1

Module LBL880

Leadership and Management

of Learning

The state of education in South AfricaPresenter: Dr Muavia Gallie (PhD)

27 February 2010

1.1 Time Utilisation

1. Introduction (09h00 – 09h05);

2. Homework Reflection and 10 x 5 min

Presentations (09h05 – 10h00);

3. Jim Spinks (10h00 – 12h00);

4. Lunch (12h00 – 13h00);

5. What is the state of Education in South

Africa? (13h00 – 14h30);

6. New Tasks (14h30 – 14h50);

7. Conclusion (14h50 – 15h00).2

Introduction

Leadership is a decision, not a position or set

of skills.

Quality is

an

Attitude.

2.

Homework

Reflection5

Homework Task 0.1• All our work is going to cover Knowledge, Skills

and Dispositions, and we will attempt to connect Theory and Practice;

• Therefore, you have to identify yourself a school (a case study) that you will work with;

• If you are the principal or an SMT member of your school, you must get permission in writing from the SGB to use your school as a case study;

• If you don‟t or can‟t use your own school, identify an accessible school, and get permission in writing from the SGB to use their school as a case study.

• Please note that the school can remain anonymous, if they prefer it.

Homework Task 0.2 & 0.31. Clearly define and explain the meaning of “Teaching” and “Learning”;

2. Define what the difference is between these two concepts;

3. Define the „inter-connectedness‟ of these concepts, if any; and

4. Define which one comes first, if any.

In all of the above, you should motivate your argument.

Each of the above should be submitted on an A4 page. You will each be given 5

minutes during Session 1 (6 Feb) to present your arguments.

1. Clearly define and explain the meaning of “Leadership”, “Management”, and “Administration”;

2. Define what the difference is between these three concepts;

3. Define the „inter-connectedness‟ of these concepts; and

4. Identify the logical order of these concepts, if any.

In all of the above, you should motivate your argument.

Each of the above should be explained on an A4 page. You will each be given 5 minutes during Session 1 (6 Feb) to present your arguments.

Homework 1.1

• Collect enough evidence on each of the mentioned eight school readiness components;

• On a scale of 1 - 5, ask the principal to indicate the school readiness of his/her school on each of the eight components;

• On a scale of 1 - 5, you have to give your rating of your school, on each of the eight school readiness components.

Homework 1.2

• Bring along evidence of the existence of a curriculum management planning tool in your district;

• Bring along evidence of the existence of an instructional management planning tool in your school;

• Bring along evidence of the existence of a learning management planning tool in your department (school);

• Bring along evidence of the existence of an assessment management planning tool in your class (school).

Homework 1.3

• Download for www.slideshare.net the video called LBL -Brave decision by the deputy principal;

• Introduction - This is a conversation with the current principal and deputy principal of the school. Godfrey joined the school in 2002, six months after the school was opened, a the deputy principal of the school. Edith joined the school in 2006, as an HoD. In 2007, the principal retired, and Godfrey acted as principal until 2008, when the post was advertised. By then, Edith was the second deputy principal of the school. Both of them applied for the post. Now view the video;

• Write a critical analysis of the challenges in the video, what lead to it, and what should be done to stabilise the education system.

11

Homework 2.1

• Go onto the internet - to www.google.co.za;

• In the search block, type in “learning styles questionnaire”;

• On the list, look for the following = Learning Styles Questionnaire (www.vark-learn.com/english/page.asp?p=questionnaire);

• Go into this website - You are now in the VARK website;

• On the left side, you will see “Questionnaire” (click on it);

• The VARK Questionnaire will appear - you now need to complete the questionnaire (answers all the questions as honestly as possible);

• At the bottom (when finished), press “Ok”;

• Your score (learning style) will be analysed by the system;

• Make a printout of your results.

• Write a one-page analysis of what you see in your score, and whether that information is useful to you!!

3. Jim Spinks

1210h00 – 12h00

4. Lunch12h00 – 12h45

13

5. What is the

current state of

Education in

South Africa?14

Having a System to know

What is going on!

