideshare.net Search “Sasol CSI 2012”
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Transcript of Sasol CSI 2012
1
Presenter: Dr Muavia Gallie (PhD)
24 April 2012 [email protected]
Sasol!�
The state of education in South Africa and the challenges
facing our country. �
1
Content 1. Awareness: We don’t know what we don’t know – State of
Education in SA (4-17); 2. Proposition 1 – Human capital at layers beyond the
schools; 3. Proposition 2 – Education is a ‘people’ intensive activity; 4. Proposition 3 – The biggest Untruth about Education in SA; 5. Proposition 4 – Compliance is a 25% level of Performance; 6. Proposition 5 – Difference between Institutional
Management and Governance 7. 6 Systems Comments 8. Final Comments
www.slideshare.net Search “Sasol CSI 2012”
2
Awareness Test
Do we Know what we Don’t
Know 3
TIMSS Participation Countries 2007
4
3
TIMSS Participation 1995 - 2007
5
TIMSS 2003 - Applying Maths
6
4
SACMEQ Countries
Botswana
Kenya Lesotho Malawi
Mauritius Mozambique
Namibia Seychelles
South Africa Swaziland Tanzania
Uganda Zambia
Zanzibar Zimbabwe
Source: SACMEQ Data, 2007
Pupil reading sco r e s
7
SACMEQ Results 6 2 12 15 4 7 13 1 9 5 3 10 14 11 8
6 5 13 15 3 12 9 2 10 4 1 11 14 7 8
7 2 11 13 1 4 14 3 9 6 5 8 12 10 15
6 2 12 14 1 11 13 4 8 5 3 9 15 10 7
8
5
9
15
20
25
30
35
40
45
Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics
Aver
age
Perc
enta
ge
Average % scores after re-marking
Eastern Cape
Free State
Gauteng
KwaZulu Natal
Limpopo
Mpumalanga
Norther Cape
North West
Western Cape
South Africa
10
6
11
Musical Chairs Game
12
7
Musical Chairs Game 24 1
23 2
22 3
21 4
20 5
19 6
18 7
17 8
16 9
15 10
14 11
13 12
12 13
11
10
9
8
7
6
5
4
3
2
1
Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12 13
Matrics 2010 started Gr1 in 1999 Matrics 2011 started Gr1 in 2000
Drop in Learners Gr 1 (1999) - Gr12 (2010)
1,318,932
579,384550,000600,000650,000700,000750,000800,000850,000900,000950,000
1,000,0001,050,0001,100,0001,150,0001,200,0001,250,0001,300,0001,350,000
Grade 1 Grade 12
Only 44% retained!
14 51%
1,055,397
534,498
8
1999-2010 + Ave Comparing Grades 1-12 from 1999 to 2010
450,000500,000550,000600,000650,000700,000750,000800,000850,000900,000950,0001,000,0001,050,0001,100,0001,150,0001,200,0001,250,0001,300,0001,350,000
Gra
de 1
Gra
de 2
Gra
de 3
Gra
de 4
Gra
de 5
Gra
de 6
Gra
de 7
Gra
de 8
Gra
de 9
Gra
de 1
0
Gra
de 1
1
Gra
de 1
2
199920002001200220032004200520062007200820092010Ave.
