SADTU - Institutional Management and Governance
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SADTU - Institutional Management and Governance Document Transcript

  • 1. South African Democratic Teachers’ Union Management and Governance 24 March 2012 -  The role of Institutional Management and Governance during an era of ‘Education Crisis’ - Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. muavia@mweb.co.za http://muavia-gallie.blogspot.com http://iwanttoturnaroundmyschool.blogspot.com Content1.  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 www.slideshare.netSearch SADTU Institutional Management and Governance 1
  • 2. Introduction•  This presentation is not personal, but it is about PEOPLE;•  Since what is going wrong in the education system, has nothing to do with money, but it is about the PEOPLE;•  What I present is not based on opinion, but rather data (information);•  This conversation is certainly not about ‘being politically correct’, but rather the ‘uncomfortable conversations’ we tend to avoid!;•  Finally, I don’t defend constituencies (learners, teachers, department, etc.), but rather Education and the future of our country! Awareness Test Do we know what we don’t know? 2
  • 3. TIMSS Participation Countries 2007 TIMSS 2003 - Applying Maths 3
  • 4. SACMEQ Countries Botswana Kenya Lesotho Malawi MauritiusMozambique Namibia Seychelles South Africa Swaziland Tanzania Pupil Uganda reading Zambia sco re s Zanzibar ZimbabweSource: SACMEQ Data, 2007 6 SACMEQ Results 6 7 6 2 5 2 2 12 13 11 12 15 15 13 14 4 3 1 1 7 12 4 11 13 9 14 13 1 2 3 4 9 10 9 8 5 4 6 5 3 1 5 3 10 11 8 9 14 14 12 15 11 7 10 10 8 8 15 7 4
  • 5. 1999-2010 + Ave Comparing Grades 1-12 from 1999 to 20101,350,0001,300,0001,250,0001,200,000 19991,150,000 20001,100,000 20011,050,000 20021,000,000 2003 950,000 2004 900,000 2005 850,000 2006 800,000 2007 750,000 2008 700,000 2009 650,000 2010 600,000 Ave. 550,000 500,000 450,000 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 12 Grade 11 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 5
  • 6. Average % scores after re-marking 45 Eastern Cape 40 Free State Gauteng 35 KwaZulu NatalAverage Percentage Limpopo 30 Mpumalanga 25 Norther Cape North West 20 Western Cape South Africa 15 Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics 6
  • 7. 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! Access vs Success Short-Listing EmploymentQuantity Quality Whether you Pass! How you Pass! 7
  • 8. % Different Types of schools in SA Quality of Pass (Grades) 100% 90% 80% 70% 60%Quantity of Pass 50% 40% 20% 30% 20% 50% 10% 0% 20% -10% -20% 10% Anti- Dysfunctional Under- High- Functional Performing Performing 2011 Matric Results 8
  • 9. Japp So, if we spend all thismoney (2011/12 = R178b;2012/13 = R190b; 2013/14= R218b; R236b 2014/15)on education, why are the children not benefiting? 9
  • 10. Five Propositions1.  Human Capacity at layers beyond the schools;2.  Education is a ‘People’ intensive activity;3.  The biggest Untruth about Education in South Africa;4.  Compliance is 25% level of Performance;5.  Difference between Institutional Management and Governance. Proposition 1 Human Capacity at layers beyond the schools 10
  • 11. Teachers Facilitating Learning Teacher Conditions of Unions Service School Managing Leaders Teaching and Learning Circuit and Support and District Development Four Layers of Expertise CDE – 7 September 2011 Provincial, Systems National, Thinking Ministerial11
  • 12. Proposition 2 Education is a ‘People’ intensive activity Thomas JeffersonThere is nothing more unequal, than the equal treatment of unequal people. 12
  • 13. 80/20 Principle20% 80%80% 20%INPUT OUTPUT Proposition 3 The biggestUntruth aboutEducation inSouth Africa! 13
  • 14. We have started to believe that the Creator will apportion IQ based on your Economic/ Social Status! GE UPS 14 Matric Results100 94.390 88.2 88.2 86.2 82.8 82.980 80 80.4 81 77.7 74.4 74.570 67.7 67.9 67.58 67.5 65.99 65.7 65.99 66.08 66.3 64.75 63.7 64.760 60.5 60.23 57.4 56.67 57.86 56.25 54.5 54.07 52.48 52.5 52.94 52.9 52.48 52.6 52.850 49.6 49.11 48.57 49.55 49.53 49.54 49.3 47.62 46.27 45.61 45.4 43.42 44.240 39.6 39.8 37.5 36.82 35.51 34.1830 28.512010 0 2008 2009 2010 2011 14
