TUT EDU420  Session 1 - State of education in South Africa
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TUT EDU420 Session 1 - State of education in South Africa

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TUT EDU420  Session 1 - State of education in South Africa TUT EDU420 Session 1 - State of education in South Africa Document Transcript

  • Tshwane University of Technology Faculty of Humanities Department of Education Studies Education Management 4 - Session 1 - The state of education in South Africa and the challenges facing young teachers. Presenter: Dr Muavia Gallie (PhD) 6-7 February 2012 1 muavia@mweb.co.za Content1.  Awareness: We don’t know what we don’t know (3-8);2.  SA Education System – Performance (9-19);3.  Use of Budget (22-25);4.  Quality Education & Untruths (26-30);5.  Supportive Ideas (31-39);6.  Conclusion (40-41). www.slideshare.net Search TUT EDU420 Session 1 2 1
  • Awareness Test Do we Know what we Don’t Know 3TIMSS Participation Countries 2007 4 2
  • TIMSS Participation 1995 - 2007 5TIMSS 2003 - Applying Maths 6 3
  • 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 7 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 8 4
  • 9 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 10 Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics 5
  • 11Musical Chairs Game 12 6
  • Musical Chairs Game24 123 222 321 420 519 618 717 816 915 1014 1113 1212 131110987654321 13Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12 Zebra in water with Lion 14 7
  • Matrics 2010 started Gr1 in 1999 Matrics 2011 started Gr1 in 2000 Drop in Learners Gr 1 (1999) - Gr12 (2010) 1,350,000 1,300,000 1,318,932 1,250,000 1,200,000 1,150,000 1,100,000 1,050,000 1,055,397 1,000,000 950,000 900,000 850,000 800,000 750,000 700,000 650,000 Only 44% retained! 600,000 579,384 550,000 Grade 1 51% Grade 12 15 534,498Comparing Grades 1-12 from 1999 to 2011 Gap %Learner Gap %Learner Prim SecYear Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained Years Years Gr1-7 Gr8-12 Total1999 1,318,932 1,223,529 1,194,425 1,167,683 1,087,829 998,705 937,741 1,043,067 917,239 840,803 738,220 571,848 747,084 43%   7,928,844 4,111,177 12,040,0212000 1,055,397 1,090,765 1,178,712 1,167,949 1,088,836 1,009,782 936,454 1,039,547 922,566 836,962 724,192 549,203 506,194 52%   7,527,895 4,072,470 11,600,3652001 1,150,637 944,961 1,087,675 1,175,860 1,098,863 1,023,269 932,151 1,068,479 916,280 846,655 709,508 488,352 662,285 42%   7,413,416 4,029,274 11,442,6902002 1,286,591 1,012,892 949,721 1,076,107 1,142,806 1,038,679 958,932 936,392 1,089,404 876,175 719,952 486,786 799,805 38% 430,453 53% 7,465,728 4,108,709 11,574,4372003 1,277,499 1,111,858 1,003,331 952,465 1,035,707 1,101,740 987,876 976,750 902,129 1,096,214 736,720 475,069 802,430 37% 567,998 46% 7,470,476 4,186,882 11,657,3582004 1,303,016 1,109,201 1,081,956 985,139 916,911 997,365 1,050,554 1,010,710 914,729 1,057,935 829,137 505,392 797,624 39% 432,349 54% 7,444,142 4,317,903 11,762,0452005 1,233,581 1,118,690 1,078,001 1,061,770 951,372 898,493 972,542 1,052,499 930,797 1,069,494 839,009 538,909 694,672 44% 459,796 54% 7,314,449 4,430,708 11,745,1572006 1,185,198 1,081,652 1,099,319 1,072,780 1,026,031 919,487 872,051 1,020,734 970,946 1,093,297 890,564 568,664 616,534 48% 519,165 52% 7,256,518 4,544,205 11,800,7232007 1,171,323 1,050,103 1,066,796 1,090,762 1,035,449 1,001,687 896,138 930,019 957,450 1,115,961 920,102 625,809 545,514 53% 462,020 54% 7,312,258 4,549,341 11,861,5992008 1,122,114 1,031,821 1,017,656 1,050,860 1,043,012 1,001,852 964,345 926,603 902,656 1,076,527 902,752 595,216 526,898 53% 599,209 50% 7,231,660 4,403,754 11,635,4142009 1,106,827 1,004,311 1,004,585 1,019,886 1,009,370 1,012,619 970,902 991,093 926,531 1,017,341 881,661 602,278 504,549 54% 621,251 49% 7,128,500 4,418,904 11,547,4042010 1,116,899 994,410 972,668 1,002,645 978,983 978,016 980,747 1,001,180 1,009,327 1,039,762 841,815 579,384 537,515 52% 739,548 44% 7,024,368 4,471,468 11,495,8362011 1,177,089 1,003,353 957,209 974,860 957,203 946,427 941,291 1,008,110 1,049,904 1,049,189 847,738 534,498 642,591 45% 520,899 51% 6,957,432 4,489,439 11,446,8712012                                       16Ave. 1,194,001 1,064,516 1,061,237 1,068,659 1,034,597 998,475 955,036 999,756 946,671 997,261 811,136 548,909 8
