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Presenter: Dr Muavia Gallie (PhD)

4 December 2012 muavia@mweb.co.za

http://muavia-gallie.blogspot.com http://supervisingwithadifference.blogspot.com

www.slideshare.net

TeachSA!�

The state of education in South Africa and the challenges

facing our country … with some solutions. �

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Content 1.  Awareness: We don’t know what we don’t know

(3-13); 2.  SA Education System – Performance (14-36); 3.  Quality Education & Untruths (37-39); 4.  Supportive Ideas (40-44); 5.  Some Turnaround examples (45-52) 6.  Conclusion (53-55).

www.slideshare.net Search “TeachSA 2012”

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Awareness Test

Do we Know what we Don’t

Know 3

TIMSS Participation Countries 2007

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3

TIMSS 2003 - Applying Maths

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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

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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

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Reason for Leaving Education

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Corporal Punishment

Teacher Age Groups

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7

13

14

8

15

16

9

17

18

10

19

20

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21

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12

23

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13

25

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14

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15

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32 400 000 450 000 500 000 550 000 600 000 650 000 700 000 750 000 800 000 850 000 900 000 950 000

1 000 000 1 050 000 1 100 000 1 150 000 1 200 000 1 250 000 1 300 000 1 350 000

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Comparing Grades 1-12 from 1999 to 2012

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Ave.

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Comparing Grades 1-12 from 1999 to 2012 Gap Now %Learner

Gap Trace %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 1,208,973 1,074,788 967,373 966,349 939,025 935,446 912,528 971,509 1,096,113 1,103,495 874,331 551,837 657,136 46% 598,800 48% 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 Diff Trace

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!

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Access vs Success

Whether you Pass! How you Pass!

Short-Listing

Employment Quantity

Quality

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% 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%

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Japp

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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 38

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Some Untruths in Education 1.  Democratic decision making in the education system creates a

conducive tone and culture; 2.  Parent involvement is crucial; 3.  Resources (computers and libraries) will make all the difference; 4.  The department is not supporting teachers and therefore they are

demotivated; 5.  Lack of learning is caused by the ill-discipline of learners; 6.  Our classrooms are overcrowded – small classes will make the

difference; 7.  It is difficult to achieve learner success in poverty stricken

communities; 8.  Learners are not at the level they should be when they get to our

school/class; 9.  Teacher development will solve most of our performance

problems; 10.  It is the unions! 39

Confusing Teaching for Learning

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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

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Connected vs Disconnectedness from Learners

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I see, know, understand

and care about them!

I see, know and

understand them!

I see and know them!

I see them!

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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; • Account for 1800 hours of work. 43

Labour vs Professional

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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).

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Domains of Challenges

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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.

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Student Expectation and Achievement agreement (1)

Student Expectation and Achievement agreement (2)

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Stu

dent

Fee

dbac

k S

heet

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); 52

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Thank You!!

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