EMASA 2009 - Paper: Complex Ecologies

EMASA International Conference University of Pretoria, Groenkloof Campus 7-9 August 2009 ‘Complex Demographics’ in different types of functionality schools - Learnings from two school principals in South Africa Presenter: Dr Muavia Gallie (PhD) University of Pretoria muavia.gallie@up.ac.za

Content 1. Conceptual framework 2. Slippery concept - ‘Complex’ demographics in organisations; - Christie 2008 report on ‘Schools that work’ - 10 complex ecologies; 3. Sampling of schools; 4. Profile of Schools - RHS and GBS; 5. Commonalities, and Shifting Ecologies; 6. Closing Remarks.

1.1 Current Challenges for Schools and Educators Socio- Learner Conditions Academic of Community Success

1.2 Future Challenge Learner Academic Success Schools and Educators Socio- Conditions of Community

1.3 Conceptual Argument - Types of Functionalities (relating to the Core Purpose) Non- Low High Functioning Functioning Functioning Schools Schools Schools (NFS) (LFS) (HFS) Level 1 Level 2 Level 3

1.4 Three Levels of School Functionality 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20% Basics Non-Functioning Low-Functioning High-Functioning -20% – +20% 21% - 60% 61% - 100%

1.5 Functional ‘Eye’ is on … (NFS) (LFS) (HFS) Activities Learning, Teaching and Leadership Personalities Learners, Teachers and Principal Issues Politics, Economics, Culture and Society

1.6 Current Learner Achievement in South Africa • 1,2 Mill learners in Gr1 - 0,55 mill in Matric (only 45%); • 66% of Matriculants pass examination; • 1/3 leave with certificate worthy of presentation; • Only 10% success-rate.

1.8 Where are we now? 20% 50% 30%

2.1 Complex Demographics/Ecologies • Ecology - “interrelationship in the ‘life’ in an organisational environment; • Mixture of unseen, intangible relationships - between people, their emotional intelligence, their values, their ethics, their personal tacit knowledge, their day-to-day experience • Interplay between people and the policies, values, ethics and practices of an organisation.

2.2 Christie report on ‘Schools that work’ (2008, pp.123-134) 1. Teacher supply and deployment (T); 2. Teacher quality (T); 3. Teacher development (T); 4. Image of the teachers (T); 5. Resources (Leadership); 6. Social capital (Leadership); 7. Orphans and vulnerable children (L); 8. Discipline and authority (T & L); 9. Learner pathways (L), and; 10. Networking (Leadership).

2.3 Core Focus Focus 1: Equality Focus 2: Access Focus 3: Equity Focus 4: Quality Focus 5: Equality + Access + Equity = Quality

2.4 Logistics of Teaching and Learning Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Learn- Disruptions DFS Learning for Teaching Components 30% 20% 30% ing 10% & Chaos 20% Assessment 20% Time-on-Task

2.5 School Readiness Components 8 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of DFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner Information LFS Components 3.2 High dropout rates of learners 30% 4. High level of disruption and violence 4. Annual Planning 5. Unclear academic standards 5. Implementable and flexible timetable 6. Quarterly Teaching School Readiness schedules DFS Components 7. Organogram 30% 8. Learner and Teacher support materials

2.7 Time-on-Task 2 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS Teaching 40% 90% Learning 50% 4.5 days p.w. LFS Teaching Learning 30% 50% 20% 2.5 days p.w. Learn- NFS Teaching 20% 30% ing 10% 1.67 days p.w.

3. Purposive Sampling 1. A majority learner population coming from poverty stricken, and disadvantaged communities; 2. A majority of black learners; 3. Should have a learner achievement in Matric of over 75%; 4. Should not have a ‘selective’ admission policy.

4.1 Randfontein High School • Historically ‘White’ school • Established in 1960 (English community) • “Equality, redress, access and quality” • “We make them great.” • 32 Extra-mural activities • Sport fanatic - principal attends all - getting to know the learners! • “Our greatest strength is our diversity.” • ONE RULE FOR ALL. • School is 138% full. • 8 targets - No.1: Academic Excellence

RHS Location

The school principal

4.1.1 Learner population

4.1.2 Photo Learners

4.1.3 RHS Mother Tongue 2009

4.1.4 RHS Teacher Population 2009

4.1.5 RHS Distance in learner travelling to school 2009

4.1.6 Cleanliness

4.2 Groenberg Secondary School • Historically ‘Coloured’ school; • Senior union leaders (SADTU) in region; • Senior official in Boland rugby team; • 95 farms are serviced by school; • Generates over R1 million every year; • Take personal responsibility of life-span of assets; • Proud individual - not a victim!

GBS Location

4.2.1 School Principal - Mr Hess

4.2.2 Cleanliness

4.2.4 More than 40 per class

4.2.5 Food line

5.1 Commonalities - 2 schools 1. Principals and teachers care deeply about education; 2. The school is about ‘teaching and learning’, and not just a place where teacher are employed; 3. They take challenges as opportunities (no excuses); 4. They have a purpose - and it is not about ‘them’ (the teachers); 5. They are ‘humane’ individuals, but … don’t mess with the education of the children; 6. Education is more than just ‘schooling’; 7. They school their situation as ‘complete’/’whole’ and therefore don’t expect ‘hand-outs’ from others; 8. They work hard (2700 hours per year) - don’t take ‘short-cuts’; 9. They know what they want - and they get it! 10. Look at their attitude - you see Quality.

5.2.1 Ten Shifting Ecologies 1. Democratic decision making in schools create a conducive school tone or culture; 2. Parent involvement is crucial; 3. OBE approach is resource intensive; 4. Resources (computers and libraries) will make all the difference; 5. The Dept. is not supporting teachers and therefore they are de-motivated;

5.2.2 Ten Shifting Ecologies 6. Lack of learning is caused by the ill-discipline of learners; 7. Our classrooms are overcrowded - small classes will make the difference; 8. It is difficult to achieve learner success in poverty stricken communities; 9. Learners are not at the level they should be when they get to our schools (no pre- or nursery school; can’t read and write) 10. Teacher development will solve most of our performance problems.

5.3 Reflect - Christie report 1. Teacher supply and deployment (T); 2. Teacher quality (T); 3. Teacher development (T); 4. Image of the teachers (T); 5. Resources (Leadership); 6. Social capital (Leadership); 7. Orphans and vulnerable children (L); 8. Discipline and authority (T & L); 9. Learner pathways (L), and; 10. Networking (Leadership).

6.1 In Summary, these principals have clarity about … • What they do - optimal balance between the curriculum, where learners will land up, and what they need; • Why they do it - constantly looking for new ways of doing, they like to serve people, like innovation, they are ‘in time’; • How it matters - they believe in quality, have performance indicators, they focus on things that matters most (don’t sweat the small stuff).

SF High Spiritual Fulfilment Functioning SA Low Schools Functioning Schools EP EN Non Functioning LBN Schools SN PN 6.2 Maslow’s Hierarchy of Needs

6.3 Closing Remarks HFS -- Given -- SA SF LFS -- Given -- EN EP NFS PN SN LBN Socio-Political-Cultural Personal Academic Achievement Achievement Achievement Fulfilment Spiritual

Thank You!!

EMASA 2009 - Paper: Complex Ecologies

by Education Moving Up Cc. on Aug 17, 2009

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