15
16
Comparing Grades 1-12 from 1999 to 2011 Gap %Learner Gap %Learner
Year Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained Years Years
1999 1,318,932 1,223,529 1,194,425 1,167,683 1,087,829 998,705 937,741 1,043,067 917,239 840,803 738,220 571,848 747,084 43%
2000 1,055,397 1,090,765 1,178,712 1,167,949 1,088,836 1,009,782 936,454 1,039,547 922,566 836,962 724,192 549,203 506,194 52%
2001 1,150,637 944,961 1,087,675 1,175,860 1,098,863 1,023,269 932,151 1,068,479 916,280 846,655 709,508 488,352 662,285 42%
2002 1,286,591 1,012,892 949,721 1,076,107 1,142,806 1,038,679 958,932 936,392 1,089,404 876,175 719,952 486,786 799,805 38% 430,453 53%
2003 1,277,499 1,111,858 1,003,331 952,465 1,035,707 1,101,740 987,876 976,750 902,129 1,096,214 736,720 475,069 802,430 37% 567,998 46%
2004 1,303,016 1,109,201 1,081,956 985,139 916,911 997,365 1,050,554 1,010,710 914,729 1,057,935 829,137 505,392 797,624 39% 432,349 54%
2005 1,233,581 1,118,690 1,078,001 1,061,770 951,372 898,493 972,542 1,052,499 930,797 1,069,494 839,009 538,909 694,672 44% 459,796 54%
2006 1,185,198 1,081,652 1,099,319 1,072,780 1,026,031 919,487 872,051 1,020,734 970,946 1,093,297 890,564 568,664 616,534 48% 519,165 52%
2007 1,171,323 1,050,103 1,066,796 1,090,762 1,035,449 1,001,687 896,138 930,019 957,450 1,115,961 920,102 625,809 545,514 53% 462,020 54%
2008 1,122,114 1,031,821 1,017,656 1,050,860 1,043,012 1,001,852 964,345 926,603 902,656 1,076,527 902,752 595,216 526,898 53% 599,209 50%
2009 1,106,827 1,004,311 1,004,585 1,019,886 1,009,370 1,012,619 970,902 991,093 926,531 1,017,341 881,661 602,278 504,549 54% 621,251 49%
2010 1,116,899 994,410 972,668 1,002,645 978,983 978,016 980,747 1,001,180 1,009,327 1,039,762 841,815 579,384 537,515 52% 739,548 44%
2011 1,177,089 1,003,353 957,209 974,860 957,203 946,427 941,291 1,008,110 1,049,904 1,049,189 847,738 534,498 642,591 45% 520,899 51%
2012 Same Yr Trace
Ave. 1,194,001 1,064,516 1,061,237 1,068,659 1,034,597 998,475 955,036 999,756 946,671 997,261 811,136 548,909
9
Success rate = 8,1%
• Success-rate of the system = 8,1% • Of every 12 learners starting Grade One, only 1 learner attains what the system is promising them - data 2005!
17
Access vs Success
Whether you Pass! How you Pass!
Short-Listing
Employment Quantity
Quality
18
10
% Different Types of schools in SA
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% -10% -20%
Anti-Functional
Dysfunctional Under-Performing
High-Performing
Qua
ntity
of P
ass
Quality of Pass (Grades)
20% 50%
20% 10%
19
2011 Matric Results
11
Japp
21
So, if we spend all this money (2011/12 = R178b; 2012/13 = R190b; 2013/14 = R218b; R236b 2014/15) on education, why are the
children not benefiting?
12
Five Propositions 1. Human Capacity at layers beyond the
schools; 2. Education is a ‘People’ intensive activity; 3. The biggest Untruth about Education in
South Africa; 4. Compliance is 25% level of Performance; 5. Difference between Institutional
Management and Governance.
Proposition 1
Human Capacity at layers beyond
the schools
13
Four Layers of Expertise Fa
cilit
atin
g Le
arni
ng
Con
ditio
ns o
f S
ervi
ce
Man
agin
g Te
achi
ng a
nd
Lear
ning
Sup
port
and
Dev
elop
men
t
Sys
tem
s Th
inki
ng
Teac
hers
Teac
her
Uni
ons
Sch
ool
Lead
ers
Circ
uit a
nd
Dis
trict
Pro
vinc
ial,
Nat
iona
l, M
inis
teria
l CDE – 7 September 2011
14
Proposition 2
Education is a ‘People’ intensive
activity
Thomas Jefferson
There is nothing more unequal, than the equal treatment of
unequal people.
15
80/20 Principle 20%
80%
80%
20% INPUT OUTPUT
Proposition 3
The biggest Untruth about Education in South Africa!
16
We have started to believe that the
Creator will apportion IQ based on your Economic/
Social Status!
