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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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
• 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!