Helicopter view of educational

life

“Helicopter view” of Educational Life

SchoolStrategy

•Vision•Goals

Education Ministry

Teachers

Purpose

LearnersPhysical

TechnologyCompetitors

Unions

NGOs and

Civil

society

structures

Economy

Way of living

„Religions‟Regional and

international

organisations

Globalisation

Government

Political

parties

Customers

Empower-

ment

Relation-

ships

Flexibility Openness

Recognition

MotivationCulture•Values

•Work

ethics

•Commit-

ment

Systems•Finance

•Information

•Communication

Structure•People

•Capacity

•Power

Mental Emotional

Spiritual

Success rate = 8,1%

SACMEQ 2 – 2000 Reading Gr 6

18

SACMEQ 2 – 2000 Maths Gr 6

19

20

SACMEQ mean maths score by quintile vd Berg & Louw, 2006

Quintile 1 2 3 4 5 Mean

Botswana 491 499 510 508 557 513

Kenya 540 545 555 565 611 563

Lesotho 443 448 448 445 452 447

Malawi 422 427 435 433 447 433

Mauritius 519 564 587 620 640 584

Mozambique 526 525 531 530 538 530

Namibia 403 402 411 425 513 431

Seychelles 520 541 555 576 579 544

South Africa 442 445 454 491 597 486

Swaziland 506 511 511 513 541 517

Tanzania 484 511 529 528 560 522

Uganda 484 497 498 509 543 506

Zambia 414 425 436 434 466 435

Zanzibar 478 472 478 479 484 478

Mean 468 480 485 492 560 468

Map of SA schools High Schools: SC HG math (2007)

No. schools

% Total % HG Math

Top 414 7 66

Moderate 827 14 19

Poor 4877 79 15

Dysfunctionality vis-à-vis Under-performance

Figure 10: Three leve ls of school functionality in relation to the support needed by

schools

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

-10%

-20%

Non-Functioning -20% Š +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Basics

Gallie 2006

Two types of policies in Education

Ch.8

p.169

Learner Enrolment

HSRC 2006, p.27

Conditions required to implement

External and internal differences

Different foci

Foci 1 2 3 4

A. Capability (B+D+ K) A1 - Self

..

..

..

..

A2 - Team A3 -

Organisation

A4 - Global

Context

WH

O?

B. Characteristics

(Believ ing – Attitudes and

values)

B1

B2

B3

B4

C. Competency (Doing -

Skills) - What you are/have

done in a p articular

situation.

C1

C2

C3

C4

WH

AT

?

D. Content (Knowing –

Content nee ded)

D1

D2

D3

D4

Other foci

What do we know about our

teachers and/or officials?

Teaching

(Information Sharing)

Learning

(Taking ownership of Information)

Remembering Understanding

Teaching

(Information Sharing)

Remembering

Types of Teaching - Learning

Teaching

Learning

Teaching and

Learning

Teaching and LearningTeaching for

Learning

Teaching Learning Teaching Learning Teaching Learning

Teaching Learning Teaching Learning Teaching Learning

Teaching Learning Teaching Learning Teaching Learning

Teaching as

Learning

None or to Little time and support for Learning

Plenty of time and support for Learning

All the time and support are for Learning

Levels of Time

32

There is no

management

without

monitoring

and evaluation

Monitor

Evaluate

Iceberg diagram

Homework 2.1

What is the difference between:

• Systems Thinking;

• Systemic Thinking; and

• Systematic Thinking.

37

Blooms‟ Five Levels of Learning

Level Teaching

Days

Type of

Teaching

1 35 Facts

2 70 Information

3 105 Know-How

4 140 Comprehension

5 175 Wisdom

Homework 2.21. What is the percentage of attendance of teachers at your case study

school?

2. What is the percentage of learner attendance at your school?

3. Does your school have data on teacher performance for the past 5

years?

4. Does your school have data on the future career expectations of every

learner?

5. For how many teaching and learning days is the annual planning

catering?

6. How often do you renege on the school timetable?

7. How do you share responsibilities other than teaching among the staff?

8. What percentage of learners had all their textbook on the first day of the

school (13 January 2010)?39

3.11 Bloom‟s Level of learning

and Thinking1. Know - Define, match, repeat, memorise, label, outline, record,

recognise, state, sort, list

2. Understand - Restate, show, illustrate, summarise, predict, locate,

paraphrase, describe, explain

3. Apply - Demonstrate, solve, test, use, manipulate, organise

4. Analyse - Examine, debate/defend, compare/contrast, refute, relate,

generalise, classify, research

5. Synthesise - Propose, design, construct, invent, formulate, plan,

imagine

6. Evaluate - Judge, recommend, critique/criticise, justify, choose

Adult Learning --

Facts

Information

Motivational Learning

42

Why do people not share

what they know?Causes Cultural Reward

Knowledge hoarding is considered a source of job security

Fear of not getting credit and suspicion

Loss of ownership of expertise

Fear of making mistakes

Lack of comprehension of value of possessed knowledge

Lack of time to share insights, knowledge, “war stories” and

experiences

Lack of knowledge sharing mechanisms

Unwillingness to use existing technology to share knowledge

Assignment 2

44

Redeemer

45