52.48
43.42
49.11 52.94 54.07
49.55
60.23
52.48 49.53
46.27
35.51 34.18
56.25
45.4
65.99
45.61
37.5
64.75
48.57
36.82
56.67 57.86
65.99 66.08
47.62 49.54
28.51
67.58
52.8
74.4
49.6 52.5
65.7
74.5
52.9
67.7
60.5
88.2 88.2
82.8 86.2
52.6 49.3
67.5
39.6 39.8 44.2
54.5 57.4
63.7 64.7 67.9
77.7 80 80.4 81 82.9
94.3
66.3
0
10
20
30
40
50
60
70
80
90
100
GE UPS 14 Matric Results
2008 2009 2010 2011
17
35
24
51
30 27
50
26
33
29
55
47
29
39
12
42
55
27
40
46
56
38
45 48
30
42
48
66
48
29 29
39.2
49
26
46
16
34
53.4
46
68
52 51
46
38
22
30
46
54
39
96
28
73
48
39
63
38
65
38
66 66
85
76
46
49.8
62.8
29.2 30.2
49.5 52.2
90.9
56.7
67.6
53.1
73.4
57.9
78.4
73.7
83.8
57.7
66.7
49
64.5
57.8
83.3
41.7 39.2
77.8
62.9
88.2
61.2
94.9 92.2
84.3
64.9
35.1
41.7 43.2 44.9
53.3 56 56.6 58
59.7 61.8 62.4 62.9
66.7 66.7 68.1 68.6 70 70.6 71.2 73.5 74.2 74.5 75 75.2
79.8 80 83.8
88.8 92.2
98
67.1
0
10
20
30
40
50
60
70
80
90
100 Bo
ikgeth
elo
Ed M
asha
bane
Sec
Nghu
nghu
nyan
e
Mphu
melom
uhle
Sec
Fonta
nus C
omp
Bona
Com
p
Illing
e Sec
Meme
zelo
Sec
Mead
owlan
ds
Thuto
pele
High
Ibhon
go
Itirele
-Zen
zele
Comp
Lobo
ne
Modir
i Tec
h
Ramo
suku
la
Thok
o-Th
aba S
ec
Moqh
aka
Ramo
lelle
KwaB
hekil
anga
Ikusa
sa C
omp
Wes
tbury
Sec
Jet N
teo
Sebo
keng
Tech
Katle
hong
Sec
Mine
rva
Mpilis
weni
Sec
Mame
llong
Com
p
Voslo
orus
Com
p
Senth
ibele
Sec
Kwad
ukath
ole C
omp
Kgok
are
Aver
age
% P
ass
GDE PPS Matric Results 2008-2011 (2011 ascending)
2008 2009 2010 2011
0
10
20
30
40
50
60
70
80
90
100
2008
2009
2010
2011
18
Domains of Change
35
Pla
nnin
g (S
choo
l Rea
dine
ss)
Curriculum Management Framework
(Education, Curriculum, Instruction, Teaching,
Learning, Assessment, Expectations)
Educator BEAR (Beliefs, Expectations,
Attitudes & Relationships)
Sustainability S
trategy (Learners, P
arents, Educators,
SM
T, Principal, S
GB
, C
omm
unity, Business, D
istrict, P
rovince) Ow
ners
hip
(Tak
ing
Res
pons
ibili
ty)
1. 2.
3.
4. 5.
Ownership
1. Individual Ownership 2. Co-Ownership 3. Co-Creation
19
Proposition 4
Compliance is 25% level of Performance!
ACCOUNTABILITY SCALE 25%: 50%: 25%
Compliance towards Seniors 50%
25%
Job Description -
Salary 25%
50% Support and Development
- Juniors
20
Example: Employment of Teachers
• Qualification as a Teacher in subject (whether he/she has the subject expertise);
• Registered with SACE (professionally and ethically accountable);
------------------------------------ • Whether he/she can teach the subject
(pedagogical skills); • History of success in teaching the subject
and particular grades, etc.
