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Presenter: Dr Muavia Gallie (PhD)

6-7 February 2012 muavia@mweb.co.za

Tshwane University of Technology Faculty of Humanities

Department of Education Studies Education Management 4

- Session 1 - �

The state of education in South Africa and the challenges facing

young teachers. �

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

(3-8); 2.  SA Education System – Performance (9-19); 3.  Use of Budget (22-25); 4.  Quality Education & Untruths (26-30); 5.  Supportive Ideas (31-39); 6.  Conclusion (40-41).

www.slideshare.net Search “TUT EDU420 Session 1”

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2

Awareness Test

Do we Know what we Don’t

Know 3

TIMSS Participation Countries 2007

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3

TIMSS Participation 1995 - 2007

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TIMSS 2003 - Applying Maths

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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

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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

8

5

9

15

20

25

30

35

40

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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

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6

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Musical Chairs Game

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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

Zebra in water with Lion

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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!

15 51%

1,055,397

534,498

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Comparing Grades 1-12 from 1999 to 2011 Gap %Learner Gap %Learner Prim Sec

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 Gr1-7 Gr8-12 Total

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%   7,928,844 4,111,177 12,040,021

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%   7,527,895 4,072,470 11,600,365

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%   7,413,416 4,029,274 11,442,690

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% 7,465,728 4,108,709 11,574,437

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% 7,470,476 4,186,882 11,657,358

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% 7,444,142 4,317,903 11,762,045

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% 7,314,449 4,430,708 11,745,157

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% 7,256,518 4,544,205 11,800,723

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% 7,312,258 4,549,341 11,861,599

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% 7,231,660 4,403,754 11,635,414

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% 7,128,500 4,418,904 11,547,404

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% 7,024,368 4,471,468 11,495,836

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% 6,957,432 4,489,439 11,446,871

2012                                      

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

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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.

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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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So, if we spend all this money (2011/12 = R178b; 2012/13 = R190b; 2013/14

= R218b) on education, why are the children not

benefiting? Who is actually benefiting?

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11400000

11600000

11800000

12000000

12200000

12400000

12600000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Learners 2001 - 2010

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24500

25000

25500

26000

26500

27000

27500

28000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Schools 2001 - 2010

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13

320000

340000

360000

380000

400000

420000

440000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Educators 2001 - 2010

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420,608

Five Layers of Expertise

Offe

ring

Teac

hing

an

d Le

arni

ng

Con

ditio

ns o

f Se

rvic

e

Man

agin

g Te

achi

ng a

nd

Lear

ning

Supp

ort a

nd

Dev

elop

men

t

Syst

ems

Thin

king

Teac

hers

and

H

oDs

Teac

her

Uni

ons

Scho

ol

Lead

ers

Circ

uit a

nd

Dis

tric

t

Prov

inci

al,

Nat

iona

l, M

inis

teria

l

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Quality Education Conference - 2002

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 28

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Wheelchair

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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! 30

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Demographic Character of Workforce

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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

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!

School Calendar 2012

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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.

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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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Professional Imbalance

38 Pro

fess

iona

l E

thic

s &

Mor

als

Profe

ssion

al Gr

owth

& De

velop

ment

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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.

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); 40

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Thank You!!

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