Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. [email protected]Turn-Around Consortium (TAC) WCED West Coast Education District Principal Symposium – 10 September 2011 -Quality Education and Quality Jobs/Salaries - Is education all about the Children, or about the Adults?
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•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!
Access vs Success
Whether you Pass! How you Pass!
Short-Listing
Employment
Quantity
Quality
% 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
Pas
s
Quality of Pass (Grades)
20%
50%
20%10%
Japp
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?
LES: 2001 - 2005
LES: 2006 - 2009
At Circuit, Districts, Provincial and National
• Added Circuits and Districts;
• More Centres, Units, Committees, Task Teams, etc.;
• More consultants actually doing the work that was initially defined as part of people’s job descriptions;
• More Directors, Chief Directors, DDGs, and DGs, with plenty of PAs.
Four Layers of Expertise
CDE – 7 September 2011
31
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
1.6.2 GDE PPS Matric Results 2008 - 2010 (2010 ascending)
Some Untruths in Education1. 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!
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);
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!