  • 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 17 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! 18 9
  • Access vs Success Short-Listing Employment Quantity Quality Whether you Pass! How you Pass! 19 % 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- 20 Functional Performing Performing 10
  • Japp 21 So, if we spend all thismoney (2011/12 = R178b;2012/13 = R190b; 2013/14 = R218b) on education, why are the children not benefiting?Who is actually benefiting? 22 11
  • Learners 2001 - 201012600000124000001220000012000000118000001160000011400000 2001 2002 2003 2004 2005 2006 2007 2008 2009 23 2010 Schools 2001 - 2010 28000 27500 27000 26500 26000 25500 25000 24500 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 24 12
  • 320000 340000 360000 380000 400000 420000 440000 Teachers and Offering Teaching HoDs and Learning 2001 2002 Teacher Conditions of 2003 Unions Service 2004 School Managing 2005 Leaders Teaching and Learning 2006 2007 Educators 2001 - 2010 Circuit and Support and 2008 District Development Five Layers of Expertise 2009 Provincial, Systems Thinking 26 25 National, 2010 Ministerial 420,60813
  • Quality Education Conference - 2002 27Three Steps to Quality Education Dys- Step Under- Step High Step Excellent 1 2 3functional performing Functioning Schools Schools Schools SchoolsBasic Right To Basic Education Quality EducationEducation Legal and Human Rights Professional, Social, and Obligations Ethical Obligations 28 14
  • Wheelchair 29 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; 3010.  It is the unions! 15
  • Demographic Character of WorkforcePERSAL 1997/8 2003/4 Number % Number %Total 386,735 268,548Male 136,260 35 127,956 35Female 250,476 65 240,592 65Under 25 years 7 0.002 752 0.225 to 29 years 3,575 1 15,044 430 to 34 years 52,235 14 62,356 1735 to 39 years 94,168 24 91,766 2540 to 44 years 83,834 22 77,747 2145 to 49 years 68,060 18 61,158 1750 to 54 years 43,053 11 37,188 1055 to 59 years 22,452 6 16,513 4 3160 yeas and above 19,352 5 6,025 2 Confusing Teaching for Learning Teaching Facilitation of Learning Learning (the Teacher) (teacher and learner) (the learner)Facts and Know-how building Comprehension andInformation Wisdomsharing developmentAudifying of Engaging in the process What do you knowTextbook of learning in order to and understand, ensure ownership of the and not just what do knowledge you rememberCharacteristics Investigate the opinions of Discuss theof a good citizen others (including yourself) characteristics of a on the topic good citizen, with justificationAssessment of Assessment for Learning Assessment ofTeaching Learning 32 16
  • Connected vs Disconnectednessfrom Learners I see, know, understand and care about them! I see, know and understand them! I see and know them! I see them! 33 School Calendar 2012 34 17
  • 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. 35 Labour vs Professional 36 18
  • 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). 37 Professional Imbalance Professional Growth Ethics & Morals & Development Professional 38 19
  • Domains of Challenges 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 39 1. 2. 4. 5. 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); 40 20
  • 41ThankYou!! 42 21