  • 15. GDE PPS Matric Results 2008-2011 (2011 ascending) 100 98 96 94.9 92.2 92.2 90.9 90 88.2 88.8 85 84.3 83.8 83.3 83.8 80 78.4 79.880 77.8 76 74.274.575 75.2 73.4 73.7 73 73.5 71.2 70 70 70.6 68 67.6 68.168.6 66.766.7 66.7 66 66 67.1 64.5 65 64.9 62.8 61.862.462.9 63 62.9 61.2 60 59.7 58 57.9 57.7 57.8 56 56.6 56.7 % Pass 56 55 55 53.3 53.4 53.1 54 52.2 52 51 51 50 49 50 49.5 49 49.8 48 48 48 48 47 46 46 46 46 46 46 44.9 45 43.2 42 42 41.7 41.7 40 39 39 40 39 39.2 39.2 38 38 38 38 35 35.1 34 33 30 30 30.2 29.2 29 29 30 30 29 29 28 27 27 26 26 24 22 20 16 12 10 0 Boikgethelo Ed Mashabane Sec Mphumelomuhle Sec Fontanus Comp Bona Comp Illinge Sec Memezelo Sec Meadowlands Thutopele High Ibhongo Itirele-Zenzele Comp Lobone Modiri Tech Thoko-Thaba Sec Moqhaka Ikusasa Comp Westbury Sec Jet Nteo Minerva Mpilisweni Sec Mamellong Comp Vosloorus Comp Senthibele Sec Kwadukathole Comp Nghunghunyane Ramosukula Ramolelle KwaBhekilanga Sebokeng Tech Katlehong Sec Kgokare Average 2008 2009 2010 2011100 90 80 70 60 2008 50 2009 2010 40 2011 30 20 10 0 15
  • 16. Domains of Change 3. Curriculum (Learners, Parents, Educators, Community, Business, District, (School Readiness) Management(Taking Responsibility) Framework Sustainability Strategy SMT, Principal, SGB, (Education, Curriculum, Ownership Planning Instruction, Teaching, Province) Learning, Assessment, Expectations) Educator BEAR (Beliefs, Expectations, Attitudes & Relationships) 31 1. 2. 4. 5. Ownership1. Individual Ownership2. Co-Ownership3. Co-Creation 16
  • 17. Proposition 4Compliance is 25% level ofPerformance! ACCOUNTABILITY SCALE 25%: 50%: 25%Compliance towards Seniors 50% Job25% Description - Salary 25% Support and 50% Development - Juniors 17
  • 18. Example: Employment of Teachers•  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 5Difference between Institutional Management and Governance 18
  • 19. Curriculum Management Framework Education Philosophy Curriculum Implementation Bureaucratics & Policy Maker Or gan Instructional TT T-Att T-Info APlan Teaching and Learning TLSM L-Info T-Info Principal & SMT Learning and Assessment TL Sch L-Info IMD & CMD Teachers Learners Expectation and HoDs T-Info L-Info Achievement Learning Space Classroom Faculty School District and Circuit National and Provincial Curriculum Development CycleEducation Curriculum Instructional Teaching Learning Assessment Expectation Achievement Plan Plan Plan Plan Plan Plan Plan PlanDo District School TeacherM&E Provincial District HoD 38 19
  • 20. 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. 20
  • 21. 16 Policies (duties and functions) of SGBs1.  Drafting of a Constitution (definition of concepts; name and objectives; member categories; office-bearers; filling vacancies; resignations; committees; expulsion; functions; meetings [once per term; annual general meeting; record minutes; inspect minutes; report per term]; dissolution; amendments to constitution);2.  Mission Statement (rationale; target group; service provided; orientation i.t.o. survival and growth; management philosophy; responding to school community needs; public business image of school);3.  Language policy (LoL, LoT, LoA);4.  Religious policy (attendance on free and voluntary basis);5.  Code of Conduct for learners (Model C school examples); 21
  • 22. 6. Suspension of learners (fair hearing; 1 week; more, by SGB);7. Admission policy (no test; not discriminate; no refusal [fees; mission; indemnity agreement]; age requirements);8. Supporting the staff (verbal to physical assault; intimidation; harassment; insult);9. School hours;10. Financial matters (school fund; banking account; pay money into account; secure and protect assets; purposeful use of funds);11. Movable and immovable property;12. Service to the school (volunteerism);13. Recommendations for appointment of educators (appointment, promotion or transfer only on recommendation of SGB to HoD; HoD can decline based on procedure, non-compliance, not registered, proof of undue influence, undermine democratic values and principles); •  Correct procedure to be followed (advertise, apply, elect interview committee, interview [+ observers], shortlist of 3, send recommendation to HoD, HoD appoints); •  Correct criteria for refusal of recommendation (affirmative action appointment vs best interest of children; equality and equity during interviews by SGB; transfer of excess educators; appointment or replacement of temporary educators);14. Educators employed by the school (working time; leave, remuneration; termination); 22
  • 23. 15. Financial management (estimate needs, obtain funds, administer finance) - adhere to general legal requirements and educational legislation (financial discipline, involve all in planning budget, share budget, evaluate budget regularly, adhere to budget planning);16. Additional Functions (maintain and improvements of property, extra-mural activities, selection of subjects, paying service providers, others);17. Closure of school (SGB must know, enough time, submit petition, consider petition);18.  Non-Functioning of SGB (HoD appoints persons to exercise these functions; 3 months, not longer than 1 year). 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! 23
  • 24. ThankYou!! 24