Proposition 5
Difference between Institutional
Management and Governance
21
Curriculum Management Framework
Education Philosophy
Curriculum Implementation Instructional
Teaching and Learning Learning and Assessment
Expectation and Achievement
Learning Space
National and Provincial
District and Circuit School Faculty
Classroom
AP
lan
T-In
fo
T-In
fo
Lear
ners
L-In
fo
L-In
fo
L-In
fo
T-In
fo
T-A
tt TT
TLS
M
TL S
ch
Teac
hers
HoD
s
Prin
cipa
l & S
MT
IMD
& C
MD
Bur
eauc
ratic
s &
Pol
icy
Mak
er
Organ
42
Curriculum Development Cycle
Curriculum Plan
Instructional Plan
Assessment Plan
Do District School Teacher M&E Provincial District HoD
Teaching Plan
Education Plan
Expectation Plan
Achievement Plan
Learning Plan
22
Instructional Leadership • The administrative, management and
leadership guidance by principal in the process or act of teaching, in order to ensure education delivery;
• Legislative imperative = 27,5 hours of teaching and learning;
• Current research is indicating on 41% of focus;
• No advert is including ‘having been a good teacher’ as a criteria/requirement.
History of Parental Involvement • Parent-Teacher (Student) Associations -
PTSAs and PTAs; • Management Committees; • School Boards; • School Governing Councils
• School Governing Bodies.
23
6 Systems
Comments 45
46
Quality Education Conference - 2002
24
Three Steps to Quality Education
Dys-functional Schools
Step 1
Under-performing
Schools
Step 2
High Functioning
Schools
Step 3
Excellent Schools
Basic Right To Education
Basic Education Quality Education
Legal and Human Rights Obligations
Professional, Social, and Ethical Obligations 47
Demographic Character of Workforce
48
PERSAL 1997/8 2003/4 Number % Number %
Total 386,735 268,548 Male 136,260 35 127,956 35 Female 250,476 65 240,592 65 Under 25 years 7 0.002 752 0.2 25 to 29 years 3,575 1 15,044 4 30 to 34 years 52,235 14 62,356 17 35 to 39 years 94,168 24 91,766 25 40 to 44 years 83,834 22 77,747 21 45 to 49 years 68,060 18 61,158 17 50 to 54 years 43,053 11 37,188 10 55 to 59 years 22,452 6 16,513 4 60 yeas and above 19,352 5 6,025 2
25
Confusing Teaching for Learning
49
Teaching (the Teacher)
Facilitation of Learning (teacher and learner)
Learning (the learner)
Facts and Information sharing
Know-how building Comprehension and Wisdom development
Audifying of Textbook
Engaging in the process of learning in order to ensure ownership of the knowledge
What do you know and understand, and not just what do you remember
Characteristics of a good citizen
Investigate the opinions of others (including yourself) on the topic
Discuss the characteristics of a good citizen, with justification
Assessment of Teaching
Assessment for Learning Assessment of Learning
Connected vs Disconnectedness from Learners
50
I see, know, understand
and care about them!
I see, know and
understand them!
I see and know them!
I see them!
26
School Calendar 2012
51
Know your Numbers • 200 School days; • 170 Teaching and Learning days; • 34 Weeks of Teaching and
Learning; • 935 Hours of Teaching and
Learning; • 20 – 24 Hours of Examination time.
52
27
Labour vs Professional
53
Professionalism • Specialised Knowledge (a strong body of specialised
knowledge); • Continued Research (propensity to evaluate current
practice and identify and substitute redundant practice); • Professional Authority of the Practitioner (trust placed by
society as result of high quality of service rendered); • Acknowledgement of Authority by Society (respect and
esteem from the society); • Developing and Maintaining a Professional Ethical Code
(disciplined use of oneself in valid knowledge and insight into self-control pertaining to use of one’s emotions);
• Service Orientation (render a service where the interest of the client came first).
54
28
Current Conversations … • We are making progress …; We are getting
better …; We are getting things under control …; It is the union! (Education Officials);
• My principal is on his way from a meeting … (always between district and school) (Principals of Schools);
• Always blaming the department, the principal, parents, children, resources, etc. (Teachers); 55
Final Points: • Appoint people who can do the job, not people who
belong to a group; because they are connected; etc.; • As a principal – if you don’t care about every learner in
your school as much as you care about your own child, then you are in the wrong job …;
• As an official, if you don’t know, can’t do (display), or is not better than those whom you need to manage, guide, etc., they will never TRUST what you say;
• In a functional system, you can get away with people managing “generally”, but in a dysfunctional system, you have to have the specific (technical) capacity and skills to manage and lead – ability to show them how to do things – WALK THE TALK!
29
57
Thank You!!
58
